Teaching · Related Services

Is it the seeing, the hands or the clock?

Enter the visual-spatial scores the way the report gives them. The summary puts them on one scale and pulls apart spatial reasoning, pencil copying and speed before you write a word.

Start a findings recordWhat you get
$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 Related Services toolkit, $99 for 152 items.

The findings record

One record per student evaluation, dated. The example is made up.

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What you get

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

What you finish with
Every visual-spatial score on one yardstick, grouped by part, set beside the classroom evidence, with flags for the write-up and supports to discuss.
Who it is for
School psychologists, educational diagnosticians, evaluation team members and occupational therapists.
Format
Browser organizer. One saved record per evaluation; printed with its summary or as a blank form; CSV of scores; 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.
turn it in your head
Drawn for this page. A copy can go wrong in the seeing, in the hands, or in the clock.

How to use it

  1. Write the team’s question in a sentence or two.
  2. Enter each score as the report prints it, with its metric and interval.
  3. Tag pencil copying apart from block building and from tasks done in the head.
  4. Add classroom evidence, and how the student did against the clock.
  5. Read the flags before you write the report.

Start a findings record

What the organizer does

Three things that look alike

A low block score can come from seeing the design, placing the pieces, or the time bonus. A low copying score adds the pencil. Tagging each score by what it asks lets the summary show which one is low on its own.

One yardstick

Standard, scaled and T scores are converted to SD from the mean so they can be set side by side; the percentile shown assumes a normal curve. Use the one printed on the report when it differs.

What it is not

It holds no norms, gives no descriptive labels and decides no eligibility or diagnosis. Supports listed are ideas for the team to weigh.

Sources

  1. Individuals with Disabilities Education Act, 34 CFR 300.304(b) and (c): a variety of assessment tools; no single measure as the sole basis.
  2. Schneider, W. J., and McGrew, K. S. (2018). The Cattell-Horn-Carroll theory of cognitive abilities. In Contemporary Intellectual Assessment (4th ed.). Guilford.
  3. Sattler, J. M. (2018). Assessment of Children: Cognitive Foundations and Applications (6th ed.): timed tasks and process scores.
  4. American Occupational Therapy Association. Occupational therapy in school settings: visual-motor integration and handwriting.

The example student and scores are made up; subtest names are generic. Support: team@caveatacademic.com.