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Oregon Deafblind project - Developing Routines - Documenting Progress
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Developing Routines & Documenting Student Progress

Documenting Student Progress

Since one of the purposes behind teaching in routines is to highlight the student's role or what you expect of the student, you may find a point when the student has increased or mastered his/her role. This an important factor to note because it identifies student progress. It is in this way that routines that are scripted can be used to document student progress. It is similar to a pre/post test. You have noted your first expectation of that student, and then as your expectation of that student's role increase you note your new expectation as well.

It is difficult to determine how slow or quickly a student might show an increase in skills. Many factors contribute to this process. Don't give up! Routines are not quick fixes, they are long term teaching strategies. The more time you provide offering the student consistent, predictable activities that hold the expectation that he/she will take some part in those activities, the more likely that student is to learn that role.

Another consideration is that documentation of the student's progress should be taken on a day when the student is "on." Taking data on a day the student does not feel well results in unreliable data.

Example of form for documenting progress


  1. Select a routine based on an activity the student likes.
  2. Script the routine by identifying not only your role but also what you expect from the student.
  3. Infuse communication opportunities by ensuring the routine provides built in opportunities for the student to anticipate and to provide some type of response.
  4. Think of other routines that can be implemented throughout student's daily activities.

Western Oregon University | The Research Institute | The Oregon Deafblind Project

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The Oregon Deafblind Project is funded through grant award # H326T130008, OSEP CFDA 84.326T, U.S. Department of Education, Office of Special Education (OSEP), OSEP Project Officer: Susan Weigert.

However, the contents of this site does not necessarily represent the policy of the US Department of Education, and no assumption of endorsement by the Federal government should be made.

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