FUNCTIONAL ASSESSMENT: CurriculumBased Measurement Progress Monitoring

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FUNCTIONAL ASSESSMENT Curriculum-Based
MeasurementProgress Monitoring

• NC Department of Public Instruction
• Exceptional Children Division
• Program Improvement Professional
  Development-2008

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Todays Agenda

• What is CBM?
• State norming project review
• Hands on CBMs
• Measuring Behavior in an RtI model

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What is the or Responsiveness to Instruction
Model?

• A student with academic delays is given one or
  more research-validated interventions.
• The student's academic progress is monitored
  frequently to see if those interventions are
  sufficient to help the student to catch up with
  his or her peers.
• If the student fails to show significantly
  improved academic skills despite several
  well-designed and implemented interventions, this
  failure to 'respond to intervention' can be
  viewed as evidence of an underlying Learning
  Disability.

www.interventioncentral.com
4
Why RtI?

• One advantage of RtI in the diagnosis of
  educational disabilities is that it allows
  schools to intervene early to meet the needs of
  struggling learners.
• Another advantage is that RtI maps those specific
  instructional strategies found to benefit a
  particular student. This information can be very
  helpful to both teachers and parents.

www.interventioncentral.com
5
What are Summative and Formative Evaluation?

• Summative Assessment Culmination measure.
  Mastery assessment. Pass/fail type assessments
  which summarize the knowledge students learn.
• High-stakes tests (EOGs)
• GRE, ACT, SAT, GMAT, etc. tests
• Drivers license test

Adapted from www.aimsweb.com
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What are Summative and Formative Evaluation?

• Formative Evaluation Process of assessing
  student achievement during instruction to
  determine whether an instructional program is
  effective for individual students.
• When students are progressing, continue using
  your instructional programs.
• When tests show that students are not
  progressing, you can change your instructional
  programs in meaningful ways.

Adapted from www.aimsweb.com
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Todays High Stakes Evaluation World

• High Stakes Tests are USUALLY appropriate for
  only for summative evaluation.
• NOT as useful for decisions teachers need to
  make every day (formative)
• For whom do I need to individualize instruction
  or find more intensive instructional programs?
• How do I organize my classrooms for instructional
  grouping?
• How do I know that my teaching is working for
  each student so that I can make changes in
  instruction when necessary?
• NOT very useful to administrators who must make
  decisions about allocating instructional
  resources, especially in a preventative or
  responsive model.

Adapted from www.aimsweb.com
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Summative Assessment Example Weight

• High standard All children will have a healthy
  weight by the end of third grade.
• High Stakes Assessment Assessing body density.
• Weighing each student.
• Immersing each student in a large tub filled with
  water and measuring the amount of water
  displaced.
• Divide weight by displacement and get density, a
  very accurate picture of physical status.

• After 8-9 YEARS of growth, we would
• Place students who are unhealthy in remedial
  programs.
• Create new health programs.
• Blame the effectiveness of old health programs.
• Blame the students (or their families) for over
  or under eating.

Adapted from www.aimsweb.com
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Formative Evaluation Example Same Standard,
Different Assessment
High Standard All children will have a healthy
weight by the end of third grade. Universal
Screening Assessment Monitor weight directly,
frequently, and continuously. From birth,
measure weight frequently and continuously with a
simple, albeit less precise, general outcome
measure, weight in pounds, using a scale.
(General Outcome Measure)
Adapted from www.aimsweb.com
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Formative Evaluation Example Same Standard,
Different Assessment

• At any point in development
• The child could be weighed and a decision made
  about healthy weight.
• This process is
• Efficient.
• Sufficiently accurate.
• Proactive.
• Cost effective.
• We would know their health status before they
  reached the high stakes point!

