Avg Classroom Academic Performance Level
Response to InterventionAvg Classroom AcademicPerformance LevelDiscrepancy 1: Skill GapDiscrepancy 2:(CurrentGap in Rate ofPerformance Level)Learning (‘Slope( SlopeTargetof epancy’:: RTI Modelof Learning Disability (Fuchs 2003)www.interventioncentral.org1
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Response to InterventionPredicting Success inGeneral and SpecialpEducation: How to Selectand Chart 'AmbitiousAmbitious ButRealistic' Student AcademicGoalsJim entral.org
Response to InterventionWorkshop AgendaWritingWiti Clear,ClSpecificS ifi StStudentd tAAcademicd i &Behavioral Problem Identification StatementsStructuring Intervention Data Collection toInclude Baseline, Goal, Regular ProgressMonitoringReview of Classroom-Friendly Methods ofProgress-MonitoringPlanning Your School’s or District’s ‘Next Steps’ inUsingg Screeningg and Progress-Monitoringgg Toolswww.interventioncentral.org
Response to InterventionDownload PowerPoints and Handouts from thisKeynote Available nterventioncentral.org5
Response to InterventionElements of ‘Goal-Setting’Focus of Inquiry: What goes into setting astudentt d t academicd i performancefgoal?l?www.interventioncentral.org6
Response to InterventionInterventions: Potential ‘Fatal Flaws’Any intervention must include 4 essential elements. The absenceof any one of the elements would be considered a ‘fatal flaw’(Witt VanDerHeyden & Gilbertson,(Witt,Gilbertson 2004):1. Clearly defined problem. The student’s target concern is stated inspecific, observable, measureable terms. This ‘problemid tifi ti statement’identificationt tt’ isi ththe mostt iimportantt t stept off ththeproblem-solving model (Bergan, 1995), as a clearly definedproblem allows the teacher or RTI Team to select a well-matchedintervention to address it.2. Baseline data. The teacher or RTI Team measures the student’sacademic skills in the target concern (e(e.g.,g reading fluencyfluency, mathcomputation) prior to beginning the intervention. Baseline databecomes the point of comparison throughout the intervention tohelp the school to determine whether the intervention is effective.effectiveSource: Witt, J. C., VanDerHeyden, A. M., & Gilbertson, D. (2004). Troubleshooting behavioral interventions. A systematicprocess for finding and eliminating problems. School Psychology Review, 33, 363-383.www.interventioncentral.org7
Response to InterventionInterventions: Potential ‘FatalFatal FlawsFlaws’ (Cont.)3. Performance goal. The teacher or RTI Team sets a specific,pduringg the interventiondata-based ggoal for student improvementand a checkpoint date by which the goal should be attained.4. Progress-monitoring plan. The teacher or RTI Team collectsstudent data regularly to determine whether the student is onontrack to reach the performance goal.Source: Witt, J. C., VanDerHeyden, A. M., & Gilbertson, D. (2004). Troubleshooting behavioral interventions. A systematicprocess for finding and eliminating problems. School Psychology Review, 33, 363-383.www.interventioncentral.org8
Response to InterventionEducational Decisions and Corresponding Types ofAssessment SCREENING/BENCHMARKING DECISIONS: Tier 1: Briefscreenings to quickly indicate whether students in the generalgeneraleducation population are academically proficient or at risk.PROGRESS-MONITORING DECISIONS: At Tiers 1, 2, and 3,ongoing ‘formative’ assessments to judge whether students onintervention are making adequate progress.INSTRUCTIONAL/DIAGNOSTIC DECISIONS: At any Tier,Tier detailedassessment to map out specific academic deficits , discover the rootcause(s) of a student’s academic problem.OUTCOME DECISIONS: Summative assessment (e.g., state tests) toevaluate the effectiveness of a program.Source: Hosp, M. K., Hosp, J. L., & Howell, K. W. (2007). The ABCs of CBM: A practical guide to curriculum-basedmeasurement. New York: Guilford Press.www.interventioncentral.org9
