Teaching · Related Services

Show the student had a real chance to learn.

Core instruction, attendance, intervention minutes and progress checks in one record. The summary works out attendance and intervention hours and tells you whether both IDEA opportunity-to-learn elements are on paper.

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$12one-time · every device you sign in on
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Included with Caveat Classroom and Whole-school licenses. Or get it in the Related Services toolkit, $99 for 96 items.

The opportunity-to-learn organizer

One record per referral, under a student code. The example student 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
For each referral, the attendance rate, intervention hours, the status of both federal opportunity-to-learn elements and the gaps to close before eligibility is decided.
Who it is for
School psychologists, evaluation teams, intervention and English learner staff preparing a learning disability evaluation.
Format
Browser organizer filled in from records and teachers. One saved record per referral; printed with the 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 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.
teaching first, then the question of disability
Drawn for this page. Low achievement only points to a disability once the student has had good teaching and steady progress checks.

How to use it

  1. Start a record with the student code and the referral date.
  2. Describe core instruction and who taught it.
  3. Enter attendance, school changes and language background.
  4. List each intervention with minutes and weeks.
  5. Record the progress checks and whether parents saw them.

Start a record

What the organizer is for

Why it matters

IDEA asks the group, before it decides a student has a specific learning disability, to consider data that the student got appropriate instruction in general education from qualified staff, and data-based documentation of repeated assessments at reasonable intervals, shared with the parents. Without it, low achievement may simply reflect missed teaching.

Multilingual learners

Opportunity to learn includes access to instruction in a language the student understands. Years of English instruction and language development services belong in the record, and comparisons are fairest against peers with similar language and schooling.

What this is not

An evidence organizer. It does not judge program quality or decide eligibility. The 90% attendance line is the common working definition of chronic absence, not a federal rule.

Sources

  1. Individuals with Disabilities Education Act regulations, 34 CFR 300.309(b) (data on appropriate instruction and repeated assessments provided to parents) and 300.306(b).
  2. Elementary and Secondary Education Act, as amended by ESSA, section 8101 (comprehensive literacy instruction: phonemic awareness, phonics, fluency, vocabulary and comprehension).
  3. U.S. Department of Education, Chronic Absenteeism in the Nation’s Schools, and Attendance Works (missing 10% or more of school days).
  4. U.S. Department of Education and U.S. Department of Justice, Dear Colleague Letter: English Learner Students and Limited English Proficient Parents (2015), chapter on English learners with disabilities.

The example student is made up. This page describes federal requirements in general terms; it is not legal advice and does not decide eligibility. Support: team@caveatacademic.com.