Teaching · Reading Intervention

Notes that leave every action with a name and a date.

State the gap, record the data the team looked at and why it thinks the gap exists, then write the plan as actions with an owner and a due date. The summary sorts actions by owner, flags anything past due and lists what the notes still need before they are shared.

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$12one-time · every device you sign in on
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Included with Caveat Classroom and Whole-school licenses. Or get it in the Reading Intervention toolkit, $49 for 34 items.

The meeting notes

One record per meeting. Copy to a new date for the follow-up and update the statuses. Use initials or a code, never a name. The example is made up.

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What you get

Teaching · Reading Intervention$12 · included with Classroom and Whole-school licenses

What you finish with
For each meeting, attendance and family participation, the stated gap, data, strengths and hypothesis, and an action plan with owners and dates, with a by-owner summary and the gaps in the notes.
Who it is for
Student support and problem-solving teams: classroom teachers, reading specialists and interventionists, school psychologists, counselors and administrators, with the family.
Format
Browser notes with an action table. Several saved records; printed with the summary or as a blank notes form; CSV of the action table; 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 Reading Intervention toolkit ($49) 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 Reading Intervention space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
Drawn for this page. A meeting ends well when every action has a name and a date on it.

How to use it

  1. Start a record with the student’s initials or a code and the meeting date.
  2. Mark who came and how the family took part.
  3. State what is expected now and what the student does, the data reviewed and the strengths.
  4. Agree why the gap exists, then write each action with an owner and a date.
  5. Set how and when the team will check, and copy the record forward for the follow-up.

Start meeting notes

What the notes are for

Problem-solving steps

Most support teams follow the same four steps: define the problem as a gap between what is expected and what the student does, analyze why it exists, plan what to do about it, and check whether it worked. Notes laid out the same way make the next meeting faster, because the team starts from the check.

Families at the table

Families know things the school does not, and decisions stick better when they helped make them. If the family could not come, record how their views were gathered. If a disability is suspected at any point, the school must not wait for the support process to finish before considering an evaluation.

What this form is not

It records a meeting; it does not decide eligibility for special education. Records use a code, never a name, and stay in this browser.

Sources

  1. Bransford, J. D., & Stein, B. S. (1993). The IDEAL Problem Solver (2nd ed.). W. H. Freeman. (General problem-solving cycle.)
  2. Center on Multi-Tiered System of Supports, American Institutes for Research. Data-based decision making and team meeting resources (mtss4success.org).
  3. U.S. Department of Education, Office of Special Education Programs (2011). Memorandum OSEP 11-07 (an intervention process cannot be used to delay or deny an evaluation).
  4. Family Educational Rights and Privacy Act, 34 CFR Part 99.

The example student is made up. The notes support a team’s planning; they do not decide eligibility or services. Support: team@caveatacademic.com.