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RTI: Collecting Student Baseline & Monitoring Data. Summative vs. Formative Data Assessment.
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Summative data is static information that provides a fixed ‘snapshot’ of the student’s academic performance or behaviors at a particular point in time. School records are one source of data that is often summative in nature—frequently referred to as archival data. Attendance data and office disciplinary referrals are two examples of archival records, data that is routinely collected on all students. In contrast to archival data, background information is collected specifically on the target student. Examples of background information are teacher interviews and student interest surveys, each of which can shed light on a student’s academic or behavioral strengths and weaknesses. Like archival data, background information is usually summative, providing a measurement of the student at a single point in time.
Formative assessment measures are those that can be administered or collected frequently—for example, on a weekly or even daily basis. These measures provide a flow of regularly updated information (progress monitoring) about the student’s progress in the identified area(s) of academic or behavioral concern. Formative data provide a ‘moving picture’ of the student; the data unfold through time to tell the story of that student’s response to various classroom instructional and behavior management strategies. Examples of measures that provide formative data are Curriculum-Based Measurement probes in oral reading fluency and Daily Behavior Report Cards.
Student Independent Work (‘Permanent Products’): Assessing Completion, Accuracy and Overall Quality
CBOF: Behavioral Definitions Schoolwork (SW) (Momentary Time Sampling) --This category encompasses any formal learning activity that the student has been assigned to complete or is expected to take part in. Schoolwork is not scored if the child is doing something other than the assigned work (e.g., daydreaming, talking with a friend about non-school subjects). If the observer is at all unsure if the student is engaged in an allowable and educationally related activity, the teacher should be approached unobtrusively during or soon after the observation and asked if the student's activities fell within the instructor's definition of acceptable academic engagement that qualifies as Schoolwork.
CBOF: Behavioral Definitions Out of Seat (OS) (Whole Interval Recording) -- Any observed instance in which the student has left his or her seat during instructional time is scored as Out of Seat. This category includes those situations in which the student obtains permission to leave his or her seat (e.g., to run an errand for the teacher, take a bathroom break, etc.), as well as those in which the student has left his or her seat without permission.
CBOF: Behavioral Definitions Playing with Objects/Motor Activity (PLO/MO) (Whole Interval Recording) --Two related kinds of behavior are collapsed into the single category. Any instance in which the child plays for 2 seconds or more with an object (e.g., a small toy, eraser, piece of paper) is scored. Additionally, this category is scored for instances in which the child displays repetitive, "restless" motor movement (e.g., rapping a desktop, rocking a tipped chair back and forth, tapping a foot) for 2 seconds or more. On the other hand, if the child were rummaging through her or his desk apparently looking for something, the observer would not score the behavior as PLO/MO because the behavior is presumed to be purposeful and to lack the aimless or repetitive quality that defines the category.
CBOF: Behavioral Definitions Calling Out/Verbalization (CO) (Whole Interval Recording) -- The basic unit for the category is any verbalization by the target child during an instructional period that is considered inappropriate because the child failed to use accepted procedures for gaining permission to speak or is making noises that fall outside accepted academic discourse. Examples of Calling out/Verbalizations might include a student shouting out an answer without raising his hand, a child humming loudly during a math test, or a student who makes "nonsense" noises while another child is reading aloud to the group. Direct communication between the target child and another individual is not coded as CO/Verb but instead is noted as a "Peer Interaction" or "Teacher Interaction."
CBOF: Behavioral Definitions Peer Interaction (PI) (Whole Interval Recording)-- Verbal exchanges between the target child and classmates are recorded, regardless of which party initiated the interaction. Teacher Interaction (TI) (Whole Interval Recording)-- Verbal exchanges between the target child and the instructor are recorded.
CBOF Form: Sample p. 154
Monitoring Student Academic Behaviors:Daily Behavior Report Cards
Daily Behavior Report Cards (DBRCs) Are… • brief forms containing student behavior-rating items. The teacher typically rates the student daily (or even more frequently) on the DBRC. The results can be graphed to document student response to an intervention.
Daily Behavior Report Cards Can Monitor… • Inattention/Hyperactivity • On-Task Behavior (Attention) • Work Completion • Organization Skills • Compliance With Adult Requests • Ability to Interact Appropriately With Peers
Daily Behavior Report Card: Younger Students/ Daily
4 5 4 8 6 Daily Behavior Report Card: Younger Students/Weekly
4 5 4 8 6 Daily Behavior Report Card: Older Students/ Weekly
RTI Teams: Recommendations for Data Collection • Collect a standard set of background information on each student referred to the RTI Team. RTI Teams should develop a standard package of background (archival) information to be collected prior to the initial problem-solving meeting. For each referred student, a Team might elect to gather attendance data, office disciplinary referrals for the current year, and the most recent state assessment results.
RTI Teams: Recommendations for Data Collection • For each area of concern, select at least two progress-monitoring measures. RTI Teams can place greater confidence in their progress-monitoring data when they select at least two measures to track any area of student concern (Gresham, 1983)-ideally from at least two different sources (e.g., Campbell & Fiske, 1959). With a minimum of two methods in place to monitor a student concern, each measure serves as a check on the other. If the results are in agreement, the Team has greater assurance that it can trust the data. If the measures do not agree with one another, however, the Team can investigate further to determine the reason(s) for the apparent discrepancy.
RTI Teams: Recommendations for Data Collection • Monitor student progress frequently.Progress-monitoring data should reveal in weeks--not months--whether an intervention is working because no teacher wants to waste time implementing an intervention that is not successful. When progress monitoring is done frequently (e.g., weekly), the data can be charted to reveal more quickly whether the student’s current intervention plan is effective. Curriculum-based measurement, Daily Behavior Report Cards, and classroom observations of student behavior are several assessment methods that can be carried out frequently.
