Teaching · Related Services

Steps, facts or word problems? Name the math gap exactly.

Enter the math scores the way the report gives them. The summary puts them on one scale, separates facts from procedures from problem solving, and reads the error pattern with them.

Start a findings recordWhat 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 Related Services toolkit, $99 for 152 items.

The findings record

One record per student evaluation, dated. The example is made up.

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

What you get

Teaching · Related Services$12 · included with Classroom and Whole-school licenses

What you finish with
Every math score on one yardstick, grouped by skill, set beside classroom data and the error pattern, with flags for the write-up and supports to discuss.
Who it is for
School psychologists, educational diagnosticians, math interventionists and evaluation team members.
Format
Browser organizer. One saved record per evaluation; printed with its summary or as a blank form; CSV of scores; 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.
4 7× 62 7 237 × 6= 42right steps, one wrong fact
Drawn for this page. 47 × 6 is 282: the regrouping is right, but 7 × 6 came out as 32. That is a fact error, not a procedure error.

How to use it

  1. Write the team’s question in a sentence or two.
  2. Enter each score as the report prints it, with its metric and interval.
  3. Tag timed fact tasks as fluency, untimed computation as calculation, and word problems as applied.
  4. Add classroom math data and the kind of errors you see in the student’s work.
  5. Read the flags before you write the report.

Start a findings record

What the organizer does

Look at the errors

Two students with the same calculation score can need different teaching: one misapplies the steps, the other knows the steps and misremembers facts. The error pattern beside the scores says which.

Word problems are their own skill

Applied problems add reading, language and setting the problem up. When they are low and calculation is not, a problem-solving routine taught by problem type is the fit the research supports.

What it is not

It holds no norms, gives no descriptive labels and decides no eligibility or diagnosis. Supports listed are ideas for the team to weigh.

Sources

  1. Gersten, R., and others (2009). Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools (NCEE 2009-4060). Institute of Education Sciences.
  2. Siegler, R. S., and Braithwaite, D. W. (2017). Numerical development. Annual Review of Psychology, 68, 187–213.
  3. Fuchs, L. S., and others (2021). Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades (WWC 2021006). Institute of Education Sciences.
  4. Individuals with Disabilities Education Act, 34 CFR 300.304(b) and (c).

The example student and scores are made up; test names are generic. Support: team@caveatacademic.com.