Adapted from www.aimsweb.com
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Characteristics of General Outcome Measures (GOMs)

• Powerful measures that are
• Simple
• Easier to obtain data (less time and good data)
• Accurate
• Very specific data
• Efficient
• Only a few minutes to administer
• Generalizable
• Reliable
• Can compare and contrast student performance
  across school, district, country

Adapted from www.aimsweb.com
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General Outcome Measures (GOMs) from Other Fields
Medicine measures height, weight, temperature,
and/or blood pressure. Federal Reserve Board
measures the Consumer Price Index. Wall Street
measures the Dow-Jones Industrial
Average. Companies report earnings per share.
McDonalds measures how many hamburgers they
sell. In Education, Curriculum Based Measurement
is a General Outcome Measure
Adapted from www.aimsweb.com
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What is Curriculum Based Measurement?

• Curriculum Based Measurement is a form of
  Curriculum-Based Assessment (CBA).
• CBM is a method of monitoring student educational
  progress through direct assessment of academic
  skills
• CBMs measure basic skills in reading,
  mathematics, spelling, written expression and
  readiness skills
• Teacher gives the student brief, timed samples,
  or probes, made up of academic material that
  the student is expected to learn
• Early literacy skills (phonics and phonological
  awareness) are downward extensions of CBM.
• Because CBM probes are quick to administer and
  simple to score, they can be given frequently to
  provide continuous progress data. The results are
  charted and provide for timely evaluation based
  on hard data.

Adapted from www.aimsweb.com
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Using Curriculum Based Measures as General
Outcome Measures

• Its about using General Outcome Measures (GOMs)
  for formative assessment/evaluation to
• Inform teaching
• AND
• ensure accountability.
• Its different from, but related to, summative
  high-stakes testing/evaluation, which
• Doesnt inform teaching.
• Mostly used for accountability/motivation.

Adapted from www.aimsweb.com
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Using Curriculum Based Measurement as a General
Outcome Measure

• Universal (school-wide) screening using CBMs
  allows us to add systematic Formative Evaluation
  to current practice.
• For Teachers (and Students)
• Early Identification of At Risk Students
• Instructional Planning
• Monitoring Student Progress
• For Parents
• Opportunities for Communication/Involvement
• Accountability
• For Administrators
• Resource Allocation/Planning and Support
• Accountability

Adapted from www.aimsweb.com
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Using Curriculum Based Measurement as a General
Outcome Measure Research

• Curriculum-Based Measurement (CBM) was developed
  more than 20 years ago by Stanley Deno at the
  University of Minnesota through a federal
  contract to develop a reliable and valid
  measurement system for evaluating basic skills
  growth.
• CBM is supported by more than 25 years of
  school-based research by the US Department of
  Education.
• Supporting documentation can be found in 100s of
  articles, book chapters, and books in the
  professional literature describing the use of CBM
  to make a variety of important educational
  decisions.

Adapted from www.aimsweb.com
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Summary of Research Validating Curriculum Based
Measurement
Reliable and valid indicator of student
achievement Simple, efficient, and of short
duration to facilitate frequent administration by
teachers Provides assessment information that
helps teachers plan better instruction Sensitive
to the improvement of students achievement over
time Easily understood by teachers and
parents Improves achievement when used to monitor
progress
Adapted from www.aimsweb.com
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Curriculum Based Measurement Advantages

• Direct measure of student performance
• Helps target specific areas of instructional need
  for students
• Quick to administer
• Provides visual representation (reports) of
  individual student progress and how classes are
  acquiring essential reading skills
• Sensitive to even small improvements in
  performance
• Capable of having many forms
• Monitoring frequently enables staff to see trends
  in individual and group performanceand compare
  those trends with targets set for their students.
  
• Correlates strongly with best practices for
  instruction and assessment, and
  research-supported methods for assessment and
  intervention.

