Progress Monitoring Overview

What is it? Progress monitoring is used to evaluate the effectiveness of intervention(s) at Tiers II and III. Teams will evaluate outcomes associated with interventions for individual students and for the school as a whole to drive instructional decisions and continuous improvement. Who is involved?

• Teachers: Use data from progress monitoring to make good instructional decisions. • Teams supporting and monitoring students at Tiers II and III: Continuously analyze

student-level behavior progress monitoring data for each student receiving behavioral intervention in Tier II and Tier III. If a student is identified as needing intensive, individualized Tier III behavioral interventions, this team should establish individualized behavioral goal(s) for the intervention and select progress monitoring tools and procedures to allow the team to track the student’s progress toward the goal(s) and to drive decisions about continuing, modifying, or decreasing/increasing the intensity of behavioral intervention.

• School-wide RTI2-B Leadership Teams: Use progress monitoring data to guide decision making about school-level changes to interventions. Establish and follow decision rules for modifying interventions at Tier II and Tier III or decreasing/increasing intensity of behavioral intervention.

• District- and School-wide RTI2-B Leadership Teams: Consult with your district level RTI2-B coach or TBSP Educational Consultant (tbsp@utk.edu) to request support for selecting and using behavioral progress monitoring tools, and establishing decision rules for Tier II and Tier III.

When should it occur? Teams supporting and monitoring students at Tiers II and III should continuously analyze student-level behavior progress monitoring data for each student receiving Tier II and Tier III behavioral intervention. At a minimum, these teams should review the student’s progress monitoring or other data once a month. At Tier II and Tier III, each student’s behavioral progress data are collected as frequently as daily and reviewed weekly to monthly, depending on the progress monitoring tool/procedures selected and the target behaviors identified. Typically, Tier III behavioral progress monitoring will follow individualized procedures (e.g., collecting data on target behaviors that are specific to the student’s needs). How are data used?

• To make good instructional decisions • To assess student’s performance or responsiveness to intervention • To evaluate students’ progress toward goal(s) • To evaluate the overall effectiveness of the interventions in place at a school

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What tools are available? The School-Wide Information System: Check-In Check-Out (CICO-SWIS) and Individual Student Information System (ISIS-SWIS): The CICO-SWIS and ISIS-SWIS are online for-purchase tools. The CICO-SWIS allows school staff to enter, summarize, and review individual student’s Daily Progress Reports (DPR) using CICO point cards (Tier II). Teachers complete the point card throughout the day. The ISIS-SWIS allows school staff to enter, summarize, and review data from individualized collection procedures (Tier III). The CICO-SWIS and ISIS-SWIS are available at www.pbisapps.org. With SWIS, annual subscription fees do apply; however, discounts apply when subscribing to multiple apps in the SWIS Suite. TBSP has created a free tool using excel called the Progress Monitoring Tool. TBSP2018. Refer to page 3 for a guide for how to use this tool to monitor the students’ individual behavioral data collected through a daily point system, such as points used for Daily Progress Reports (DPR). Access and download the TBSP Progress Monitoring Tool through the following link:

https://etbsp.utk.edu/web-resources/data-tools/

Please contact your district level RTI2-B coach, TBSP Educational Consultant, or email tbsp@utk.edu for questions regarding progress monitoring, and/or assistance using the Progress Monitoring Data Tool.

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Progress Monitoring Tool Guide 1. Use this tool to track and monitor students’ daily behavioral progress through Tier II and

Tier III interventions. First, open the excel file and click Enable Macros/Content. This will allow the file features to run as intended.

2. Select the Student Information button to begin entering identifying information. This tool

can house individual student data, small group data, an entire class, or grade-level.

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3. Begin entering student information starting with the student name. Fill in student information and behavioral data by moving from left to right. See the end of this guide of specific information/ definitions for each category of student information data.

• Once you have finished entering student information, click Back to Main Menu to return to the home page.

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4. To select an individual student for data entry, click the numbered button associated with the student (e.g., click number one [1] to access Stanley’s data page).

5. Depending on the real-time data collection method selected, data may have been collected

prior to entry in this tool via alternate methods (e.g., recording sheets, app, other behavior tool, or anecdotal records). Once ready to enter data for a specific student, begin by indicating the date when data collection began. For this tool, the start date must occur on a Monday. Once a Monday date is selected for the first data collection point, the following dates will automatically populate as Monday through Friday dates for the entire academic year.

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6. Consider how to enter data for a single student’s data page. Indicate the Daily Points Possible. These are the points a student can earn for the entire day, as defined by your school’s Daily Progress Report (DPR).

Excel tip: Need to auto-populate a cell with data (e.g., 10 pts possible). Just place the cursor in the bottom right corner of the 1st cell of any data pt. Look for a dark green box to appear, highlighting the cell. Drag the green box downwards, capturing all the cells that are to be populated with the data.

