Progress-Monitoring There is no evidence that the Inconsistent evidence that the There is evidence that the Procedures following conditions are met for following conditions are met for following conditions are met students requiring intensive students requiring intensive consistently for students who intervention: intervention: require intensive intervention: There is a There is a There is a plan in place plan in place plan in that includes a goal. that includes a goal. place that includes a The plan is reasonable The plan is reasonable goal. for the student (i.e., for the student (i.e., The plan is reasonable appropriate frequency, appropriate frequency, for the student (i.e., alignment with student alignment with student appropriate frequency, skills). skills). alignment with student Progress-monitoring Progress-monitoring skills). data are graphed. data are graphed. Progress-monitoring data are graphed. Diagnostic is no evidence that There is some evidence that There is evidence that Assessment diagnostic assessment is used diagnostic assessment is used diagnostic assessment is to identify specific skill deficits or to identify specific skill deficits consistently used to identify function of behavior in order to or function of behavior in order specific skill deficits or function guide adaptations to to guide adaptations to of behavior in order to guide interventions when a student’s intervention when a student’s adaptations to intervention progress is insufficient. progress is insufficient; when a student’s progress is however, use of diagnostic insufficient. (Examples include error analysis assessment is inconsistent. of PM, work samples, FBA, and (Examples include error standardized measures.) (Examples include error analysis of PM, work samples, analysis of PM, work samples, FBA, and standardized FBA, and standardized measures.) measures.)
Progress-Monitoring Procedures There is no evidence that the following conditions are met for students requiring intensive intervention: There is a plan in place that includes a goal. The plan is reasonable for the student (i.e., appropriate frequency, alignment with student skills). Progress-monitoring data are graphed. Inconsistent evidence that the following conditions are met for students requiring intensive intervention: There is a plan in place that includes a goal. The plan is reasonable for the student (i.e., appropriate frequency, alignment with student skills). Progress-monitoring data are graphed. There is evidence that the following conditions are met consistently for students who require intensive intervention: There is a plan in place that includes a goal. The plan is reasonable for the student (i.e., appropriate frequency, alignment with student skills). Progress-monitoring data are graphed. Diagnostic Assessment is no evidence that diagnostic assessment is used to identify specific skill deficits or function of behavior in order to guide adaptations to interventions when a student’s progress is insufficient. (Examples include error analysis of PM, work samples, FBA, and standardized measures.) There is some evidence that diagnostic assessment is used to identify specific skill deficits or function of behavior in order to guide adaptations to intervention when a student’s progress is insufficient; however, use of diagnostic assessment is inconsistent. (Examples include error analysis of PM, work samples, FBA, and standardized measures.) There is evidence that diagnostic assessment is consistently used to identify specific skill deficits or function of behavior in order to guide adaptations to intervention when a student’s progress is insufficient. (Examples include error analysis of PM, work samples, FBA, and standardized measures.)
DBI_ImplementationRubric.docx