BASIC Training Sample Training Module Universal Screening The SBS Group, 2007

Universal Screening

Universal Screenings  What is screened?  Academics  Behavior  When does screening occur?  3 times per year Why?

Universal Screenings  Who is screened?  Everyone  Why?  This is not a pre-referral process—you are screening your entire system  To identify curriculum problems  To identify instructional problems  To identify all students who are at risk, early

Universal Academic Screening  How is screening conducted?  Sample skills on the entire curriculum Not only those skills currently being taught  Tools/Resources  CBM  TAKS (formative, data is only available once per year—cannot use only TAKS for screening)  Benchmark testing  TPRI

Universal Screenings  What do you do with the data?  Compare your district performance to state/national standards  Compare your schools to each other  Compare classrooms at each campus to each other

Universal Screenings  How do you interpret and use the data?  Box and whiskers charts  Set “cut points” ALL students who fall below the cut are considered as potentially in need of Tier II interventions

Box and Whiskers Plot

Universal Screenings  How do you determine cut scores?  According to a district- level plan and a pre- determined, protocol  Decide if you are going to use district-wide percentiles Resources will go to student needs Resources will probably not be divided equally to all campuses  Assess your resources How many students can you serve in Tier II?  For academics  For behavior

Universal Behavior Screening  How is screening conducted?  PBMAS (formative)  Office referrals  Behavior management room referrals  AEP placements

Universal Behavior Screening  Sample screening questions:  Is one teacher referring (to the office, to behavior management) more students than others?  Are all teachers referring students for the same types of behavior? Oppositionality Verbal Aggression Physical Aggression

Universal Screenings  Texas Behavior Support Initiative Haven’t I heard of that before? Doesn’t that fit REALLY well with RTI? Is anyone still doing it?  If not, why?  Any lessons learned?

Universal Behavior Screening  What are you looking for? How are you doing across the board? How are you doing with specific subsets of students? Are patterns consistent across schools?  Campus-level interventions? Are patterns consistent within schools?  Teacher-level interventions?

Universal Behavior Screening  If you identify district-, campus-, or teacher- level problems..  Do you have a universal behavior management system?  Is everyone trained every year?  Is it implemented by everyone, consistently?  Who needs additional training?  Who needs additional support and monitoring?

Universal Behavior Screening  What do you do if you identify systemic problems? Select or create a universal behavior management system Train everyone on it every year (at least) MONITOR

Universal Behavior Screening  What do you do if you identify teacher problems? Assess what kinds of behaviors (or students) the teacher is not managing well  Develop a plan with a timeline and goals  Train and re-train  Monitor continuously  Assess for growth

Universal Behavior Screening  After you have verified that there are not systemic or adult problems, or after they are addressed:  Are there individual student problems? Set cut points Monitor students in class Consider needs for targeted interventions

Universal Screenings Planning for Implementation  Do your needs analysis/readiness survey Identify curricular/district-level needs Identify resources  People  Tools  Money Identify prioritized training needs Set timelines  Create a training schedule for critical staff training that must occur prior to initial implementation  Create a schedule for annual trainings/refreshers

 Who will analyze data at the district level? Will the same person do both academic and behavior screening?  Who will analyze data at the building level?  Who will analyze data at the student level? All of the “who”s have to work closely together in initial planning and in implementation  Assign responsibilities and write it in your implementation plan Identify and name one district- level administrator who is ultimately accountable for universal screening Identify the position responsible for district-level data analysis/communication Identify the position on each campus responsible for process and data analysis

Universal Screenings Components of the Implementation Plan  When will screenings occur? Specific dates for each school year Who is responsible to determine dates for each year? How will the schedule be provided to each administrator each school year?  When is campus level data due to the assigned district-level administrator?  When do districts find out the district-wide results?

Universal Screenings Components of the Implementation Plan  How will the data be analyzed?  How will information be conveyed to campus-level administrators?  What tools will you use for: Academic Screening Behavior Screening

Universal Screenings Components of the Implementation Plan  If a building or teacher problem is identified, What is the required corrective course of action? What is the timeline?

Universal Screenings Components of the Implementation Plan  For students who fall below (for academics) or above (for behaviors) the cut-offs What will happen? How will their Tier I progress be monitored? What is expected of the building administrator? What is expected of the teacher? Who should be notified? (teacher, parents, support staff, student?) When? How?

Universal Screenings Components of the Implementation Plan  How much will this cost? Line in your RTI budget for screening  How will you pay for it?  Are any additional staff needed?

Group Activity Using universal academic screening data at the building level

Group Activity Using a spreadsheet to evaluate referrals to behavior management