7. Collect baseline data for 5-7 sessions before implementing the first intervention. Enter the

Daily Points earned for each baseline data point. Use the Notes column to indicate baseline phase for later analysis. On the Semester 1 graph, a bar graph will automatically be generated once baseline data are entered.

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8. Now begin Intervention 1 data tracking. The student will have a defined behavioral Goal (e.g., 60%, 70%, 80%) entered on the Student Information sheet. Enter the student’s Daily Points earned towards this Goal. Then, the Daily Percent will auto-calculate in the last column. Highlighted in yellow, the Week Average and Average for Last 10 Days will also auto-calculate. Use this information to monitor the student’s progress towards the GOAL.

Also, include any Notes that may assist with analyzing each day’s points. For example: • The note “IV 1” indicates the start on an intervention. This note can be used to

determine where to insert a blue dashed line on the graph. These blue dashed lines help to visualize when one intervention phase being and another ends.

• Entering the note “reported sick “may explain a sudden dip in the Daily Points received on that date.

• Entering the note “Labor Day” or “Absent” will indicate why no points were earned.

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9. As student data are entered, the bar graph will automatically form with individual data points. The horizontal red line on the graph indicates the Goal set for the student. The red line defaults to 80% but it can be moved to indicate any goal specified for the student (e.g., 40%, 70%). Use the cursor to move the goal line (red line)

10. At the far right corner of the graph there are several phase lines (blue-dashed lines). These lines should be used to indicate a phase change (e.g., end of baseline phase, end of intervention 1 phase). In this example, a blue dashed line has been placed on the corresponding date to indicate (1) the end baseline phase (i.e., after 5 data points on 08/27) and (2) the end of intervention 1 phase (i.e., on 10/08 as indicated by Notes). Use the cursor to move the phase lines (blue-dashed lines) to position on the graph.

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11. On the Main Menu sheet, there is a Progress Monitoring Summary Table. Certain information entered on the Student Information sheet will be summarized in this table. This table can be useful for organizing Tier II data and completing the TBSP Annual School Report.

• The Number of Students Referred to Tier II will auto-calculate based on the student data entered into the student information sheet.

• The Number of Students Graduated from Tier II will auto-calculate based on the total number of Yes responses indicated in the column “Graduated from Tier II Interventions?”. …

• The Number of Students Referred to Tier III will auto-calculate based on total number of Yes responses indicated in the student information column “Referred to Tier III?”.

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Student Information Sheet: Data Categories

Date of Identification The date the student was designated for more intensive

monitoring beyond Tier I supports.

Method of Identification

Method used to identify the student for more intensive supports (e.g., data decision rules, nomination (by teacher, administrator), universal screener).

IEP Status

Does the student have an IEP?

# of ODRs Number of office discipline referrals or administration managed discipline referrals. The timeframe for this number should be determined by the team.

# of Minors Number of infractions, low-level behaviors, and teacher-managed problem behaviors that have been documented. The timeframe for this number should be determined by the team.

# of Absences

How many absences from school has the student had this calendar year?

# of Tardies

How many times has the student been tardy to school this calendar year?

Is the student above/below grade level?

This question could indicate various academic information: a student is receiving an academic intervention; a student is at-risk for needing academic intervention; a student is struggling in academic courses; a student is missing content-area credits; a student was held-back a grade-level. Decide as a team how to use this category and be consistent.

Has the student been taught the expectations?

Determine if the student has been taught the school-wide behavioral expectations; the student may have received a copy, but has teaching occurred for these?

Has the student received recognitions?

Determine if the student has received any class, grade, or school level recognitions (e.g., rewards, reinforcers, tokes, tickets, events).

Problem Behavior Include details and information about the specific student behaviors that are being targeted for intervention; operationalized the behavior as much as possible and use neutral language.

Possible Function of Behavior

Hypothesis about what the child is attempting to obtain or avoid through the problem behavior.

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Intervention Description/Notes (1-4)

Enter information on up to 4 behavioral interventions throughout the semester/school year. Include description and notes on the intervention features and components.

Intervention Begin/End Date

Indicate start date and end date of each intervention (1-4).

Graduated for Tier II Intervention?

Indicate when a student graduates from Tier II support to Tier I (i.e., no longer receiving individual or small-group behavioral intervention).

Referred to Tier III Indicate when a decision has been made to refer a student for more intensive Tier III supports (i.e., student has not responded to Tier II intervention, student has not reached criteria for target behavior; student data is inconsistent and highly variable)

Tier III Referral Date: Indicate the date a student is referred for more intensive Tier III supports.

Goal The percentage of possible points earned per day in class.