Teaching · Related Services

Say what the disability gets in the way of, one need at a time.

For each need, enter the finding, a grade-level example, how far the student is from classmates and what it calls for. The page drafts the impact statement and lists the needs that point to specially designed instruction.

Start a statementWhat you get
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Included with Caveat Classroom and Whole-school licenses. Or get it in the Related Services toolkit, $99 for 152 items.

The impact statement

One record per evaluation, dated. The example is made up.

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What you get

Teaching · Related Services$12 · included with Classroom and Whole-school licenses

What you finish with
A draft educational impact statement for one student, in report wording and family wording, with the needs that call for specially designed instruction named.
Who it is for
School psychologists, special education teachers, related service providers and evaluation team members.
Format
Browser organizer. One saved record per evaluation; printed with both drafts or as a blank form; CSV of the needs; export and import a file.
Access
$12 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Related Services toolkit ($99) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The Related Services space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
impactthe report ends where the IEP begins
Drawn for this page. The impact statement is the hinge between the evaluation and the IEP: it says where the disability gets in the way of grade-level work.

How to use it

  1. Tick the kinds of evidence the statement rests on.
  2. Add a row for each need, with a finding and a grade-level example written to follow the student code.
  3. Say how far the student is from classmates and what the need calls for.
  4. Add current participation and the family’s priority.
  5. Edit the draft in your report template and carry each paragraph into the present levels.

Start a statement

How the statement is built

The two-part test

Under IDEA a student is a child with a disability only if the student has one of the listed impairments and, because of it, needs special education and related services (34 CFR 300.8(a)(1)). The impact statement carries the second part: where the need shows and whether it calls for specially designed instruction, meaning teaching adapted in content, method or delivery (300.39(b)(3)).

Into the present levels

The IEP’s present levels must say how the disability affects the student’s involvement and progress in the general education curriculum (300.320(a)(1)). A grade-level example in each paragraph makes that sentence easy to write and easy for a family to picture.

What it is not

It decides no eligibility and no services. “What it calls for” is your draft judgment for the team to discuss with the family. Every sentence is a fixed frame filled with your entries.

Sources

  1. Individuals with Disabilities Education Act, 34 CFR 300.8(a)(1), 300.39(b)(3) and 300.320(a)(1): the two-part definition, specially designed instruction and present levels.
  2. Section 504 of the Rehabilitation Act of 1973, 34 CFR 104.33: a free appropriate public education through regular or special education and related aids and services.
  3. Center for Parent Information and Resources. Present levels of academic achievement and functional performance (plain-language guidance on the IEP).
  4. National Association of School Psychologists (2020). Principles for Professional Ethics, standard II.3: understandable reports for those who receive them.

The example student and needs are made up. Support: team@caveatacademic.com.