Response to InterventionRTI Data Challenge:S tti IIndividualSettingdi id l RTIAcademic Goals UsingResearch Norms forStudents Receivingg ‘OffLevel’ InterventionsSource: Shapiro, E. S. (2008). Best practices in setting progressmonitoring monitoring goals for academic skill improvement. In A.Thomas & J. Grimes ((Eds.),) Best practicespin school psychologyp ygy V(pp. 141-157). Bethesda, MD: National Association of SchoolPsychologists.www.interventioncentral.org
Response to InterventionEducational Decisions and Corresponding Types ofAssessment SCREENING/BENCHMARKING DECISIONS: Tier 1: Brief screeningsto quickly indicate whether students in the generalgeneral-educationeducationpopulation are academically proficient or at risk.PROGRESS-MONITORING DECISIONS: At Tiers 1, 2, and 3, ongoing‘formative’ assessments to judge whether students on intervention aremaking adequate progress.INSTRUCTIONAL/DIAGNOSTIC DECISIONS: At any Tier,Tier detailedassessment to map out specific academic deficits , discover the rootcause(s) of a student’s academic problem.OUTCOME DECISIONS: Summative assessment (e.g., state tests) toevaluate the effectiveness of a program.Source: Hosp, M. K., Hosp, J. L., & Howell, K. W. (2007). The ABCs of CBM: A practical guide to curriculum-basedmeasurement. New York: Guilford Press.www.interventioncentral.org11
Response to InterventionAIMSweb Cut-Points: Using NationalAAggregatet SampleSl Low Risk: At or above the 25th ppercentile: Coreinstruction alone is sufficient for the student. Some Risk: 10th to 24th ppercentile: Student will benefitfrom additional intervention, which may be provided bythe classroom teacher or other provider (e.g., readingt h )teacher). At Risk: Below 10th percentile : Student requiresi t i intervention,intensivei tti whichhi h may bbe providedid d bby thethclassroom teacher or other provider (e.g., g12
Response to Intervention13Source: AIMSweb Growth Table Reading-Curriculum Based Measurement: Multi-Year Aggregate: 2006-2007 School Yearwww.interventioncentral.org
Response to InterventionHow to Set a Goal for an ‘Off-Level’Off Level Intervention1. Comparing Student Performance to Benchmarks andIdentifying Severe Discrepancies.Discrepancies The student isadministered reading fluency probes equivalent to his or hercurrent grade placement (during the Fall/Winter/Springschoolwide screening) and the results are compared to peernorms. If the student falls significantly below the level ofpeers, he or she may need additional assessment todetermine whether the student is to receive intervention andassessmentt ‘off‘ ff graded llevel’.l’www.interventioncentral.org14
Response to InterventionExample of Progress-Monitoring Off-Level: RandyIn January, Mrs. Chandler, a 4th-grade teacher,receives her classwide reading fluency screeningresults. She notes that a student who has recentlytransferred to her classroomclassroom, RandyRandy, performed at 35Words Read Correct (WRC) on the 1-minuteAIMSweb Grade 4 fluency probes.probesMrs. Chandler consults AIMSweb reading-fluencyresearch norms and finds that a reasonable minimumreading rate for students by winter of grade 4 (25thpercentile)til ) iis 89 WRC.WRCwww.interventioncentral.org15
Response to InterventionExample of Progress-MonitoringOff Level: RandyOff-Level:AIMSweb Norms:‘Typical’ reader (25thpercentile) in Gr 4 atmid-year (winternorms): 89 WRCTarget Student Randy:35 WRCConclusion: Randy’sgrade-leveld l lperformance is in theg‘frustration’ range.He requires a SurveyLevel Assessment tofind his optimalSource: AIMSweb Growth Table Reading-Curriculum Based Measurement: Multi-Year Aggregate:2006-2007 ncentral.org16
Response to InterventionHow to Set a Goal for an ‘Off-Level’ Intervention2. Conducting a Survey Level Assessment (SLA). Forstudents with largeg discrepanciespwhen comparedptobenchmarks, the teacher conducts a SLA to determine thestudent’s optimal level for supplemental intervention andprogress-monitoring.it i The teacher administers AIMSweb reading probes fromsuccessively earlier grade levels and compares the student’sperformance to the benchmark norms for that grade level.levelThe student’s ‘instructional’ level for intervention is the firstgrade level in which his reading-fluencyreading fluency rate falls at or abovethe 25th percentile according to the benchmark norms.www.interventioncentral.org17
