Behavioral Progress Monitoring Tools Rating Rubric

Sensitive to Behavior Change

Are the data sensitive to incremental student change (e.g., small behavior change in a short period of time such as 20 days or less, depending on the construct)?

Full Bubble: The basis for assuming that the data are sensitive to incremental change is strong (e.g., the range of possible scores is sufficient to detect small changes and documentation of sensitivity to change consistent with another criterion).

Half Bubble: The basis for assuming that the data are sensitive to incremental change is moderate (e.g., the range of possible scores is sufficient to detect a change and documentation of sensitivity to change).

Empty Bubble: The basis for assuming that the data are sensitive to change is inadequate.

Levels of Performance

Have appropriate levels of performance on the measure been specified?

Full Bubble: The assessment method provides a basis for identifying an appropriate number of levels of performance, which are empirically supported (e.g., through normative data) or socially valid.

Half Bubble: The assessment method provides a basis for identifying levels of performance, which are empirically supported (e.g., through normative data) or socially valid.

Empty Bubble: The assessment method does not provide a basis for identifying levels of performance that are empirically supported or socially valid.

Data to Support Intervention Change

Are data provided to support decisions about when to make an intervention change?

Full Bubble: The data provided to support decisions about intervention change has strong empirical support for targeted behavior.

Half Bubble: The data provided to support decisions about intervention change has moderate empirical support for targeted behavior.

Empty Bubble: The data provided to support decisions about intervention change has weak empirical support for targeted behavior.

Data to Support Intervention Choice

Are data provided to support decisions about intervention choice?

Full Bubble: The test results provide guidance on intervention choice (e.g., a class of relevant interventions or a specific intervention), that is strongly evidence-based.

Half Bubble: The test results provide guidance on intervention choice (e.g., a class of relevant interventions or a specific intervention), that is moderately evidence-based.

Empty Bubble: The test results provide guidance on intervention choice (e.g., a class of relevant interventions or specific intervention), but the guidance is not evidence-based.

Reliability

Is the reliability evidence presented adequate and appropriate given the intended purpose of the tool?

Full Bubble: The reliability evidence is adequate and appropriate for the intended purpose of the tool.

Half Bubble: The reliability evidence is presented, but not fully adequate.

Empty Bubble: The reliability evidence is inappropriate for the intended purpose of the tool.

Dash: No reliability data are provided.

Validity

Is the validity evidence presented adequate and appropriate given the intended purpose of the tool?

Full Bubble: The validity evidence is adequate and appropriate for the intended purpose of the tool.

Half Bubble: The validity evidence is presented, but not fully adequate.

Empty Bubble: The validity evidence is inappropriate for the intended purpose of the tool.

Dash: No reliability data are provided.

Disaggregated Reliability and Validity Data

Have psychometric data been disaggregated separately for specific sub-populations (e.g., race-ethnicity, gender, socioeconomic status, special education status, ELL, etc.), and do these data demonstrate adequate reliability and validity of the tool for these subgroups?

Full Bubble: Both reliability and validity data are disaggregated for at least one sub-group and meet the “Full Bubble” criteria for reliability and validity.

Half Bubble: Either reliability or validity data are disaggregated for at least one sub-group and meet the “Full Bubble” or “Half Bubble” criteria for reliability and validity.

Empty Bubble: Either reliability or validity data are disaggregated for at least one sub-group, but the disaggregated data do not meet the “Full Bubble” or “Half Bubble” criteria for reliability and validity.

Dash: Neither disaggregated reliability nor disaggregated validity data are provided.

Assessment Format

Assessment format may include one or more of the following: direct observation, rating scale, checklist, or performance measure.

Rater / Scorer

The person(s) rating or scoring the tool may include one or more of the following: general education teacher, special education teacher, parent, child, external observer, or other school personnel.

Usability Study Conducted

A usability study examines the extent to which the tool is convenient and practicable for use.