Teaching · Speech & Language

What the teacher sees, in twelve plain questions and one real example.

The teacher rates twelve everyday classroom behaviors against classmates, from following directions to joining a conversation, then writes down one moment exactly as it happened. The summary groups the clear concerns by domain so the speech-language pathologist reads it in a minute.

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Included with Caveat Classroom and Whole-school licenses. Or get it in the Speech & Language toolkit, $79 for 72 items.

The questionnaire

One questionnaire per student. Use initials or a code, never a name. Works on a phone or a laptop; the example is made up.

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What you get

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

What you finish with
For each student, the teacher’s ratings of twelve classroom behaviors against classmates, grouped into six domains, with the effect on learning, the hardest situations, one example in the teacher’s words, strategies tried and strengths. The summary lists the clear and some concerns by domain and adds the cautions a speech-language pathologist would want first.
Who it is for
Classroom teachers referring a student, or asked for input, and the speech-language pathologists and student support teams who send and read the questionnaire.
Format
Browser questionnaire. Several saved records; printed with the summary or as a blank paper form for a teacher who prefers paper; CSV with one row per student; 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.
123p. 12
Drawn for this page. A student who watches the table before starting is often telling you something about the directions.

How to use it

  1. Start a record with the student’s initials or a code and today’s date.
  2. Mark the grade, how long you have taught the student and the languages they use.
  3. Rate each behavior against classmates of the same age and language background. Mark Not seen when you have had no chance to see it.
  4. Say where it gets in the way and write one recent example exactly as it happened.
  5. Tick the strategies you have tried and the student’s strengths, then print or send the summary.

Start a questionnaire

What the questionnaire is for

Compared with whom

Every rating asks for a comparison with classmates of the same age and, where possible, the same language background. A student learning English, or speaking with an accent, is not showing a disorder; a speech-language pathologist sorts difference from disorder, and needs the language history to do it.

A referral need not wait

Listing strategies helps the team, but a student can be referred for an evaluation at any time. Under IDEA, a school’s intervention process cannot be used to delay or deny an evaluation when a disability is suspected.

Not a screening

Nothing here is scored, and no total means a disorder or a need for services. It is the teacher’s observations, written down so the team can compare them with the family’s and with a screening or evaluation. Records use a code, never a name, and stay in this browser.

Sources

  1. Individuals with Disabilities Education Act regulations, 34 CFR 300.111 (child find) and 300.301 (initial evaluations); U.S. Department of Education, Office of Special Education Programs, Memo 11-07 (2011), on response to intervention not delaying an evaluation.
  2. American Speech-Language-Hearing Association. Practice Portal: Spoken Language Disorders, and Multilingual Service Delivery in Audiology and Speech-Language Pathology (asha.org/practice-portal).
  3. American Speech-Language-Hearing Association. Practice Portal: Voice Disorders, on medical examination before voice treatment.
  4. Paul, R., Norbury, C., and Gosse, C. (2018). Language Disorders from Infancy Through Adolescence (5th ed.). St. Louis: Elsevier, on teacher report in school-age assessment.
  5. Family Educational Rights and Privacy Act, 34 CFR Part 99.

The example student is made up. The questionnaire records a teacher’s observations; it does not screen, assess or diagnose, and it holds no state rules. Support: team@caveatacademic.com.