Response to InterventionExample of Progress-Monitoring Off-Level: RandyBecause Randy’s reading fluency rate is so far belowthe grade-level norms (a gap of 54 WRC), his teacherdecides to conduct a Survey Level Assessment to findthe studentstudent’ss optimal grade level placement forsupplemental reading instruction.www.interventioncentral.org18
Response to InterventionExample of Progress-Monitoring Off-Level: The aprobes,Randy attainsmedianteacherscoreconductsof 6448aWRC.Survey LevelAssessment withTheRandy,AIMSwebassessingwinterhimth percentile)normusing(25CBMreadingrd gradeforfluencya 23ndgradeprobesstudentstudentfromissuccessively69 WRC. earlier53grades until heTheperformsstudentat rustration’25th percentilerangeandrangeaccordingtheandSurveytheto s.continues.ends.Source: AIMSweb Growth Table Reading-Curriculum Based Measurement: Multi-Year Aggregate: 2006-2007 School Yearwww.interventioncentral.org
Response to InterventionHow to Set a Goal for an ‘Off-Level’ Intervention3. Selecting an ‘Off-Level’ Progress-Monitoring Goal.To set a pprogress-monitoringgg ggoal, the teacher looksup the benchmark WRC for the 50th percentile at thestudent’s off-level ‘instructional’ grade level previouslyd t i d throughdeterminedthh theth SurveySLLevell AAssessment.twww.interventioncentral.org20
Response to InterventionExample of Progress-Monitoring Off-Level: Randy21Goal-Setting.To findthe progressmonitoringit i goall fforRandy, his teacherlooks upp thebenchmark WRC forthe 50th percentile atGrade 2 (his offoff-levellevel‘instructional’ gradelevel)—which is 79WRC.WRCThis becomes theprogress-monitoringgoal forthe Schoolstudent.Source: AIMSweb Growth Table Reading-Curriculum Based Measurement: Multi-Year Aggregate:2006-2007Yearwww.interventioncentral.org
Response to InterventionHow to Set a Goal for an ‘Off-Level’ Intervention4. Translating the Progress-Monitoring Goal intoWeeklyy Increments.The teacher’s final task before starting the progressmonitoring is to translate the student’s ultimateintervention goal into ‘ambitious but realistic’ weeklyiincrements.tOne usefulOf l methodth d forf determiningd t i i weeklykl growthth ratestis to start with research-derived growth norms and tothen use a ‘multiplier’multiplier to make the expected rate ofweekly growth more ambitious.www.interventioncentral.org22
Response to InterventionHow to Set a Goal for an ‘Off-Level’ Intervention4 T4.Translatingl ti ththe Progress-MonitoringPM it i GGoall iintot WWeeklyklIncrements. (Cont.) The teacher first looks up the average rate of weekly studentgrowth supplied in the research norms. (NOTE: If available, agood rule of thumb is to use the growth norms for the 50thpercentile at the ‘off-level’ grade at which the student isreceiving intervention and being monitored.) The teacher then multiplies this grade norm for weekly growthby a figure between 1.5 and 2.0 (Shapiro, 2008). Because theoriginal weekly growth rate represents a typical rate studentimprovement, using this multiplier to increase the targetstudent’s weekly growth estimate is intended acceleratelearning and close the gap separating that student from peers.www.interventioncentral.org23
Response to InterventionExample of Progress-Monitoring Off-Level: Randy24Randy’s ultimate goal is 79 WRC (the50th percentileil norm ffor graded 2)2).Determiningg Weeklyy Rateof Improvementp ,Duringg the Surveyy LevelAssessment,(ROI). Randyis totobereadmonitoredonat theRandywas found64 WRCinterventionat grade 2. The teacher finds—2nd grade level.according to AIMSweb norms—that a typicalstudentisina Grade2 (atpercentile)There15-WRCgaptheto50bethclosedto hasagetrateof improvementRandyto his goal. of 1.1 WRC per week.She2 additionalmultiplies the1.1 perWRCfigureAtWRCweekon by 1.8((teacherjudgment)j gRandy)y toshouldobtainclosea weeklyggrowththe yggappintervention,goal foraboutRandyof about 2.0weeks.additional WRCs.within8 instructionalSource: AIMSweb Growth Table Reading-Curriculum Based Measurement: Multi-Year Aggregate: 2006-2007 School Yearwww.interventioncentral.org
