Teaching · Reading Intervention

A low score starts the conversation. This finishes it.

Enter the screening score, your cut score and what the diagnostic found. The review gives a decision to discuss, the skill to start with and anything to check first.

Review a studentWhat you get
$5one-time · every device you sign in on
Buy · $5

Included with Caveat Classroom and Whole-school licenses. Or get it in the Reading Intervention toolkit, $49 for 34 items.

The eligibility review

One review per student and date. The example is made up.

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What you get

Teaching · Reading Intervention$5 · included with Classroom and Whole-school licenses

What you finish with
A decision to discuss with its reason, the skill to start with, and the checks to do alongside.
Who it is for
Reading interventionists, MTSS teams, literacy specialists and classroom teachers.
Format
Browser form. One saved review per student and date; printed for the team or as a blank form; CSV; export and import a file.
Access
$5 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 Reading Intervention toolkit ($49) 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 Reading Intervention space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
find the skill under the score
Drawn for this page. A low screening score says a student needs help; the diagnostic says which help.

How to use it

  1. Enter the screening score and your screener’s cut score.
  2. Confirm with a second measure or a retest.
  3. Note how the whole class did, and the student’s attendance.
  4. Give a diagnostic and mark the weak skills.
  5. Bring the decision to the team, and tell the family.

Review a student

How the decision is made

Class-wide first

When most of a class is below benchmark, the problem is usually core instruction, and pulling students out one by one cannot keep up. Many MTSS models use about half the class below benchmark as the signal for class-wide intervention.

Earliest skill first

Reading skills build on each other. A student weak in decoding will read slowly and understand less; teaching decoding first often lifts the rest.

What this is not

A special education referral. Under IDEA, a family may ask for an evaluation at any time; an intervention does not delay that right.

Sources

  1. Gersten, R., et al. (2008). Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention in the Primary Grades (NCEE 2009-4045). Institute of Education Sciences.
  2. VanDerHeyden, A. M., & Burns, M. K. (2010). Essentials of Response to Intervention. Wiley: class-wide problems.
  3. National Center on Intensive Intervention and Center on Multi-Tiered System of Supports, American Institutes for Research: screening resources.
  4. U.S. Department of Education (2016). Chronic Absenteeism in the Nation’s Schools.

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