Progress Monitoring for At-Risk Students


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OVERVIEW

Progress Monitoring for At-Risk StudentsTeachers can develop and implement strategies for monitoring the effect of targeted interventions on student behavior.

Once you have decided on the Tier 2 targeted group interventions such as Teacher Check, Connect and Expect (TCCE) to use to address the needs of at-risk students, it is important to develop a system for monitoring student progress. According to the RTI Network, progress monitoring is used to assess student progress or performance in those areas in which they were identified by universal screening as being at-risk for failure (e.g., reading, mathematics, social behavior). Using progress monitoring for targeted group interventions like TCCE that address social behavior help school personnel determine if students are benefitting appropriately from the intervention.

The use of the Daily Progress Report (DPR) card that was developed in the previous sections of this website serves as the foundation for progress monitoring of the TCCE program. Using this approach, each student in the intervention is rated on the 3-5 school values and related behavioral expectations by his teachers according to a predetermined scale multiple times throughout the day. These period ratings are totaled at the end of the day to determine whether the student has met the criterion for success that day. Take for example a school that had three core values (Respect, Responsibility, and Learning), a rating scale of 0-2 points per trait, and 8 rating periods a day. That would translate to a range of 0-48 points a day. One typical approach for defining success occurs when a student earns 80% of possible daily points and has no major behavioral infractions. In this example, success would therefore equal 80% of 48 points or 39 points and no major infractions that resulted in an office referral.

Once success for a single day is determined, it is necessary to determine success for the intervention in general. This requires determining the percentage of successful days within a predetermined timeframe. One typical approach used by schools is 80% of successful days for a full 4-week (20 school days) period. In this example, a student who earned 80% of possible points and no major infractions on 16 of 20 days would be considered a success. A review meeting occurs after 1 month (20 school days) of the program. During the meeting, data is shared with respect to the goal, and a determination of next steps is made. Information about student progress should be sent home after the meeting. Schools can determine a longer time period or include a generalization phase after the initial success period to increase the likelihood the effects of the intervention will maintain over time. A ten period worksheet to help calculate percentages of points earned is included in the resource section.

In a generalization phase, the student has to match the score of his/her teacher according to a predetermined criterion. Agreement is established when the student's ratings and the teacher's, ratings are identical on each expectation in each scoring period. For example, agreement has been reached for a particular expectation in a time period if the student rates their performance as a 2 and the teacher rates their behavior as a 2 in all three expectations (Safety, Respect &Responsibility). However, if the student rates their performance on an expectation in a time period as a 2 and the teacher rates the student's behavior as a 1, the agreement requirement has not been met for this rating period.

Sandown North Elementary School

Sandown graph 1

Sandown graph 2

Towle/Richards Elementary School

Towle Richards graph 1

Towle Richards Elementary Graph 2

VIDEO DISCUSSIONS

Schoolwide Information System Check In and Check Out Overview

Helping Teachers Use Progress Monitoring

Progress Monitoring

 

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LEARN MORE

Crone, D.A., Horner, R.H., and Hawken, L. S. (2004). Responding to problem behavior in schools: The Behavior Education Program. New York: Guilford.

The following ebook is available at Fordham University: 

Stormant, M.; Reinke, W. M.; Herman, K.C.; Lembke, E. S. (2012). Academic and behavior supports for At-Risk Students. New York: Guildford Press. Retrieved from: https://avoserv.library.fordham.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=439267&site=ehost-live&scope=site

Reed, D. K.; Vaughn, S.; Wexler, J. (2012). RTI for Reading at the Secondary Level: Recommended Literacy Practices and Remaining Questions. Retrieved from: https://avoserv.library.fordham.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=445715&site=ehost-live&scope=site&ebv=EB&ppid=pp_Cover

 

By Howard Muscott, posted on Thursday January 2, 2014
behavior

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