Daily Behavior Report Cards

7/28/2019 Daily Behavior Report Cards

1/37


2/37


3/37

Outco

medataforE

BD

Emergent Tree Education


4/37

Functions of Behavior

Insert new Functions graphic



5/37


6/37

Standard InterventionsCICO & DBRC

Check-In with mentor

before school starts Prepare for Day

Check-Out with mentor

at end of day Prepare for evening at

home

Set Goals

Rate throughout theday

Received feedback

Assess goal at end ofday

Check-In/Check-Out Daily Behavior Report Card



7/37

Intervention Overview

Feed

backLoop



8/37

Daily Behavior Report Card Form



9/37

1. Think of a student you currently (or previously)

work with.

2. Recall the challenging behaviors they display.

3. As we go through the steps of scaling, try to

complete a scale for your student

ActivityScaling


10/37

DBRC Scaling

Individualized Behavior goals

Allows families and othercampus staff to better

understand goal progress

Objective data Motivating to students

Pu

rposeo

f

Scaling



11/37

Step 1 & 2: Scaling

Determine function of behavior

using data

Categorize behaviors according totheir function categories.

One scale should be created for

each function category.De

termining

f

unctions



12/37

Scale Overview

5

One-Year Goal

4

Approximate

Behavior

3

Approximate

Behavior

2

Present Level of

Performance

1

Regression



13/37

Step 3: Scaling

Sca

ling

a

2

B

ehavior

Describe 2 on the scale. Use more

descriptive terms and examples

rather than fewer. 2 should reflect typical behavior by that

student, which we assume is largely

undesirable or unacceptable.

2 should describe the student on most days.

2 is considered the students PLOP (present

level of performance)



14/37

Scale Example Escape Activity

5

One-Year Goal

4

Approximate

Behavior

3

Approximate

Behavior

2

Present Level of

Performance

1

Regression

Engages in

verbal

aggression(threats, name-

calling, cursing)

or physical

aggression

(biting, spitting)


15/37

Try to complete a 2 on your behavior scale for

the student of which you previously identified

Activity - Scaling


16/37

Step 4: Scaling

Sca

ling

a

5

B

ehavior

Describe 5 on the scale. This should be

the behavior progress you expect to see

in a one-year period.

5 should reflect full goal attainment by a

student.

5 should be set low enough that it is

obtainable by the student within one-year,but high enough to be challenging.

66 Emergent Tree Education


17/37


5

One-Year Goal

4

Approximate

Behavior

3

Approximate

Behavior

2

Present Level of

Performance

1

Regression

Engages in

classwork or

requests abreak/ asks to

talk with an

adult

Engages in

verbal


calling, cursing)

or physical

aggression(biting, spitting)



18/37



Activity - Scaling


19/37

Step 5: Scaling

Sca

ling

a

1

Behavior

Describe 1 on the scale. This should

describe the student on a difficult day

or even further deterioration which

could plausibly occur sometime duringthe monitoring period.

1 should be a behavior you have seen

before, even if not frequently



20/37


5

One-Year Goal

4

Approximate

Behavior

3

Approximate

Behavior

2

Present Level of

Performance

1

Regression

Engages in class

work or requestsa break/ asks to

talk with an

adult

Engages in

verbal


calling, cursing)

or physical

aggression(biting, spitting)

Leaves the

classroom or

school building

without

permission



21/37



Activity - Scaling


22/37

Step 6: Scaling

Scaling

3

and

4

Behavior

Describe 3 and 4 on the scales. This

should describes steps towards the goal

or 5 behavior. 3 and 4 should be approximate behaviors that can be

taught

4 should describe some real, significant, noticeable

improvement above current behavior.

3 should describe good progress or substantialprogress beyond the current 2 level.

Make sure that 3 and 4 are each well-enough

described that they can be readily differentiated by

all teachers.



23/37


24/37

Try to complete a 3 and a 4on your

behavior scale for the student of which you

previously identified

Activity - Scaling


25/37


Progress Monitoring with DBRC


26/37

Date Reading Score Grade Level Measure

September 25 wpm Not at Grade Level

October 37 wpm Not at Grade Level

November 42 wpm Not at Grade Level

January 55 wpm Not at Grade Level

February 62 wpm Not at Grade Level

March 71 wpm Not at Grade Level

April 83 wpm Not at Grade Level

Grade Level = 100 wpm

No Progress? Emergent Tree Education


27/37


28/37

ActivityInterpreting Data

Look at the scales provided.

What is the data telling you?

How would you respond to this information?

What kind of changes would you put in place?


29/37

Student 1


30/37

Student 2


31/37

Student 3


32/37

Student 4


33/37

Student 5


34/37

Student 6

0

1

2

3

4

5

Day1

Day2

Day3

Day4

Day5

Day6

Day7

Day8

Day9

D

ay10

D

ay11

D

ay12

D

ay13

D

ay14

D

ay15

Day16

D

ay17

D

ay18

D

ay19

D

ay20

D

ay21

D

ay22

D

ay23

D

ay24

D

ay25

D

ay26

D

ay27

D

ay28

D

ay29

D

ay30

Staying in Class

Using Coping Skills

Staying on Task



35/37

Student 7

0

1

2

3

4

5

Day1

Day2

Day3

Day4

Day5

Day6

Day7

Day8

Day9

D

ay10

D

ay11

D

ay12

D

ay13

D

ay14

D

ay15

Day16

D

ay17

D

ay18

D

ay19

D

ay20

D

ay21

D

ay22

D

ay23

D

ay24

D

ay25

D

ay26

D

ay27

D

ay28

D

ay29

D

ay30

Staying in Class

Using Coping Skills

Staying on Task



36/37

Insert modifications to DBRC/CICO



37/37

Contact Information

Website:

www.emergenttree.com

Follow Us:facebook.com/EmergentTreeEducation

@EmergentTree

Email:

[email protected]

Daily Behavior Report Cards

Documents

Transcript of Daily Behavior Report Cards