Teaching · Related Services

The math evidence, piece by piece, before the group meets.

Enter the achievement measures, progress scores, the pattern, exclusionary factors and instruction. The summary computes the rate of improvement and lists what is still missing.

Start an evidence 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 evidence record

One record per evaluation. 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
The mathematics evidence laid out against the federal requirements, a rate of improvement, and a list of gaps.
Who it is for
School psychologists, evaluation team members, special education coordinators and mathematics interventionists.
Format
Browser organizer. One saved record per evaluation; printed with its 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.
47× 6242282where the error happens
Drawn for this page. A wrong answer in calculation often shows exactly which step broke down; the record keeps that evidence with the scores.

How to use it

  1. Pick calculation, problem solving or both.
  2. Add each achievement measure with its result as reported and whether it is adequate for grade-level standards.
  3. Enter dated progress scores on one measure, and the goal rate.
  4. If the team uses a pattern of strengths and weaknesses, describe it as the evaluation does.
  5. Close the gaps before the eligibility meeting.

Start an evidence record

What the organizer covers

The federal frame

Under IDEA, a specific learning disability in mathematics is identified by a group that looks at achievement against grade-level standards, the student’s response to scientific, research-based intervention or a pattern of strengths and weaknesses, the exclusionary factors, data that the student received appropriate instruction, and an observation. States set the detailed criteria.

Rate of improvement

The rate of improvement here is the slope of an ordinary least squares line through the dated scores, in score points a week. Compare it with the goal rate set for the intervention, on the same measure.

What it is not

The organizer collects evidence; it does not apply state criteria, compare scores with norms or decide eligibility.

Sources

  1. Individuals with Disabilities Education Act, 34 CFR 300.307 to 300.311: additional procedures for identifying children with specific learning disabilities.
  2. Individuals with Disabilities Education Act, 34 CFR 300.306(b): a child must not be determined to have a disability if the determinant factor is lack of appropriate instruction in reading, including the essential components of reading instruction, or in math, or limited English proficiency.
  3. U.S. Department of Education, Office of Special Education Programs. Memo 11-07 (2011): a response to intervention process cannot be used to delay or deny an evaluation.
  4. 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, What Works Clearinghouse.

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