Adapted from www.aimsweb.com
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Curriculum Based Measurement Things to Remember

• Designed to serve as indicators of general
  reading achievement CBM probes dont measure
  everything, but measure the important things.
• Standardized tests to be given, scored, and
  interpreted in a standard way.
• Researched with respect to psychometric
  properties to ensure accurate measures of
  learning.
• Are sensitive to improvement in brief intervals
  of time.
• Tell us how students earned their scores
  (qualitative information).
• Designed to be as short as possible to ensure
  do-ability.
• Are linked to decision making for promoting
  positive achievement and problem-solving.

Adapted from www.aimsweb.com
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Curriculum Based Measurement

• CBM has been shown to posses high levels of
  reliability
• Reliability - the extent to which the
  measurements of a test remain consistent over
  repeated tests of the same subject under
  identical conditions
• 42 one-minute CBM type assessments in reading,
  math, and written expression for grade K-5 were
  found to have reliability coefficients between
  .90-.99 with just three one-minute
  administrations (Jenkins, 2002)

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Curriculum Based Measurement

• Discriminant Validity - Does it appear to measure
  what its supposed to measure?
• And
• Doesnt associate with constructs that shouldnt
  be related.
• Several studies have demonstrated the ability of
  CBM to differentiate between students receiving
  special education services, students receiving
  Chapter 1 services, and students not receiving
  any of those services (Deno, Marston, Shinn, and
  Tindal, 1983 Marston and Deno, 1982 Shinn and
  Marston, 1985 and Shinn, Tindal, Spira, and
  Marston, 1987).

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Curriculum Based Measurement Local Norming
Project

• What is it?
• Using selected CBM probes to assess basic
  predictive skills for a sample of students to
  determine typical performance
• Completed for a school, district, region, or
  state.
• Choose predictive measures (based on research)
  for each grade in reading, math, and writing

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Curriculum Based Measurement Local Norming
Project

• How do I do it (Shinn)?
• A representative set of curriculum probes is
  compiled for each grade to be assessed
• Develop a norming plan
• Will every student be assessed or do you need a
  statistical sample?
• Assemble a team
• Involve classroom teachers as well as other
  people in the building
• Conduct the norming project
• Summarize data in a meaningful way

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Curriculum Based Measurement Local Norming
Project

• Why do I need to do it?
• This is OPTIONAL!!!
• Norms allow for comparison of a students
  performance to a regional sample instead of a
  national norm
• Normative data is based on students actual peer
  group and is representative of the students
  geographical region, culture, ethnicity, and
  instructional environment
• Many CBM systems (DIBELS, AIMSweb, etc.) will
  compile this data for you

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Curriculum Based Measurement Local Norming
Project

• What information does it give?
• Gives a typical performance of students
• Student performance at different percentiles
• Growth rates

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NC CBM Norming Project

• Completed during the 2004-05 school year
• 3 days in a row in October, January, and April
• Each pilot county (New Hanover, Bertie, Harnett,
  Guilford, Burke) completed a project for K
  through 5th grades
• Random sample, 120 students per grade level
• Probes were given in reading, math, and writing
  (Basic Skill Builders)

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CBM Norming ProjectKindergarten

• Letter Identification
• Sight Word Identification
• Phoneme Identification
• Letter Identification (spelling)
• Number Identification (math)

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CBM Norming ProjectFirst Grade

• Phoneme Identification
• Blend Identification
• Sight Word Identification
• Word Identification in sentences
• Letter Identification (spelling)
• Number Identification (math)
• Addition (sums 0 10)
• Subtraction (answers to 9)

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CBM Norming ProjectSecond Grade

• Phoneme Identification
• Blend Identification
• Sight Word Identification
• Word Identification in sentences
• Word Identification in a passage
• Addition (without regrouping)
• Subtraction (without regrouping)

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CBM Norming ProjectThird Grade

• Phoneme Identification
• Blend Identification
• Sight Word Identification
• Word Identification in a passage
• Addition (with regrouping)
• Subtraction (with regrouping)
• Multiplication (1 9)
• Math Word Problems
• Spelling
• Written Expression