Response to InterventionHow to Set a Goal for an ‘Off-Level’ Intervention5 Advancing the Student to Higher Grade Levels for5.Intervention and Progress-MonitoringThe teacher monitors the student’sstudent s growth in reading fluencyat least once per week (twice per week is ideal).student s reading fluency exceeds the 50th When the student’spercentile in Words Read Correct for his or her ‘off-level’grade, the teacher reassesses the student’s reading fluencyusing AIMSweb materials at the next higher grade. If the student performs at or above the 25th percentile onprobes from that next grade level, the teacher advances thestudent and begins to monitor at the higher grade level. The process repeats until the student eventually closes thegap with peers and is being monitored at grade of placement.www.interventioncentral.org25
Response to InterventionExample of Progress-Monitoring Off-Level: Randy26Advancing the Student toHi h GradeHigherG d LevelsL l (Cont.).(C t )So Mrs. Chandler assessesy on gAIMSwebreadingRandyAdvancingthe Studenttogfluencyprobes Levelsfor GradeHigher Gradeof 3 andfindsthat he reads on eedingthe Gradeteacherteacher,MsMs. Chandler,Chandlernotes 325cut-offthatth percentileafter 7 weeksof of 69 WRC.intervention, Randy is nowTh di f 82 RandyTherefore,RWRC—exceedingd isi advancedd di d ttoreadingWRCGradeprogress-monitoringandthe 79 3WRCfor the 50thinterventionmaterialsarepercentilephisof studentsin Gradeadjusted2 (winter accordingly.norms).Source: AIMSweb Growth Table Reading-Curriculum Based Measurement: Multi-Year Aggregate: 2006-2007 School Yearwww.interventioncentral.org
Response to InterventionActivity: GroupDiDiscussioni Review the stepsoutlined in thisworkshop for settinggoalsl ffor studentst d t onoff-level interventions. How prepared is yourdistrict to use researchnorms to guide goalgoalsetting for a studentwhose intervention is‘off-level’?11.2.33.4.5.Setting Individual RTI AcademicGoals Usingg Research Norms forStudents Receiving ‘Off-Level’InterventionsCComparingi StStudentd t PerformanceP ftotBenchmarks and Flagging ExtremeDiscrepanciesConducting a Survey LevelAssessment (SLA).S l ti an ‘OffSelecting‘Off-Level’L l’ PProgressMonitoring Goal.Translating a ProgressProgress-MonitoringMonitoringGoal into Weekly Increments.Advancing the Student Who MakesPProgressto HigherHi h GradeG d LLevelsl fforIntervention and Progress-Monitoring.www.interventioncentral.org27
Response to InterventionPlacing Data in a ‘DataData Context’ContextFocus of Inquiry: What simple organizing toolcan teachers use to help them to structure theird t collection—todatall tit iincludel d bbaseline,li goal,l g28
Response to InterventionThe Structure of Data Collection Teachers can use a wide variety of methods toassess student academic performance or behavior.behavior However, data collection should be structured toinclude these elements: baseline,baseline the setting of agoal for improvement, and regular progressgmonitoring. The structure of data collection can be thought of asa gglass into which a wide varietyy of data can be‘poured’.www.interventioncentral.org29
Response to InterventionClassroom Data Collection Methods: Examples Existing dataGl b l skillGlobalkill checklisth kli tBehavioral frequency count/behavior rateRating scalesAcademic skills: Cumulative mastery logWork productsBehavior logCurriculum-based measurementwww.interventioncentral.org30
Response to Interventionwww.interventioncentral.org
Response to InterventionSetting Up Effective Data Collection: ExampleExample: Mrs. Braniff, a 3rd-grade teacher, decided to use a mathtime drill intervention to helpp her student Brian to increase hisfluency with basic multiplication problems (0-9). To measure Brian’s progress on the intervention, Mrs. Braniffdecided to use Curriculum-Based Measurement MathComputation worksheets (created onwww.interventioncentral.org).i ttit l ) She used the RTI Classroom Progress-Monitoring Worksheet toorganize her data collection.collectionwww.interventioncentral.org32
