Teaching · Special Education

Step back when the data says the student is ready.

For each routine, note where the adult is and how much the student did alone. The plan moves a routine one step back only when two days in a row meet your rule.

Plan the fadingWhat 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 100 items.

The fading plan

One plan per student and data date. The example is made up.

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What you get

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

What you finish with
Which routines step back and to where, which hold and why, and what to watch for.
Who it is for
Special education teachers, paraprofessionals, case managers and inclusion specialists.
Format
Browser form. One saved plan per student and date; printed for the adults in the room or as a blank form; 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 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.
one step back at a time
Drawn for this page. Support that never moves becomes a habit for both the student and the adult.

How to use it

  1. Agree the rule with the team: the share of steps done alone, two days in a row.
  2. List each routine with where the adult is now and the target.
  3. Record the percent of steps done alone on two data days.
  4. Move the routines the summary names, one step only.
  5. Copy the plan forward with new data each week or two.

Plan the fading

How the plan decides

Why distance

Research on paraprofessional support finds that an adult who stays at a student’s side can reduce peer interaction and teacher engagement and build dependence. Distance is easy to see, plan and record.

One step, two days

Moving one position after two days that meet the criterion keeps changes small and reversible. If a routine drops, look for what changed before moving closer again.

What this is not

A safety or medical plan. Support a student needs for safety stays in place.

Sources

  1. Giangreco, M. F. (2010). One-to-one paraprofessionals for students with disabilities in inclusive classrooms: Is conventional wisdom wrong? Intellectual and Developmental Disabilities, 48(1), 1–13.
  2. Giangreco, M. F., Edelman, S. W., Luiselli, T. E., & MacFarland, S. Z. C. (1997). Helping or hovering? Effects of instructional assistant proximity on students with disabilities. Exceptional Children, 64(1), 7–18.
  3. Individuals with Disabilities Education Act regulations, 34 CFR 300.114 and 300.156: least restrictive environment and paraprofessionals.
  4. Carter, E. W., et al. (2016). Randomized evaluation of peer support arrangements to support the inclusion of high school students with severe disabilities. Exceptional Children, 82(2), 209–233.

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