Teaching · Related Services

The student’s goal, in the student’s words.

Write down what the student wants to be different and how they will know. A 0 to 10 scale marks where they are, where they want to be and the next small step, and each conversation adds a rating.

Set a goalWhat 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 96 items.

The goal organizer

One goal per record, under a student code. 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
For each goal, the student’s wording, the sign of progress, movement on the scale, points to the target and the next small step.
Who it is for
School counselors, psychologists and social workers doing individual counseling with students.
Format
Browser organizer used in the session and updated at each conversation. One saved record per goal; printed with the summary or as a blank goal sheet; CSV; 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.
one point higher, one step at a time
Drawn for this page. Scaling questions turn a big goal into the next small step the student can name.

How to use it

  1. Start a record with the student code.
  2. Write the goal as the student says it, and how they will know.
  3. Ask where they are on 0 to 10 and where they want to get.
  4. Agree on one small step.
  5. Add a rating at each later conversation.

Set a goal

What the organizer is for

Why the student’s words

Goals students choose and phrase themselves are the ones they work on. Stating the goal as something to move toward, with a sign others could see, makes progress visible to the student.

Scaling questions

Asking where the student is on a 0 to 10 scale, and what one point higher would look like, comes from solution-focused brief therapy. It turns a large goal into a next step and makes small gains easy to notice.

What this is not

A conversation tool. Ratings are the student’s own and are not a clinical measure. If a student talks about harming themselves or others, follow your school’s safety procedures.

Sources

  1. de Shazer, S., and colleagues (2007), More Than Miracles: The State of the Art of Solution-Focused Brief Therapy. Haworth Press.
  2. Kim, J. S., and Franklin, C. (2009), Solution-focused brief therapy in schools: a review of the outcome literature, Children and Youth Services Review 31(4).
  3. American School Counselor Association, The ASCA National Model: A Framework for School Counseling Programs, 4th ed. (2019).
  4. Franklin, C., Trepper, T., Gingerich, W., and McCollum, E., eds. (2012), Solution-Focused Brief Therapy: A Handbook of Evidence-Based Practice. Oxford University Press.

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