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CBM Norming ProjectFourth and Fifth Grade

• Sight Word Identification
• Word Identification in a passage
• Multiplication (1 12)
• Mixed Math
• Math Word Problems
• Spelling
• Written Expression

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CBM Procedures for Reading

• Administration example
• Hard Consonants and Short Vowels
• (Phoneme Identification, First and Second Grades)
• Directions Look at the letters on this page.
  When I tell you to begin, say the sound each
  letter makes. If you dont know a sound, skip it
  and keep working. If you get to the end before I
  say stop, start again at the top.
• Begin. (one minute) Stop.

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Hard Consonants and Short Vowels a m t d
i h n s o f m a a m t z y
u x d s t g v p x y z y
u f o s n h i d t m a i t
f o s m i s c e g v qu y
t e c m i s p r v m d c f
n p e v qu p r v a i o l d
h s p b g o d a i o d s
r b v x a i o u i h d s
r qu z y h o r k u a n f t
m i n a m t b i h n s o f m
a f m s
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CBM Procedures for Reading

• Administration example
• Blends
• Directions This page has nonsense words. Look
  at the first word at the top of the page. Say
  each word working across the page. Skip any word
  you do not know and keep working until I say
  stop. If you get to the end before I say stop,
  start back at the top.
• Begin. (one minute) Stop.

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Blending Sounds with Both Long and Short Vowels
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CBM Procedures for Reading

• Administration example
• Sight Word Identification (Dolch Words 3)
• Directions When I tell you to begin, say each
  word you see starting at the top and moving
  across the page. If you do not know a word, skip
  it and keep working. If you get to the end
  before I say stop, start back at the top.
• Begin. (one minute) Stop.

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Dolch Words - 3
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CBM Procedures for Reading

• Administration example
• Dolch Word Passage
• Directions Look at the story on this page.
  When I tell you to begin, read the story to me.
  If you do not know a word, skip it and keep
  working. If you get to the end before I say
  stop, start back at the top.
• Begin. (one minute) Stop.

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Dolch Passage
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CBM Procedures for Math

• Administration example
• First grade math Hear to Write numbers
• Directions When I tell you to begin, write the
  numbers you hear me say in the boxes. Listen
  carefully, I will say the numbers only one time.
  If you dont know an answer, skip it and keep
  going.
• Begin. (one minute) Stop.

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Write the numbers you hear.
5
1
3
8
9
2
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CBM Procedures for Math

• Administration example
• Third grade math
• Math computations are scored by correct digits
  per minute
• Directions Look at the addition problems on
  your sheet. When I tell you to begin answer as
  many of the problems as you can. If you dont
  know an answer, skip it and keep going.
• Begin. (one minute) Stop.

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Third Grade Addition, Double Digit with Regrouping
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Third Grade Addition, Double Digit with Regrouping
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Third Grade Addition, Double Digit with Regrouping
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CBM Procedures for Math

• Fifth grade math word problems
• Math word problems are scored by the answer and
  label (third grade) or the equation, answer, and
  label (fourth and fifth grades)
• Directions Look at the sheet with the word
  problems. When I tell you to begin, read and
  solve as many problems as you can. If you do not
  know an answer, skip the problem and keep
  working. Remember to write the equation, the
  answer, and label for each problem. For example,
  Val had 12 cakes. He ate 1 of them. How many
  cakes did he have left? The equation is 12 1
  11. The answer is 11. The label is cakes.
• Begin. (one minute) Stop.

