Teaching · Related Services

Every teacher, or just one room? Sort the ratings before you weigh them.

Enter each teacher’s scales with the cut points from the manual. The summary checks validity, sorts the scales of concern, and separates concerns that hold across classes from ones tied to one room.

Start a results recordWhat 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 152 items.

The results record

One record per set of teacher forms, dated. The example is made up, cut points included.

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What you get

Teaching · Related Services$12 · included with Classroom and Whole-school licenses

What you finish with
Validity first, the scales of concern sorted by the manual’s cut points, and teacher agreement scale by scale, with notes for the write-up.
Who it is for
School psychologists, evaluation team members and special education teachers.
Format
Browser organizer. One saved record per set of forms; printed with its summary or as a blank form; CSV of scales; 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.
ABsame student, two rooms
Drawn for this page. A homeroom teacher and an art teacher see the same student under very different demands.

How to use it

  1. Name each teacher by letter and setting, never by name.
  2. Copy the cut points from the manual for problem and adaptive scales.
  3. Enter the validity indexes, then each scale and T score with its teacher.
  4. Note how long the main rater has known the student.
  5. Read validity first, then the agreement.

Start a results record

What the organizer does

Across settings

A concern every teacher reports, in different subjects and class structures, holds across settings. A concern from one teacher is still real, but it may belong to that subject, time of day or way of running the room.

Time of acquaintance

Ratings from a teacher who has known the student only a few weeks rest on a short window. Manuals set their own minimum; check yours and note it beside the scores.

What it is not

It holds no norms and makes no diagnosis. Cut points come from the manual you copy them from; no percentiles are worked out here.

Sources

  1. Achenbach, T. M., McConaughy, S. H., and Howell, C. T. (1987). Child/adolescent behavioral and emotional problems: implications of cross-informant correlations for situational specificity. Psychological Bulletin, 101(2), 213–232.
  2. De Los Reyes, A., and others (2015). The validity of the multi-informant approach to assessing child and adolescent mental health. Psychological Bulletin, 141(4), 858–900.
  3. Individuals with Disabilities Education Act, 34 CFR 300.304(b) and (c): a variety of assessment tools and strategies, from more than one source.
  4. American Educational Research Association, American Psychological Association and National Council on Measurement in Education (2014). Standards for Educational and Psychological Testing.

The example student, ratings and cut points are made up; scale names are generic. Support: team@caveatacademic.com.