Teaching · Related Services

Map the school day before you write the impact statement.

Mark seven domains against six parts of the day, then the supports you have tried. The page finds what shows everywhere, what belongs to one setting, the hardest part of the day and where nothing has helped yet.

Start an impact 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 impact record

One record per student, dated each time it is updated. 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
A part-of-the-day picture of one student’s needs: what shows everywhere, what is tied to a setting, the hardest parts of the day, what has helped, and a drafted impact statement.
Who it is for
School psychologists, special education teachers, school counselors and evaluation team members.
Format
Browser organizer with a keyboard grid. One saved record per student and date; printed with its summary or as a blank form; CSV of the supports; 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.
classworkgroupmovelunchartthe same student, a different load
Drawn for this page. The same student can manage a whole-class lesson and come apart in group work or at lunch; impact is described part of the day by part of the day.

How to use it

  1. Gather what teachers, the family and your own observations show for each part of the day.
  2. Mark every cell, using no impact where none is seen.
  3. Add the supports tried, where and for how long, and whether they helped.
  4. Read the summary for what shows everywhere and the hardest part of the day.
  5. Carry the drafted statement into the report and the present levels.

Start an impact record

How the organizer works

Why parts of the day

Attention, social communication and regulation needs rarely look the same all day. A student may manage direct teaching and struggle in group work, transitions or the lunchroom. Mapping the day shows where support is needed and keeps the impact statement concrete.

Diagnosis and eligibility

Under IDEA, eligibility depends on whether a condition adversely affects educational performance and whether the student needs specially designed instruction (34 CFR 300.8). A school evaluation does not require a medical diagnosis, and a diagnosis does not by itself make a student eligible. ADHD is listed in the definition of other health impairment (300.8(c)(9)); autism is its own category (300.8(c)(1)).

What it is not

It diagnoses nothing and decides no eligibility. The grid records what people have seen; it is not a rating scale and has no norms.

Sources

  1. Individuals with Disabilities Education Act, 34 CFR 300.8(a), (c)(1) and (c)(9): the definitions of a child with a disability, autism and other health impairment.
  2. U.S. Department of Education, Office for Civil Rights (2016). Students with ADHD and Section 504: A Resource Guide.
  3. Hume, K., and others (2021). Evidence-based practices for children, youth, and young adults with autism: third generation review. Journal of Autism and Developmental Disorders, 51, 4013-4032.
  4. DuPaul, G. J., and Stoner, G. (2014). ADHD in the Schools: Assessment and Intervention Strategies (3rd ed.). Guilford.

The example student, grid and supports are made up. Support: team@caveatacademic.com.