Teaching · Special Education

What the student does on their own, and where.

Mark eighteen everyday skills at the support the student needs now, from dressing to money to asking for help. The summary sorts them, records the family’s priorities, and tells you if the evidence is too thin.

Start a skills evaluationWhat you get
$12one-time · every device you sign in on
Buy · $12

Included with Caveat Classroom and Whole-school licenses. Or get it in the Special Education toolkit, $99 for 130 items.

The skills evaluation

One evaluation per student and date. The example is made up.

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What you get

Teaching · Special Education$12 · included with Classroom and Whole-school licenses

What you finish with
Each skill at its current level of support, the share done on their own, the family’s and student’s priorities, and the gaps to close before the meeting.
Who it is for
Special education teachers, school psychologists, evaluation teams and transition coordinators.
Format
Browser form. One saved evaluation per student and date; printed with its summary or as a blank form; 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 Special Education 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 Special Education space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
skills where they happen
Drawn for this page. Daily skills look different in the classroom, at home and out in the community, so the evidence has to come from more than one place.

How to use it

  1. Start an evaluation with a code or initials and the date.
  2. Mark every source of information and setting you used.
  3. Mark each skill at the support the student needs today, not on a good day.
  4. Use not observed honestly, then ask the family.
  5. Add the priorities and bring the summary to the evaluation team.

Start a skills evaluation

How to read the levels

Levels of support

On their own means no reminders. With prompts means a gesture, picture or word gets it done. Physical help means an adult’s hands are involved. The gap between levels is where goals come from.

More than one source

General federal rules require an evaluation to use a variety of tools and strategies, including information from the family, and no single measure. A skill seen once in one room is a starting point.

What it is not

Not a standardized adaptive behavior scale and not an eligibility decision. It organizes what you saw and heard so the team can weigh it with everything else.

Sources

  1. Individuals with Disabilities Education Act regulations, 34 CFR 300.304: evaluation procedures, a variety of tools and information from the parent.
  2. Individuals with Disabilities Education Act regulations, 34 CFR 300.320(b): transition services in the IEP in effect when the student turns 16, or younger if the team decides.
  3. American Association on Intellectual and Developmental Disabilities. Adaptive behavior: conceptual, social and practical skills, aaidd.org.
  4. National Technical Assistance Center on Transition: the Collaborative. Age-appropriate transition assessment toolkit, transitionta.org.

The example student is made up. Support: team@caveatacademic.com.