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Response to InterventionBaseline: Defining the Student Starting Point Baseline data provide the teacher with a snapshot ofthe student’sstudent s academic skills or behavior before theintervention begins. An estimate of baseline is essential in order to measureat the end of the intervention whether the student madesignificantgpprogress.g Three to five data-points are often recommended—because student behavior can be variable from dayy today.www.interventioncentral.org36
Response to InterventionBaseline: Using the Median ScoreIf several data points are collectedcollected, the middlemiddle, or medianmedian,score can be used to estimate student performance.Selectingg the median can be a ggood idea when studentdata is quite variable.www.interventioncentral.org37
Response to InterventionBaseline: Using the Mean ScoreIf several data points are collected, an average, or mean,score can be calculated by adding up all baseline data anddi idi bby thedividingth numberb off ddatat points.i t13 15 11 3939 divided by 3 13Mean 13www.interventioncentral.org38
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Response to InterventionIntervention ‘Timespan’: How Long is Long Enough?Anyy intervention should be allowed sufficient time todemonstrate whether it is effective. The limitation on howquickly an intervention can be determined to be ‘effective’ isusually the sensitivity off the measurement tools. As a rule,behavioral interventions tend to show effects more quickly thanacademic interventions—becauseinterventions because academic skills take time toincrease, while behavioral change can be quite rapid.A good rule of thumb for classroom interventions is to allow 4-8instructional weeks to judge the intervention.www.interventioncentral.org
Response to InterventionPerformance GoalThe outcome ggoal for an intervention can be estimated in severalways: If there are research academic norms or local norms available(e.g., DIBELS), these can be useful to set a goal criterion. The teacher can screen a classroom to determine averageperformance. The teacher can select 3-4 ‘typical’ students in the class,administer an academic measure (e.g., curriculum-basedmeasurement writing) to calculate a ‘micro-norm’. The teacher can rely on ‘expert opinion’ off what is a typicallevel of student performance.www.interventioncentral.org
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Response to InterventionCollecting Classroom DataFocus of Inquiry: What are some examples ofdata collection in the classroom and how caneachh bbe placedl d iin a ‘d‘datat contextt t (b(baseline,ligoal, progress-monitoring)?www.interventioncentral.org49
Response to InterventionClassroom Data Collection Methods: Examples Existing dataGl b l skillsGlobalkill checklisth kli tBehavioral frequency count/behavior rateRating scales (including Behavior Report Cards)Academic skills: Cumulative mastery logWork productsBehavior logCurriculum-based measurementwww.interventioncentral.org50
Response to InterventionClassroom Data CollectionGlobal skills checklist. The teacher selects a global skill(e.g., homework completion; independent seatwork). Thet h thteacherthen breaksb k theth globall b l skillkill ddown iintot a checklisth kli tof component sub-skills--a process known as ‘discretecategorization’ (Kazdin,categorization(Kazdin 1989)1989). An observer (e.g.,(e g teacherteacher,another adult, or even the student) can then use thechecklist to note whether a student successfullyy displaysp yeach of the sub-skills on a given day. Classroom teacherscan use these checklists as convenient tools to assesswhetherh th a studentt d t hhas ththe minimumi irequiredi d range offacademic enabling skills for classroom success.www.interventioncentral.org51
Response to InterventionGlobal Skills Checklist: Example Example: A middle school math instructor,instructor Mr.Mr Haverneck,Haverneck wasconcerned that a student, Rodney, appears to have poor ‘organizationskills’. Mr. Haverneck created a checklist of observable subskills that, inhi opinion,hisi i were partt off theth globall b l termt‘‘organizationi ti skills:kill– arriving to class on time;– bringing work materials to class;– following teacher directions in a timely manner;– knowingg how to requestqteacher assistance when needed;;– having an uncluttered desk with only essential work materials.Mr. Havernick monitored the student’s compliance with elements of thisorganization -skills checklist across three days of math class. Onaverage, Rodney successfully carried out only 2 of the 5 possible) Mr. Havernick set the ggoal that byy the last week of asubskills ((baseline).5-week intervention, the student would be found to use all five of thesubskills on at least 4 out of 5 days.www.interventioncentral.org52
