Creating Teacher Check, Connect & Expect (TCCE) Daily Progress Report Card Activity
Howard Muscott
NH Center for Effective Behavioral Intervention and Supports at SERESC
Name:____________________________________
2 = Met or Exceeded Expectations
Period
Date:___________________
1 = Met Some Expectations; Not Others
Safety
Respect
0 = Did Not Meet Expectations
Learning
Total points
1
__________/6
2
__________/6
3
__________/6
4
__________/6
5
__________/6
6
__________/6
7
__________/6
8
__________/6
Total
__________/48
__________/%
At each check in remember to consider each TIGER expectation separately. For example, a student who receives a
reminder slip for being unsafe may still receive full points for meeting the other 2 expectations.
Total Checks:______/48 = _____%
Date:______________________
Goal Met: ____Yes ____No
Goal: _______ points
One effective practice for increasing structure and predictability for students who need additional targeted Tier
2 supports is Teacher Check, Connect & Expect (TCCE). TCCE is a teacher-based intervention that relies on
classroom teachers providing positive, specific, and corrective feedback to students at specified intervals during
the school day that are connected to school-wide and classroom expectations for positive behavior. In order to
maximize efficiency, it is important to start with a standard approach for improving student behavior that can be
quickly implemented once students who can benefit are nominated and parent support has been obtained. This
can be accomplished by creating a standard daily progress reporting card which includes the school core values,
a designated number of periods for rating, a rating scale, a daily goal, and a way to communicate with parents.
The steps in the process for building the TCCE card are outlined below. Further details on providing specific
contingent feedback and progress monitoring will be described in detail under their respective areas on the
website.
First, using the chart below, identify a small number (3-5) of core values, preferably those that have been
adopted schoolwide. If there are no schoolwide core values, develop your own (see core values defined activity
on the website).
Schoolwide Core Values
1.
2.
3.
4.
5.
Second, determine the number of scoring periods per day. In middle and high schools, the number of periods
would be the number of class periods plus one for arrival in the morning. If there are 7 periods in the day, that
would make 8 rating periods. In elementary schools, breaking up your day into functional activities/timeframes
with somewhere between 5-10 rating periods including arrival is a functional approach, especially when each
teacher has different instructional times/activities. Some schools have found it beneficial to have arrival, two
morning check ins, lunch/recess period and two afternoon periods totaling six rating periods. Complete the chart
below to include your core values and rating periods.
Core Value 1:
Core Value 2:
Core Value 3:
Core Value 4:
1. Arrival
2.
3.
4.
5.
6.
7.
8.
9.
10.
Third, determine a rating scale for monitoring progress. One effective and efficient standard approach includes
a scale with three ratings, 0, 1, and 2. A score of 2 would indicate that the student met or exceeded standards
for behaviors related to this core value (e.g., respectful) for this period. A score of 1 would indicate the student
met standards for behaviors related to this expectation for this period most of the time (i.e., If both positive
behaviors and problem behaviors were displayed BUT the problem behaviors were minor in nature). A score of
0 would indicate the student exhibited major problem behavior related to the expectation that led to an office
discipline referral or similar consequence. Having three ratings makes it easier for the teacher to rate and
increases reliable ratings. If you chose to add ratings, the fewer ratings the better.
Indicate your rating scale and develop a broad statement for that score (i.e., A score of 1 means…) below. At
this time, it is important to create the range and the definitions only. Addressing scoring criteria will be
discussed in the progress monitoring section on the website.
Ratings and Brief Descriptions
0.
1.
2.
3. If necessary
4. If necessary
The fourth step in the process requires that you develop a standard daily goal for points. Most schools have
used 80% of total points and no major disciplinary infractions as the daily goal for success. There is research to
support that decision. Once the percentage of points has been developed, follow the steps below to determine
the exact number of points your student would need for success based on the daily schedule. Criteria for success
in the overall intervention will be described in the progress monitoring section on the website.
Standard Daily Goal
1. Multiply the number of core values X your maximum score = Maximum Period Total (e.g., 4 values X
2 points = 8 points maximum) =
2. Multiply the number of periods X the period total = Maximum Total Daily (e.g., 8 points per period X
10 periods = 80 points maximum) =
3. Divide the maximum daily points by the predetermined percentage for success = Daily Success Goal
(80 points X 80% = 64 points) =
The final step in the process of developing the TCCE daily progress report card includes communication with
the family. Many schools find it helpful to provide quick daily feedback to the student’s family regarding the
student’s day. One way to address this strategy is to add a quick section on the daily card that can be completed
in seconds and cut off and sent home. While some schools want the form returned to school the next day signed
by a parent or guardian, experience has shown that this approach is not as effective as a general approach and, if
used at all, better suited to be used on an individual basis as needed. The basic rationale is that it creates
additional layers of work to monitor the follow up and can result in negative consequences if parents are do not
sign and return the form or the student forgets to return the form after it has been signed.
To complete this step, determine whether the communication will occur daily, weekly, etc. If daily, determine
the key information that you will include on the bottom of the card to be sent to parents. The most efficient
approach would include the student’s name, date and whether the goal for the day was met or not. This section
could also include a place for the student to identify this strength for the day, area to be improved, and/or
behavior or core value to improve the next school day. The example from the Gardner School in Boston shows
the basic information and can be used to help create your section for parents.
Name:____________________________________
2 =No documentable majors or minors
PERIOD
Caring
Honesty
Date:___________________
1 = No more than 1 documentable minor 0 = Major or 2 documentable minors
Respect
Responsibility
Academic
Achievement
Total points
1 Arrival
__________/10
2
__________/10
3
__________/10
4
__________/10
5
__________/10
6
__________/10
Total
__________/60
__________/%
At each check in remember to consider each HIGH 5 expectation separately. For example, a student who receives a
minor for being unsafe may still receive full points for meeting the other 4 expectations.
Total Checks:______/60 = _____%
_______________________________________________________________________________________
Name:_________________________________________________
Date:______________________
Goal Met: ____Yes ____No
Goal: 45 points