Teaching · Related Services

Holding it is one job. Working with it is another.

Enter the memory scores the way the report gives them. The summary puts them on one scale, separates holding from reworking, and checks both against what happens in class.

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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 working memory 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 special education teachers.
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.
7397 3 9, now say it backward
Drawn for this page. Holding three numbers is one job; turning them around while you hold them is another.

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 forward span as holding, backward or sequencing tasks as reworking, and grids or pictures as visual-spatial.
  4. Add the classroom evidence and how many spoken steps the student follows.
  5. Read the flags before you write the report.

Start a findings record

What the organizer does

Holding versus reworking

Repeating numbers in order mostly asks a student to hold them. Saying them backward or in sequence asks for the same holding plus reworking. A gap between the two says where the load is, and what kind of support fits.

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. Baddeley, A. (2012). Working memory: theories, models, and controversies. Annual Review of Psychology, 63, 1–29.
  3. Gathercole, S. E., and Alloway, T. P. (2008). Working Memory and Learning: A Practical Guide for Teachers. Sage.
  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 and scores are made up; subtest names are generic. Support: team@caveatacademic.com.