Teaching · Speech & Language

Planning, ordering and repairing talk, seen across the school day.

Mark each skill in class discussion, group work, presentations and peer talk, one key per cell. The summary ranks the skills by independence, names the ones to target with supports to try, and drafts goal stems for the team to finish.

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Included with Caveat Classroom and Whole-school licenses. Or get it in the Speech & Language toolkit, $79 for 72 items.

The skills profile

One record per student and round of observation. Use initials or a code, never a name. The example is made up.

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What you get

Teaching · Speech & Language$12 · included with Classroom and Whole-school licenses

What you finish with
For each student, independence by skill and setting, the skills to target first with supports, and two draft goal stems.
Who it is for
Speech-language pathologists, special education teachers and secondary teams supporting students whose talk breaks down under planning load.
Format
Browser grid with keyboard entry. Several saved rounds per student to compare over a semester; printed with the summary or as a blank observation grid; CSV; 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 Speech & Language toolkit ($79) 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 Speech & Language space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
123?plan it, order it, check the listener
Drawn for this page. Talking well in class takes planning, ordering and watching the listener, the same executive skills that run homework.

How to use it

  1. Start a record with the student’s initials or a code and the date.
  2. Note who observed and the grade.
  3. Mark each skill in each setting with one key.
  4. Add the student’s own view.
  5. Choose targets and supports, then finish the goal stems with the team.

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What the organizer is for

Executive function in talk

Explaining an idea, joining a discussion or following directions asks a student to plan, hold information in mind, monitor and shift. Students with executive function difficulties often have the vocabulary and grammar but lose the thread.

Across settings

A skill shown one to one may disappear in a noisy group. Looking across four settings shows where support is needed, not only whether the skill exists.

What this is not

This organizer records observations. It is not a diagnosis of a language disorder or of an executive function deficit, and it compares the student with no norms.

Sources

  1. Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135 to 168.
  2. Singer, B. D., and Bashir, A. S. (1999). What are executive functions and self-regulation and what do they have to do with language-learning disorders? Language, Speech, and Hearing Services in Schools, 30(3), 265 to 273.
  3. American Speech-Language-Hearing Association, Practice Portal: Spoken Language Disorders, and resources on adolescent language.
  4. Individuals with Disabilities Education Act regulations, 34 CFR 300.320(a)(2) (measurable annual goals in the IEP).

The example student and observations are made up. Observation only; not a diagnosis. Support: team@caveatacademic.com.