Teaching · Reading Intervention

Whether the strategy is working, answered by the weekly data.

Enter three baseline probes, the goal and the weeks to reach it, then one score a week with the sessions actually held. The log works out how fast the student is improving, how fast they need to, and what the last four points say about the plan.

Start a logWhat you get
$19one-time · every device you sign in on
Buy · $19

Included with Caveat Classroom and Whole-school licenses. Or get it in the Reading Intervention toolkit, $49 for 34 items.

The effectiveness log

One log per strategy per student. Use initials or a code, never a name. The example is made up.

Loading the form. If nothing appears, turn on JavaScript.

What you get

Teaching · Reading Intervention$19 · included with Classroom and Whole-school licenses

What you finish with
For each strategy, the baseline, goal and weekly data with a summary of the actual and needed rate of improvement, the weeks the goal would take, the four-point check against the aim line and the share of sessions held.
Who it is for
Reading interventionists, reading specialists, special education teachers and student support teams deciding whether to keep, change or intensify an intervention.
Format
Browser log with a weekly data table. Several saved records; printed with the summary or as a blank paper form; CSV of the weekly data; export and import a file.
Access
$19 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 Reading Intervention toolkit ($49) 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 Reading Intervention space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
Drawn for this page. When the points keep falling below the line to the goal, the strategy, not the student, is what to change.

How to use it

  1. Start a record with the student’s initials or a code and the date the strategy started.
  2. Describe the strategy, the sessions planned each week and the measure.
  3. Enter three baseline probes, the goal and the weeks to reach it.
  4. Each week, add the week number, the score and the sessions actually held.
  5. Read the summary: check sessions held first, then the rate and the four-point check.

Start a log

What the log is for

The aim line and the four-point rule

The aim line runs from the baseline to the goal. A widely used decision rule in curriculum-based measurement looks at the most recent four points: if all four fall below the aim line, change the intervention; if all four are above it, raise the goal; otherwise keep going. It is a prompt for the team, not an automatic decision.

Was it delivered

A strategy given half as often as planned has not had a fair test. The log checks sessions held against sessions planned before anyone decides the strategy failed.

Rate, not a norm

The rate of improvement is worked out from your own data by least squares. This page does not compare it with published growth norms; the goal and what counts as enough growth are your team’s. Records use a code, never a name, and stay in this browser.

Sources

  1. Fuchs, L. S., and Fuchs, D. (2011). Using CBM for Progress Monitoring in Reading. Washington, DC: National Center on Student Progress Monitoring.
  2. Deno, S. L. (2003). Developments in curriculum-based measurement. The Journal of Special Education, 37(3), 184–192.
  3. Ardoin, S. P., Christ, T. J., Morena, L. S., Cormier, D. C., and Klingbeil, D. A. (2013). A systematic review and summarization of the recommendations and research surrounding curriculum-based measurement of oral reading fluency (CBM-R) decision rules. Journal of School Psychology, 51(1), 1–18.
  4. National Center on Intensive Intervention (intensiveintervention.org), on data-based individualization and fidelity.
  5. Family Educational Rights and Privacy Act, 34 CFR Part 99.

The example student is made up. The log applies a common decision rule to your own data; it uses no norms and does not decide eligibility or diagnose a disability. Support: team@caveatacademic.com.