The
Classroom Behavior Report Card Resource Book
contains pre-formatted teacher and student behavior report
cards, along with customized graphs, for common types of
behavioral concerns in the classroom. It was designed to give
teachers and other school professionals a convenient
collection of forms for rating the behaviors of students in
such areas of concern as physical aggression,
inattention/hyperactivity, and verbal behaviors.
Steps in Matching a
Behavior Report Card to a Particular Student.
Here
are
the steps
teachers can follow to select the appropriate Behavior Report
Card to use with an individual student:
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Download
The Classroom
Behavior Report Card Resource Book...
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1. The teacher
selects one or more students in the classroom whose behavior
they would like to track using a Teacher Behavior Report Card.
2.
The teacher
browses through the different behavioral 'sections' of the
Resource Book (see 'Download' table at right)
and selects a pre-formatted Teacher Behavior Report Card that
most closely matches the student behavioral concerns that they
wish to measure.
3.
The teacher
decides on the response format to use: Primary Level or
Intermediate/Secondary Level. Primary Level cards have 'smiley
faces' in addition to numbers in the response block, a format
that teachers may prefer if they need to share their ratings
with younger students.
4. The teacher
decides whether to use Daily or Weekly Report Cards. Daily
cards can be used only once. Weekly cards have blanks for
teachers to write down their ratings across a full school
week. Teachers may want to use the Daily card format as a
convenient behavioral record to be sent home with the student
for parents to review. If the teacher plans to keep the
Behavior Report Card in the classroom, the Weekly report
format is a convenient format recording the student's
behaviors across multiple school days.
5.
The teacher
considers the option of having the student complete their own
Behavior Report Card (Optional). The
Classroom Behavior Report
Card Resource Book contains both teacher and
student versions of all cards. While use of student cards is
optional, teachers may choose to assign these cards to
students to use in a self-monitoring program, in which the
student rates their own behaviors each day. If teachers decide
to use student behavior report cards, though, they should
first identify and demonstrate for the student the behaviors
that the student is to monitor and show the student how to
complete the behavior report card.
Since it is
important that the student learn the teacher's behavioral
expectations, the instructor should meet with the student
daily, ask the student to rate their own behaviors, and then
share with the student the teacher's ratings of those same
behaviors. The teacher and student can use this time to
discuss any discrepancies in rating between their two forms.
(If report card ratings points are to be applied toward a
student reward program, the teacher might consider allowing
points earned on a particular card item to count toward a
reward only if the student's ratings fall within a point of
the teacher's, to encourage the student to be accurate in
their ratings.)
NOTE:
Student cards differ from teacher cards in that some of the
student items have been slightly reworded so that young
readers can more readily understand them. Student cards at the
Primary level also have a simplified, 3-item response format
with 'smiley faces' that students in earlier grades will find
easy to complete.
Finding the Appropriate
Behavior Report Card: Hints. Behavior Report Cards
are simple to use and can provide good information about
student behaviors. When selecting a specific Behavior Report
Card from the Resource
Book, the instructor can get useful information
about each of the many pre-formatted cards in the Resource
Book by looking at the page header (see Figure 1).
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Figure 1: Page Header Information
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Section 1: General Classroom Behaviors
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Teacher Daily Behavior Report Card
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Intermediate/Secondary Level |
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From left
to right, the header indicates the
class of
behaviors the specific Report Card is designed
to measure,
who is to
complete the card (teacher or student),
how many
times the card can be used (once for Daily
cards, across a full week for Weekly cards), and the
level of
the card (Primary vs. Intermediate/Secondary).
TIps to Increase the
Reliability of Teacher Behavior Report Cards.
Behavior Report Cards can be good sources of teacher
information about student behaviors. However, most of the
behavioral goals contained in this manual's Report Cards are
general in focus. When a teacher's ratings on Report Cards are
based solely on subjective opinions, though, there is a danger
that the teacher will apply inconsistent standards each day
when rating student behaviors. This inconsistency in
assessment can quickly undermine the usefulness of report card
data. One suggestions that teachers can follow to make it more
likely that their report card ratings are consistent and
objective over time is to come up with specific guidelines for
rating each behavioral goal.
For example, one item in the Verbal Behaviors I Teacher Report
Card states that "The student spoke respectfully and complied
with adult requests without argument or complaint." It is up
to the teacher to decide how to translate so general a goal
into a rubric of specific, observable criteria that permits
the teacher to rate the student on this item according to a
9-point scale. In developing such criteria, the instructor
will want to consider:
·
taking into account student developmental considerations.
For example, "Without argument or complaint" may mean "without
throwing a tantrum" for a kindergarten student but mean
"without loud, defiant talking-back" for a student in middle
school.
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tying Report Card ratings to classroom behavioral norms.
For each behavioral goal, the teacher may want to think of
what the typical classroom norm is for this behavior and
assign to the classroom norm a specific number rating. The
teacher may decide, for instance, that the target student will
earn a rating of 7 ('Usually/Always') each day that the
student's compliance with adult requests closely matches that
of the 'average' child in the classroom.
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developing numerical criteria when appropriate.
For some items, the teacher may be able to translate certain
more general Report Card goals into specific numeric ratings.
An item on the School Work-Related Behaviors Teacher Report
Card, for example, indicates as a goal that "The student was
prepared for class, with all necessary school materials (e.g.,
books, pencils, papers). " The teacher may decide that the
student is eligible to earn a rating of 7 or higher on this
item on days during which instructional staff had to approach
the student about lack of preparation no more than once.