Response to Intervention‘AcademicAcademic EnablerEnabler’ Observational Checklists:Measuring Students’ Ability to Manage TheirO LLearningOwniwww.interventioncentral.org53
Response to Intervention‘Academic Enabler’ Skills: Why Are They Important?Student academic success requires more than contentknowledge or mastery of a collection of cognitivestrategies.t t i AAcademicd i accomplishmentli ht ddependsd alsol ona set of ancillary skills and attributes called ‘academicenablers’ (DiPerna,enablers(DiPerna 2006)2006). Examples of academicenablers include:–––––Studyy skillsHomework completionCooperative learning skillsOrganizationIndependent seatworkSource: DiPerna, J. C. (2006). Academic enablers and student achievement: Implications for assessment and interventionservices in the schools. Psychology in the Schools, 43, 7-17.www.interventioncentral.org54
Response to Intervention‘Academic Enabler’ Skills: Why Are They Important? (Cont.)Because academic enablers are often described asbroad skill sets, however, they can be challenging tod fi indefinei clear,lspecific,ifi measureablebl terms.tA usefulf lmethod for defining a global academic enabling skill isto break it down into a checklist of component subsubskills--a process known as ‘discrete categorization’((Kazdin, 1989).) An observer can then use the checklistto note whether a student successfully displays each ofthe sub-skills.Source: Kazdin, A. E. (1989). Behavior modification in applied settings (4th ed.). Pacific Gove, CA: Brooks/Cole.www.interventioncentral.org55
Response to Intervention‘Academic Enabler’ Skills: Sample Observational Checklistswww.interventioncentral.org56
Response to Intervention‘Academic Enabler’ Skills: Sample Observational Checklistswww.interventioncentral.org57
Response to Intervention‘Academic Enabler’ Skills: Sample Observational Checklistswww.interventioncentral.org58
Response to Intervention‘Academic Enabler’ Skills: Sample Observational Checklistswww.interventioncentral.org59
Response to Intervention‘Academic Enabler’ Skills: Sample Observational Checklistswww.interventioncentral.org60
Response to Intervention‘Academic Enabler’ Skills: Sample Observational Checklistswww.interventioncentral.org61
Response to Intervention‘Academic Enabler’ Skills: Sample Observational Checklistswww.interventioncentral.org62
Response to InterventionGlobal Skills Checklist: Example Example: A middle school math instructor,instructor Mr.Mr Haverneck,Haverneck wasconcerned that a student, Rodney, appears to have poor ‘organizationskills’. Mr. Haverneck created a checklist of observable subskills that, inhi opinion,hisi i were partt off theth globall b l termt‘‘organizationi ti skills:kill– arriving to class on time;– bringing work materials to class;– following teacher directions in a timely manner;– knowingg how to requestqteacher assistance when needed;;– having an uncluttered desk with only essential work materials.Mr. Havernick monitored the student’s compliance with elements of thisorganization -skills checklist across three days of math class. Onaverage, Rodney successfully carried out only 2 of the 5 possible) Mr. Havernick set the ggoal that byy the last week of asubskills ((baseline).5-week intervention, the student would be found to use all five of thesubskills on at least 4 out of 5 days.www.interventioncentral.org63
