Teaching · Special Education

Three raters, many scales, one clear reading.

Enter each scale as scored, mark whether higher or lower is the concern and who rated it. The summary groups what points toward concern, shows where raters disagree and lists the sources the evaluation still needs.

Start a results 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 Special Education toolkit, $99 for 130 items.

The results organizer

One record per student and evaluation. The example scores are made up.

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What you get

Teaching · Special Education$12 · included with Classroom and Whole-school licenses

What you finish with
A summary of every scale by rater, read in its direction of concern, with the rater gaps, where it shows at school and what the evaluation still needs.
Who it is for
School psychologists, counselors and social workers scoring rating scales for an evaluation, and the team members reading the results.
Format
Browser organizer. One saved record per student and evaluation; printed with its summary or as a blank form; CSV of the score rows; 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 Special Education 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 Special Education space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
parentteacherstudent
Drawn for this page. Each rater fills a different form about the same student; the organizer reads them together.

How to use it

  1. Start a record with a code or initials and the date the forms were scored.
  2. Check each form’s validity indexes first and record the result.
  3. Enter each scale from each rater, with whether higher or lower scores are the concern on that scale.
  4. Mark the other sources you have gathered and where the concerns show at school.
  5. Use the gaps between raters as questions for the interviews.

Start a results record

Reading the ratings

Direction of concern

On problem scales, high scores are the concern; on skill and adaptive scales, low ones are. The organizer turns every score into its distance from the mean in that direction, so the two kinds read the same way.

What it is not

It does not name a disability or apply a publisher’s classification bands. Those come from the manual, and the decision comes from the team using every source.

Why several sources

Federal rules call for a variety of tools and no single measure as the sole basis for a decision. Ratings point to questions that interviews and observation answer.

Sources

  1. Achenbach, T. M., McConaughy, S. H., and Howell, C. T. (1987). Child/adolescent behavioral and emotional problems: implications of cross-informant correlations for situational specificity. Psychological Bulletin, 101(2), 213 to 232.
  2. De Los Reyes, A., et al. (2015). The validity of the multi-informant approach to assessing child and adolescent mental health. Psychological Bulletin, 141(4), 858 to 900.
  3. Individuals with Disabilities Education Act regulations, 34 CFR 300.304(b): a variety of assessment tools; no single measure as the sole criterion.
  4. American Educational Research Association, American Psychological Association and National Council on Measurement in Education. Standards for Educational and Psychological Testing, 2014.

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