Teaching · For Tutors

Write the note while
the session is still warm.

Record the goal, what you taught, how practice went and what comes next, in about five minutes. Tasks under 70 percent are flagged to reteach, and the family note is ready to paste.

Start a session noteWhat 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 Tutoring business kit, $69 for 64 items.

Session notes

Three example sessions for two students are in the worked example (codes, not names). Each note saves as you type and stays in this browser.

Loading the session note form. If nothing appears, turn on JavaScript.

What you get

Teaching · For Tutors$12 · included with Classroom and Whole-school licenses

What you finish with
One note per session that holds the goal, what was taught, practice counts with the level of support, engagement and confidence ratings, homework, next focus and a family note; a running list of sessions with hours tutored and practice accuracy by student; printouts, a blank paper copy, a spreadsheet and a file you can move to another device.
Who it is for
Independent tutors and tutors at small centers who want consistent notes they can act on and share with families.
Format
Browser form with any number of saved notes. Prints one note, every note in a table, or a blank form for paper; downloads a spreadsheet (.csv); exports and imports 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 Tutoring business kit ($69) 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 For Tutors space in Caveat Teaching.
Support
Questions about access, an order or a correction: team@caveatacademic.com.

How to use it

  1. Start a note right after the session. Use a code or initials for the student.
  2. Write one goal you could check, then what you taught and the practice counts.
  3. Rate engagement, and ask the student for their own confidence from 1 to 5 before they leave.
  4. Fill in next steps; tap a starter to begin the family note, then copy it into your message and mark it sent.
  5. Before the next session, open the last note: the flags list what to reteach and what to send.

Start a session note

What a useful session note holds

Enough to plan the next hour and to answer a family’s question a month later.

One 55-minute session6 min14 min15 min12 min8 minWarm-up and reviewwhat stuck from last timeWhat was taughtthe model and the language usedPracticetried, correct and how much helpEngagement and confidenceyour rating and theirsNext stepspractice, next focus, family noteOne 55-minute session6 min14 min15 min12 min8 minWarm-up and reviewwhat stuck from last timeWhat was taughtthe model and the language usedPracticetried, correct and how much helpEngagement and confidenceyour rating and theirsNext stepspractice, next focus, family note
An example split of one hour. The gradual release from a model to guided and then independent practice is what the support column records.

Counts, not impressions

“Did well” is hard to act on. Tried and correct, with the help it took, shows whether a skill is ready to fade support from: 5 of 8 with prompts is a different next session than 8 of 8 alone. The flag at 70 percent is a planning cue, not a mastery standard; set your own bar for the skill.

The student’s view and the family

Asking students to rate their own confidence builds the habit of checking their understanding, and a gap between their rating and their accuracy is worth a conversation. A short family note with one win and one thing to practice keeps families informed without a report card voice.

Sources

  1. Rosenshine, B. (2012). Principles of Instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12–19, 39 (guided practice, checking for understanding, high success rates).
  2. Fisher, D., & Frey, N. (2013). Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility (2nd ed.). ASCD.
  3. Nickow, A., Oreopoulos, P., & Quan, V. (2020). The Impressive Effects of Tutoring on PreK-12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence. NBER Working Paper 27476.
  4. U.S. Department of Education, Student Privacy Policy Office. Protecting Student Privacy (studentprivacy.ed.gov): keep identifying details to what the work needs.

The worked example is made up. The 70 percent flag is a planning cue you can ignore; it is not a measure of mastery. Notes stay in this browser until you print or export them. Support: team@caveatacademic.com.