Response to InterventionClassroom Data CollectionRating scales. A scale is developed with one or more itemsthat a rater can use to complete a global rating of a behavior.Oft theOftenth ratingti scalel isi completedl t d att theth conclusionl i off a fifixeddobservation period (e.g., after each class period; at the end ofthe school day).day)NOTE: One widely used example of rating scales routinelyused in classrooms is the behavior reportp card ((BRC).) Theteacher completes a 3- to 4-item rating scale each dayevaluating various target student behaviors. A detailedddescriptioni ti off BRCsBRC appears on ththe nextt page, alonglwithith asample BRC that assesses the student’s interactions withpeers compliance with adult requests,peers,requests work completioncompletion, andattention to task.www.interventioncentral.org64
Response to InterventionMonitoring Student Academic orGeneral Behaviors:Behavior Reportp Cardswww.interventioncentral.org
Response to InterventionBehavior Report Cards (BRCs) Are Arebrief forms containingg student behavior-ratinggitems. The teacher typically rates the student daily((or even more frequently)qy) on the BRC. The resultscan be graphed to document student response toan intervention.www.interventioncentral.org66
Response to InterventionBehavior Report Cards Can Monitor Many Behaviors,Behaviors IncludingIncluding HyperactivityypyOn-Task Behavior (Attention)Work CompletionOrganization SkillsCompliance With Adult RequestsAbilityy to Interact Appropriatelypp py With Peerswww.interventioncentral.org67
Response to InterventionBehavior Report Card Generator Helps teachers to define student problem(s) moreclearly.clearly Reframes student concern(s) as replacementbehaviors to increase the likelihood for success withbehaviors,the academic or behavioral intervention. Provides a fixed response format each day to increasethe consistency of feedback about the teacher’sconcern(s).( ) Can serve as a vehicle to engage other importantplayers (student and parent) in defining the problem(s),monitoring progress, and implementing interventions.www.interventioncentral.org68
Response to InterventionBehavior Report oncentral.org
Response to InterventionBehavior Report CardMakerwww.interventioncentral.orgExample: Daily Report Cardwww.interventioncentral.org
Response to InterventionRating Scales: ExampleExample: All of the teachers on a 7th-gradegrade instructional team decided to usea Behavior Report Card to monitor classroom interventions for Brian, astudent who presented challenges of inattention, incomplete work, andoccasionali l non-compliance.liThThey createdt d a BRC withith theth followingf ll i ititems: Brian focused his attention on teacher instructions, classroom lessons andassigned work.work Brian completed and turned in his assigned class work on time. Brian spoke respectfully and complied with adult requests without argumentor complaint.Each rating items was rated using a 1-9 scale:O average, BOnBriani scoredd no higherhi h thanth 3 (‘Never/Seldom’(‘N/S ld ’ range)) on allllrating items in all classrooms (baseline). The team set as an interventiongoal that, byy the end of a 6-week intervention to be used in all classrooms,gBrian would be rated in the 7-9 range (‘Most/All of the Time’) in allclassrooms.www.interventioncentral.org71
Response to InterventionActivity: Daily Behavior ReportC dCardAt your tables: Discuss the Daily Behavior Report Card as a classroommonitoring tool. How could you use this tool directly or indirectly to measureaspect(s)p ( ) of student concerns?www.interventioncentral.org72
Response to InterventionClassroom Data Collection Academic Skills: Cumulative Mastery Log. During academicinterventions in which the student is presented with specificititemssuchh as mathth factsf t or spellinglli words,d ththe iinstructort t cantrack the impact of the intervention by recording and datingmastered items in a cumulative log.log To collect baseline information, the instructor reviews all itemsfrom the academicacademic-itemitem set with the student, noting whichitems the student already knows. Then, throughout theintervention,
The ABCs of CBM: A practical guide to curriculum-based measurement. New York: Guilford Press. Response to Intervention RTI Data Challenge: S tti I di id l RTI Setting Individual RTI Academic Goals Using Research Norms for Students Receiving ‘Off-Level’ Interventions Source: S
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