Teaching · Related Services

Slow on the clock, right on the page. Write up which it is.

Enter the speed scores the way the report gives them. The summary puts them on one scale, shows which part of speed is low, and checks it against what the classroom sees.

Start a findings 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 152 items.

The findings record

One record per student evaluation, dated. 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
Every processing speed score on one yardstick, grouped by part, set beside the classroom evidence, with flags for the write-up and supports to discuss.
Who it is for
School psychologists, educational diagnosticians, evaluation team members and special education teachers.
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.
◇○△□right answers, slow pencil
Drawn for this page. A low speed score with accurate work is a different finding from errors made with all the time in the world.

How to use it

  1. Write the team’s question in a sentence or two.
  2. Enter each score exactly as the report prints it, with its metric and interval.
  3. Tag each score with the part of speed it measures; the composite goes under overall.
  4. Add the classroom evidence for the same skills, and whether work is accurate with time.
  5. Read the flags before you write the report.

Start a findings record

What the organizer does

One yardstick

Standard scores (mean 100, SD 15), scaled scores (mean 10, SD 3) and T scores (mean 50, SD 10) are all distances from the norm group’s mean. Converting them to SD units lets you compare them; the percentile shown assumes a normal curve, so use the one printed on the report when it differs.

Speed is not one thing

A pencil task, a matching task and a naming task each add their own demands. A copying score far below a matching score points to the hand as much as the mind. A careful pace, poor vision or a tired day lowers speed scores too.

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, not a plan.

Sources

  1. Individuals with Disabilities Education Act, 34 CFR 300.304(b) and (c): a variety of assessment tools; no single measure as the sole basis.
  2. American Educational Research Association, American Psychological Association and National Council on Measurement in Education (2014). Standards for Educational and Psychological Testing, chapters on scores and score interpretation.
  3. Sattler, J. M. (2018). Assessment of Children: Cognitive Foundations and Applications (6th ed.): standard score metrics and confidence intervals.
  4. Flanagan, D. P., and Alfonso, V. C. (2017). Essentials of WISC-V Assessment: processing speed and its contributors.

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