Teaching · Related Services

The student’s number, week by week.

Agree on a goal and what each end of the scale means, then add the student’s rating and an adult’s each week. The summary shows the change and where the two views part.

Start a goal recordWhat you get
$19one-time · every device you sign in on
Buy · $19

Included with Caveat Classroom and Whole-school licenses. Or get it in the Related Services toolkit, $99 for 152 items.

The goal record

One record per goal. The example is made up.

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What you get

Teaching · Related Services$19 · included with Classroom and Whole-school licenses

What you finish with
The student’s ratings over time, the change from the first two weeks to the last two, and how they compare with an adult’s.
Who it is for
School psychologists, counselors, social workers and special education teachers.
Format
Browser organizer. One saved record per goal; printed with its summary or as a blank form; CSV of weeks; export and import a file.
Access
$19 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.
12345the student picks the number
Drawn for this page. A rating the student gives, on a scale they helped define, shows how the goal feels from their side.

How to use it

  1. Write the goal in the student’s words, not the IEP’s.
  2. Agree on what the lowest and highest numbers mean, with examples.
  3. Ask for the rating at the same point each week, before you share yours.
  4. Have one adult rate the same goal, separately.
  5. Talk about the gap when the two views differ by a point or more.

Start a goal record

What the organizer covers

Why ask the student

A student’s own rating shows how the goal feels from their side and invites them to take part in it. Set beside an adult’s rating, the gap is a useful conversation, not an error.

Reading the change

Comparing the average of the first two weeks with the last two smooths out one good or bad week. A change of less than one point on a five-point scale is too small to call a trend.

What it is not

This is an agreed self-rating, not a standardized measure: it has no norms or reliability data, and it does not replace the progress measure written in an IEP.

Sources

  1. Individuals with Disabilities Education Act, 34 CFR 300.320(a)(3): how progress toward annual goals will be measured and reported.
  2. Kiresuk, T. J., and Sherman, R. E. (1968). Goal attainment scaling: A general method for evaluating comprehensive community mental health programs. Community Mental Health Journal, 4(6), 443–453.
  3. Wehmeyer, M. L., and others (2000). Promoting causal agency: The Self-Determined Learning Model of Instruction. Exceptional Children, 66(4), 439–453.
  4. National Association of School Psychologists. Model for Comprehensive and Integrated School Psychological Services (2020): data-based decision making.

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