Progress Monitoring

Whatever data method chosen for baseline (e.g., frequency, duration, or intensity), should continue for progress monitoring during intervention. This data can be used to determine the effectiveness of the intervention being provided over time. In addition to this data, teacher observations and permanent products, such as student work examples. may also be helpful to monitor progress.

If the data reflects that the challenging behavior is decreasing, continue with the selected interventions. If the data is reflecting no change or that the challenging behavior is increasing, consider adjusting the interventions. Keep in mind that the behavior may increase briefly when the interventions are put into place.

After 4-6 weeks, or in accordance with school and/or district policy, if there has been no positive progress, consult administration regarding next steps.

Behavior Summary Form McMinn

Behavior Summary Form

This one-page form serves as a simple plan-at-a-glance summary of your plan. It captures the most important elements at a glance, such as the student’s target behaviors, the strategies and supports you’ve chosen, and how progress is being tracked.

It’s designed to help teachers, support staff, and substitutes quickly understand what the plan is, what to look for, and how to respond consistently. Because it’s concise and accessible, it helps ensure that interventions are implemented with fidelity and reduces confusion across team members. This form can also serve as a communication tool during team meetings or when collaborating with families.

CASE STUDY: Jordan's Plan

For Jordan, a token system is the best starting point for intervention. His challenging behavior tends to occur during specific times, particularly during seatwork in ELA and RTI, rather than throughout the entire day. A token board allows you to target those high-need periods without overwhelming him or the staff.

This strategy also provides immediate reinforcement, which is especially important for younger students like Jordan and those with ADHD. It helps him make a clear connection between his positive behavior and the rewards he earns. The board can be simple or personalized with favorite characters or activities, which supports engagement and builds trust—especially important considering Jordan’s trauma history. Overall, the token system offers structure, flexibility, and motivation right when and where he needs it most.

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