Teaching · Related Services

Know the languages before you choose the tests.

Record which language the student hears and uses at home, with friends and in class, and how long English has been taught. The organizer turns it into the cautions your evaluation needs.

Start a recordWhat you get
$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 language background

One record per student and date. 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
Language use by setting, the share of each language, and cautions on test language, norms and exclusionary factors.
Who it is for
School psychologists, speech-language pathologists, evaluation teams and English learner specialists.
Format
Browser form. One saved record per student and date; printed for the evaluation file 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.
xin chàohellotwo languages, one child
Drawn for this page. A bilingual student’s skills are spread across two languages; testing in one sees only part of them.

How to use it

  1. Interview the family, with an interpreter if needed.
  2. Check English learner status and the latest proficiency result in school records.
  3. Mark which language the student hears and uses in each setting.
  4. Ask whether the difficulty shows in the home language too.
  5. Plan test language and how you will report scores from the cautions.

Start a record

Why the history matters

What IDEA requires

Assessments must be selected and administered so as not to discriminate on a racial or cultural basis, and given in the child’s native language or other mode of communication and in the form most likely to yield accurate information, unless clearly not feasible (34 CFR 300.304(c)(1)). A child may not be found to have a disability if the determinant factor is limited English proficiency or lack of appropriate instruction in reading or math (34 CFR 300.306(b)).

Norms

Most English-language tests were normed on students who were not learning English as a second language. Scores for an English learner compare them with a group whose language experience is different.

What this is not

A language proficiency test or a state identification procedure.

Sources

  1. Individuals with Disabilities Education Act regulations, 34 CFR 300.304 and 300.306.
  2. U.S. Department of Education, Office of English Language Acquisition (2017, updated). English Learner Tool Kit, chapter 6: English learners with disabilities.
  3. Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. In Encyclopedia of Language and Education (2nd ed.), Springer.
  4. American Speech-Language-Hearing Association, Practice Portal: Bilingual Service Delivery.

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