You have spent a year learning what makes this student tick. You know which strategies work, which ones backfire, and what the data really shows. In a few months, someone new will inherit all of this - or start from scratch. The difference is in your end-of-year behavior summary.
Why Most Behavior Summaries Fail
This summary contains no actionable information. The next teacher learns nothing about what actually works.
Essential Elements
Quick Reference Profile
Student: Marcus J.
Primary Function: Escape (writing tasks)
Current Status: Using replacement behavior 7/10 opportunities
Key Strategy: Chunked work with movement breaks every 10 minutes
What Works
Movement Breaks
10-minute maximum work intervals, then 2-minute movement break. Pre-scheduled on visual timer.
What Does NOT Work
Verbal Warnings
Increases attention to refusal behavior; escalates rather than de-escalates.
The Bottom Line
Your end-of-year summary is a gift to the next teacher and to your student. Write for someone who has never met the student. Be specific about what works and what does not. Your student's success next year starts with what you write this spring.
References
Briesch, A. M., Chafouleas, S. M., & Riley-Tillman, T. C. (2016). Direct behavior rating: Linking assessment, communication, and intervention. Guilford Press.
Chafouleas, S. M., Kilgus, S. P., Riley-Tillman, T. C., Jaffery, R., Christ, T. J., Briesch, A. M., Chanese, J. A. M., & Kalymon, K. M. (2013). An evaluation of the generalizability of direct behavior rating single-item scales to measure academic engagement across raters and observations. School Psychology Review, 42(4), 407–421.
Volpe, R. J., & Briesch, A. M. (2012). Generalizability and dependability of single-item and multiple-item direct behavior rating scales for engagement and disruptive behavior. School Psychology Review, 41(3), 246–261.
Smith, T. E., Thompson, A. M., & Maynard, B. R. (2022). Self-management interventions for reducing challenging behaviors among school-age students: A systematic review. Campbell Systematic Reviews, 18(1), e1223. https://doi.org/10.1002/cl2.1223
Ruble, L. A., McGrew, J. H., Wong, W. H., & Missall, K. N. (2018). Special education teachers' perceptions and intentions toward data collection. Journal of Early Intervention, 40(2), 177–191. https://doi.org/10.1177/1053815118771391
Blue-Banning, M., Summers, J. A., Frankland, H. C., Lord Nelson, L., & Beegle, G. (2004). Dimensions of family and professional partnerships: Constructive guidelines for collaboration. Exceptional Children, 70(2), 167–184. https://doi.org/10.1177/001440290407000203
Sheridan, S. M., Smith, T. E., Kim, E. M., Beretvas, S. N., & Park, S. (2019). A meta-analysis of family-school interventions and children’s social-emotional functioning: Moderators and components of efficacy. Review of Educational Research, 89(2), 296–332. https://doi.org/10.3102/0034654318825437
Lei, H., Cui, Y., & Chiu, M. M. (2016). Affective teacher-student relationships and students’ externalizing behavior problems: A meta-analysis. Frontiers in Psychology, 7, 1311. https://doi.org/10.3389/fpsyg.2016.01311
U.S. Department of Education. (2021). FERPA general guidance for parents and eligible students. https://studentprivacy.ed.gov/
Take Action
Put what you've learned into practice with these resources.
Key Takeaways
- Focus on actionable information, not just behavior descriptions
- Include what works AND what does not - failed strategies are valuable data
- Provide specific, implementable strategies rather than vague recommendations
- Include current data with context - where the student is now
- Write for a reader who has never met the student
End-of-Year Summary Template
Ready-to-use template for creating effective behavior transition documents
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About the Author
The Classroom Pulse Team consists of former Special Education Teachers and BCBAs who are passionate about leveraging technology to reduce teacher burnout and improve student outcomes.
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