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Simple Addition, Multiplication, and Division
without Explicit Numbers
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CBM Procedures for Writing

• One minute to brainstorm, Three minutes to write
  and edit
• Ways to score writing
• Total words
• Total letters
• Correctly spelled words
• Correct writing sequences
• NC Norms are scored for correct writing sequences

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CBM Procedures for Writing

• Correct Writing Sequences
• Goes beyond confines of isolated word to consider
  units of writing and their relation to one
  another (fluency!)
• Words and essential punctuation marks are
  considered separate writing units
• To receive credit, writing sequences must be
  correctly spelled and be grammatically correct

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CBM Procedures for Writing

• Correct Writing Sequences
• The words in each writing sequence must make
  sense within the context of the sentence
• Students writing is judged according to the
  standards of informal standard American English.
  
• A caret () is used to mark the presence of a
  correct writing sequence
• Reversed letters are acceptable, as long as they
  do not lead to a misspelling

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CBM Procedures for Writing

• Is that a red car ?
• It was dark . Nobody could see the
  trees in the forest .
• It was dark . Nobody could seen
  the trees in the forrest .

www.interventioncentral.com
52
CBM Procedures for Writing

• If I woke up on a deserted island, I would
• I woud drink water from the ocean
• and I woud eat the fruit off of
• the trees . Then I woud bilit a
• house out of trees , and I woud
• gather firewood to stay warm . I
• woud try and fix my boat in my
• spare time .

www.interventioncentral.com
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CBM Procedures for Writing

• Samples in handout

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North Carolina Norms Practice

• Norm (mean) for a kindergartener in number
  identification in the fall
• Norm for a fifth grader in written expression in
  the spring
• Norm for a first grader in sight word reading in
  the winter
• Norm for a first grader in sight word reading in
  the spring

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Other types of CBMs - DIBELS

• Dynamic Indicators of Basic Early Literacy Skills
• Assesses similar skills as Skill Builders, a
  little more in depth
• Benchmark assessment data is available (national
  data)
• Can use for benchmark assessments (3 or 4 times a
  year) as well as for progress monitoring

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Other types of CBMs - DIBELS

• Kindergarten Fall
• Initial Sound Fluency
• Letter Naming Fluency
• Kindergarten Winter
• Initial Sound Fluency
• Letter Naming Fluency
• Phoneme Segmentation Fluency
• Nonsense Word Fluency
• Kindergarten Spring
• Letter Naming Fluency
• Phoneme Segmentation Fluency
• Nonsense Word Fluency

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DIBELS Initial Sound Fluency

• Identify, isolate, and pronounce the first sound
  of an orally presented word
• About 3 minutes to administer
• Administer to
• Kindergarten - fall
• Kindergarten - winter

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DIBELS Letter Naming Fluency

• Name randomly mixed uppercase and lowercase
  letters
• One minute timed task
• Administer to
• Kindergarten fall
• Kindergarten winter
• Kindergarten spring
• 1st Grade fall

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DIBELS Phoneme Segmentation Fluency

• Identify the individual sounds that make up a
  word
• No student materials examiner reads words to
  student
• One minute timed task
• Administer to
• Kindergarten winter
• Kindergarten spring
• 1st Grade fall
• 1st Grade winter
• 1st Grade spring

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DIBELS Nonsense Word Fluency

• Read CVC nonsense words
• One minute timed task
• Administer to
• Kindergarten winter
• Kindergarten spring
• 1st Grade fall
• 1st Grade winter
• 1st Grade spring
• 2nd Grade - fall

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Other types of CBMs - DIBELS

• First Fall
• Letter Naming Fluency
• Phoneme Segmentation Fluency
• Nonsense Word Fluency
• First Winter
• Phoneme Segmentation Fluency
• Nonsense Word Fluency
• Oral Reading Fluency
• First Spring
• Phoneme Segmentation Fluency
• Nonsense Word Fluency
• Oral Reading Fluency

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DIBELS Oral Reading Fluency

• Read connected text accurately and fluently
• Three one-minute timed passages
• Administer to
• 1st Grade winter
• 1st Grade spring
• 2nd Grade fall
• 2nd Grade winter
• 2nd Grade spring

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Other types of CBMs - DIBELS

