Teaching · Related Services

Worry is hard to see. Look for agreement.

Add each finding with how you got it and from whom. The organizer shows which concerns several sources agree on, which rest on one, and puts safety first.

Organize the evidenceWhat you get
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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 evidence record

One record per student; update the date as evidence comes in. 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
Findings grouped by concern, converging and single-source concerns, impact at school, and safety steps first when needed.
Who it is for
School psychologists, counselors, social workers and evaluation teams.
Format
Browser form. One saved record per student and date; printed for the team 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.
four sources, one point
Drawn for this page. Worry and low mood are hard to see from outside; agreement across sources is what makes evidence strong.

How to use it

  1. Answer the safety question first, and follow your school’s procedure if needed.
  2. Add each finding with its method and informant.
  3. Ask the student directly; they are often the best informant.
  4. Mark how the concern shows up at school.
  5. Add a second method or informant for single-source concerns before the team meets.

Organize the evidence

Weighing the evidence

Why several sources

Internalizing concerns are often missed by adults and reported best by the student. Multi-method, multi-informant evidence is the standard of practice because each source sees only part of the picture.

Safety

Asking a student directly about self-harm does not increase risk. If anything worrying comes up, your school’s risk procedure comes before this record.

What this is not

A screener, a rating scale or a diagnosis. It organizes evidence for the team’s judgment.

Sources

  1. De Los Reyes, A., et al. (2015). The validity of the multi-informant approach to assessing child and adolescent mental health. Psychological Bulletin, 141(4), 858–900.
  2. Dazzi, T., Gribble, R., Wessely, S., & Fear, N. T. (2014). Does asking about suicide and related behaviours induce suicidal ideation? Psychological Medicine, 44(16), 3361–3363.
  3. National Association of School Psychologists: guidance on suicide risk assessment and social-emotional evaluation.
  4. Individuals with Disabilities Education Act regulations, 34 CFR 300.304(b): a variety of assessment tools and strategies.

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