Teaching · Speech & Language

Does the evidence point the same way?

Add every test score, sample, observation and report by domain. The organizer turns scores into percentiles, shows where sources agree, and sets the two eligibility questions side by side before the team meets.

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 Speech & Language toolkit, $79 for 82 items.

The evidence organizer

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

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What you get

Teaching · Speech & Language$12 · included with Classroom and Whole-school licenses

What you finish with
A one-page evidence summary for one student: scores as percentiles, each domain’s evidence and whether it converges, the two federal questions and the gaps to fill before the meeting.
Who it is for
School speech-language pathologists and the evaluation teams they work with.
Format
Browser organizer. One saved record per student; printed with its summary or as a blank form; CSV of the evidence 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 Speech & Language toolkit ($79) 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 Speech & Language space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
77100a score, a sample and a voice that agree
Drawn for this page. A test score places the student on the norm curve; eligibility rests on several sources pointing the same way.

How to use it

  1. Add every source, not only tests: samples, observations and teacher and parent reports count.
  2. Enter standard scores on the mean-100 scale to see the percentile.
  3. For a student learning English, fill in the difference-or-disorder section.
  4. Answer the impact checks with the classroom teacher.
  5. Print the record for the meeting; the team makes the decision.

Start an evidence record

What the organizer lays out

Two questions

Federal rules define a speech or language impairment as a communication disorder, such as stuttering, impaired articulation, a language impairment or a voice impairment, that adversely affects a child’s educational performance. Both parts need evidence.

Scores and samples

A standard score near a cut point sorts children poorly on its own. Samples, observations and reports from the classroom show whether the difficulty is real and whether it matters at school.

What it is not

The organizer sets no cut scores and makes no decision. States set eligibility criteria; follow yours, and the team decides.

Sources

  1. Individuals with Disabilities Education Act regulations, 34 CFR 300.8(c)(11) (speech or language impairment), 300.304 (evaluation procedures) and 300.306(b) (determining factors).
  2. Spaulding, T. J., Plante, E. and Farinella, K. A. Eligibility criteria for language impairment: is the low end of normal always appropriate? Language, Speech, and Hearing Services in Schools, 2006 (PMID 16615750).
  3. American Speech-Language-Hearing Association. Practice portals: Spoken Language Disorders, and Bilingual Service Delivery (language difference and disorder).
  4. Abramowitz, M. and Stegun, I. A. Handbook of Mathematical Functions, 1964, formula 7.1.26 (the normal curve approximation used for percentiles).

The example student, scores and reports are made up. The organizer sets no eligibility criteria. Support: team@caveatacademic.com.