• Second Fall
• Nonsense Word Fluency
• Oral Reading Fluency
• Second Winter
• Oral Reading Fluency
• Second Spring
• Oral Reading Fluency

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Other types of CBMs - AIMSweb

• Similar reading probes to DIBELS
• Adds a reading comprehension piece (MAZE)
• Also has math computation, early numeracy and
  writing components
• Product is for purchase, probes not available for
  free

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AIMSweb Tests of Early NumeracyNumber
Identification

• Name single digit and double digit numbers
• One minute timed task
• Administer to
• Kindergarten fall
• Kindergarten winter
• Kindergarten spring
• 1st Grade fall
• 1st Grade winter

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AIMSweb Tests of Early NumeracyQuantity
Discrimination

• Identify greater number
• One minute timed task
• Administer to
• Kindergarten fall
• Kindergarten winter
• Kindergarten spring
• 1st Grade fall
• 1st Grade winter
• 1st Grade - spring

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AIMSweb Tests of Early NumeracyMissing Number

• Identify missing number
• One minute timed task
• Administer to
• Kindergarten fall
• Kindergarten winter
• Kindergarten spring
• 1st Grade fall
• 1st Grade winter
• 1st Grade - spring

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AIMSweb MAZE (Reading Comprehension)

• Student reads passage silently for 3 minutes
• Every 7th word is replaced with three choices
• Student circles correct choice
• Can be group administered

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AIMSweb Data Management
70
AIMSweb Data Management
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Other types of CBMs www.interventioncentral.org

• Website has many CBM probes available for free
• You can create multiple forms of early literacy
  and numeracy probes
• Many national norms available for comparison

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Other types of CBMs www.interventioncentral.org

• Numberfly
• Create probes for Quantity Discrimination,
  Missing Number, Number Identification

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Other types of CBMs www.interventioncentral.org

• ChartDog
• Create charts for student progress

74
Wrap Up of CBM

• Pros and Cons of each measure we discussed
• How to use these measures as a school-wide
  screening tool (universal screening)
• Benefits of a using universal screening
• Need for a good data management system
• Think about going paperless!

75
Measuring Behavior

• What about behavior?
• Must consider behavior difficulties just like we
  consider academic difficulties
• Environment (School and Classroom)
• Curriculum
• Instruction
• Learner
• What does this remind you of?

76
Measuring Behavior

• After considering Environment, Curriculum,
  Instruction, Learner and a behavior still exists,
  it is time to determine the FUNCTION of the
  behavior
• Functional Behavior Assessment
• Many times, the function of the behavior is
  related to the academic difficulties!
• Address both behavior and academics at the same
  time

Problem Solving
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Measuring Behavior

• Functional Behavior Assessment
• Provides an operational definition of behavior
• Identifies events that are related to the
  behavior
• Identifies consequences that maintain the
  behavior
• Forms a hypothesis about the function of the
  behavior
• Uses direct observations to confirm hypothesis

78
Measuring Behavior

• Functional Behavior Assessment
• Identify Behaviors and Concerns
• Define the Target Behavior
• Gather Data, Direct Assessment
• Context of the Behavior
• Setting, Physiological, Environmental, Academics
• Function of the Behavior
• Attention, Self-Stimulation, Escape,
  Power/Control
• Hypothesis
• When this occurs, the student does, to
  get/avoid

79
Measuring Behavior

• How do we systematically record behavior? (CBM
  equivalent?)
• Identify behavior
• Structured observations with comparison peer
• In the structured observation, also include ratio
  of interactions
• 8 positive to each 1 negative

80
Measuring Behavior Observation Recording
Methods

• Event Recording
• Can only be used for discrete behaviors (obvious
  beginning and end), i.e., hitting, throwing an
  object
• Simple frequency count of the behavior
• Count is made within a specified observation
  period (reading group, 1000 1030, lunch)
• Method of choice when the objective is to
  increase or decrease the amount of times a
  student engages in a discrete behavior
• Can easily be done on a sticky note with hash
  marks
• Examples Number of times Michael talks out in
  one hour, number of times Joe hit another student
  in 30 minutes

81
Measuring Behavior Observation Recording
Methods

• Interval Recording
• Way of recording an estimate of the actual number
  of times a behavior occurs. Continuous behaviors
  are better tracked with interval recording.
• Behaviors that occur at high frequency
• Behavior that occurs for extended time periods
• How? Define a specific time period and divide it
  into equal intervals (10 seconds)
• Record if the behavior occurred at any time
  during the interval and a if the behavior did
  not occur
• Limitations
• Actual number of occurrences is not included
• Difficult to teach a class and conduct this
  method
• Difficult to have a comparison student

82
Measuring Behavior Observation Recording
Methods

• Time Sampling
• Set period of time at intervals (15 minutes at 10
  second intervals)
• Note with or if the behavior happened at the
  end of the interval
• Suitable to behaviors that are long in duration
  and for behaviors that happen with high frequency
• Can use a comparison student
• Expressed in terms of percentage

83
Measuring Behavior Observation Recording
Methods

• Duration Recording
• Focus is on measures of time rather than
  instances of behavior
• Used when concern is length of time a student
  engages in a behavior
• Suitable for discrete behaviors
• Can be used when event recording does not give
  the whole picture (length of time student is out
  of seat)

84
Measuring Behavior Observation Recording
Methods

• Latency Recording
• Used when primary concern is how long a student
  takes to begin performing a behavior once it has
  been requested
• Measures the length of time between the
  presentation of an antecedent stimulus and the
  initiation of behavior

85
Measuring Behavior The Daily Behavior Report
Card

• DBRCs have been referred to under a number of
  different titles, including home notes (Blechman,
  Schrader Taylor, 1981), home-based
  reinforcement (Bailey, Wolf, Phillips, 1970),
  daily report cards (Dougherty Dougherty, 1977),
  and home-school notes (Long Edwards, 1994).
• Within the literature on DBRCs, a consistent
  description or definition has not evolved, and a
  variety of options exist when creating a daily
  rating card.

86
Thanks to Chris Reilly-Tillman,
ECU interventioncentral.org
Measuring Behavior The Daily Behavior Report
Card

• While the lack of a common definition or title
  has not emerged, common characteristics across
  DBRCs can be identified. These characteristics
  include
• A behavior(s) is specified,
• Rating of the behavior(s) occurs at least daily,
• Obtained information is shared across individuals
  (e.g., parents, teachers, students), and
• The card is used to monitor the effects of an
  intervention and/or as a component of an
  intervention.

87
Thanks to Chris Reilly-Tillman,
ECU interventioncentral.org
Measuring Behavior The Daily Behavior Report
Card

• DBRCs are intuitively appealing to educators, as
  they can provide a simple, inexpensive, and
  flexible method of providing frequent feedback to
  students and parents.
• DBRCs require only minor changes in existing
  classroom practices.
• DBRCs are effective at monitoring behavior
  changes.
• The potential dual role DBRCs to serve as both a
  monitoring device and an intervention component.
• Another related reason for the appeal of DBRCs
  relates to the home/school orientation to
  intervention and data collection .

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Measuring Behavior The Daily Behavior Report
Card

• www.interventioncentral.org

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Questions?

• Special Thanks
• Susan H. Laney, School Psychologist
• Guilford County Schools
• laneys_at_gcsnc.com
• Dr. Tom Jenkins, Director
• Educational Consultation Services, LLC
• www.educationalconsultationservices.com
• Chris Reilly-Tillman
• ECU
• Email goes here

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Questions?

• Sherry Abernethy
• Consultant for Learning Disabilities
• SAbernethy_at_dpi.state.nc.us
• http//www.ncpublicschools.org/ec/development/lear
  ning/intervention/

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