1. A Look at Systematic Screening Tools in Secondary Schools TASN Transition Summit Lawrence, KS June 10, 2015 Kathleen Lynne Lane, Ph.D., BCBA-D

2. Agenda Overview of Comprehensive, Integrated, Three-tiered (CI3T) Models of Prevention The Importance of Systematic Screening Using Screening Data... –implications for primary prevention efforts –implications for teachers –implications for student-based interventions at Tier 2 and Tier 3

3. Goal: Reverse Harm Specialized Group Systems for Students At-Risk Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings AcademicBehavioral Social Comprehensive, Integrated, Three-Tiered Model of Prevention (Lane, Kalberg, & Menzies, 2009) Tertiary Prevention (Tier 3) Secondary Prevention (Tier 2) Primary Prevention (Tier 1) ≈ ≈ ≈ PBIS Framework Validated Curricula Goal: Reduce Harm Specialized Individual Systems for Students with High-Risk

4. Primary Intervention Plan Statement Purpose Statement School-Wide Expectations 1. 2. 3. *see Expectation Matrix Area I: Academics Responsibilities Students will: Area II: Behavior Responsibilities Students will: Area III: Social Skills Responsibilities Students will: Faculty and Staff will: Parents will: Administrators will: Lane & Oakes 2012

9. CI3T Primary Plan: Faculty and Staff Roles and Responsibilities

10. Have you named the curriculum? Are the details listed?

11. CI3T Primary Plan: Faculty and Staff Roles and Responsibilities Have you specifically labeled this PBIS? Have you mentioned the reactive plan?

12. Essential Components of Primary Prevention Efforts Systematic Screening AcademicBehavior Treatment Integrity Social Validity State of Tennessee DOE Technical Assistance Grant IRB # 090935 Information Shared with Current Schools Lane & Oakes

13. WHAT BEHAVIOR SCREENING TOOLS ARE AVAILABLE? See Lane, Menzies, Oakes, and Kalberg (2012)

14. SYSTEMATIC SCREENING FOR BEHAVIOR DISORDERS (SSBD; Walker, Severson & Feil, 2014) Walker, H. M., Severson, H. H., Feil, E.G. (2014). Systematic Screening for Behavioral Disorders (2 nd ed.). Eugene, OR: Pacific Northwest Publishing.

15. SIMS Screening, Identification, and Monitoring Process STAGE 1: TEACHER SCREENING on Externalizing and Internalizing Behavioral Criteria 3 Highest ranked students pass to Stage 2 STAGE 2: TEACHER RATINGS on Critical Events Index and Combined Frequency Indexes (Aggressive behavior and Social Interactions Scales for PK-K) Students meeting criteria pass to Stage 3 STAGE 3: OBSERVATION CODES AND/ OR School Archival Records Search Intervention Referral PASS GATE 1 PASS GATE 2 PASS GATE 3 Pool of Regular Classroom Students 15 (Walker, Severson, & Feil, 2014) and/ or

16. Student Risk Screening Scale (SRSS; Drummond, 1994) DATE TEACHER NAME 0 = Never Steal Lie, Cheat, Sneak Behavior ProblemPeer Rejection Low Academic Achievement Negative Attitude Aggressive Behavior SRSS Score: Sum Items 1-7 ( Range 0 - 21 ) 1= Occasionally 2 = Sometimes 3 = Frequently Use the above scale to rate each item for each student. Student NameStudent ID Smith, Sally111110010213 7 0 0 0 0 0 0 0 0 0 0 0 0 0 0 Drummond, T. (1994). Student Risk Screening Scale. Grants Pass, OR: Josephine County Mental Health Program.

17. Student Risk Screening Scale (Drummond, 1994) The SRSS is 7-item mass screener used to identify students who are at risk for antisocial behavior. Uses 4-point Likert-type scale: never = 0, occasionally = 1, sometimes = 2, frequently = 3 Teachers evaluate each student on the following items - Steal- Low Academic Achievement - Lie, Cheat, Sneak - Negative Attitude - Behavior Problems - Aggressive Behavior - Peer Rejection Student Risk is divided into 3 categories Low0 – 3 Moderate4 – 8 High9 - 21 (SRSS; Drummond, 1994)

18. Student Risk Screening Scale (Drummond, 1994) DATE TEACHER NAME 0 = Never Steal Lie, Cheat, Sneak Behavior ProblemPeer Rejection Low Academic Achievement Negative Attitude Aggressive Behavior SRSS Score: Sum Items 1-7 ( Range 0 - 21 ) 1= Occasionally 2 = Sometimes 3 = Frequently Use the above scale to rate each item for each student. Student NameStudent ID Smith, Sally111110010213 7 0 0 0 0 0 0 0 0 0 0 0 0 0 0

19. Student Risk Screening Scale Middle School Fall 2004 - Fall 2011 Fall Screeners n = 12 n = 20 n = 507 Percentage of Students N=534N=502N=454N=476N=477N=470N=524N= 539 Lane & Oakes

20. VariableRisk Low (n = 422) M (SD) Moderate (n = 51) M (SD) High (n = 12) M (SD) Significance Testing ODR1.50 (2.85) 5.02 (5.32) 8.42 (7.01) L<M<H In-School Suspensions 0.08 (0.38) 0.35 (1.04) 1.71 (2.26) L<M<H GPA3.35 (0.52) 2.63 (0.65) 2.32 (0.59) L>M, H M=H Course Failures0.68 (1.50) 2.78 (3.46) 4.17 (3.49) L<M, H M=H SAMPLE DATA : SRSS Middle School Study 1: Behavioral & Academic Characteristics of SRSS Risk Groups Lane, K. L., Parks, R. J., Kalberg, J. R., & Carter, E. W. (2007). Systematic screening at the middle school level: Score reliability and validity of the students risk screening scale. Journal of Emotional and Behavioral Disorders, 15, 209-222.

21. VariableRisk Low (n = 328) M (SD) Moderate (n = 52) M (SD) High (n = 35) M (SD) Significance Testing ODR3.53 (5.53) 8.27 (7.72) 8.97 (9.39) L < M, H M = H GPA3.10 (0.82) 2.45 (0.84) 2.38 (0.88) L > M, H M = H S TUDENT R ISK S CREENING S CALE High School: Behavioral & Academic Characteristics of SRSS Risk Groups Non-Instructional Raters Lane, K. L., Kalberg, J. R., Parks, R. J., & Carter, E. W. (2008). Student Risks Screening Scale: Initial evidence for score reliability and validity at the high school level. Journal of Emotional and Behavioral Disorders, 16, 178-190.

22. S TUDENT R ISK S CREENING S CALE -IE ( Lane & Menzies, 2009) TEACHER NAME 0 = Never Steal Lie, Cheat, Sneak Behavior Problem Peer Rejection Low Academic Achievement Negative Attitude Aggressive Behavior Emotionally Flat Shy; Withdrawn Sad; Depressed Anxious Obsessive-Compulsive Behavior Lonely Self-Inflicts Pain 1 = Occasionally 2 = Sometimes 3 = Frequently Use the above scale to rate each item for each student. Student Name (Lane, Oakes, Harris, Menzies, Cox, & Lambert, 2012) Original SRSS-IE 14 12 items retained for use at the elementary level 14 items under development in middle and high schools

23. SRSS-IE: SRSS-E7, SRSS-I5 Cut Scores Enter ‘practice’ data into that one sheet so that the total scores and conditional formatting are tested. Items 1-7 (The SRSS externalizing scale) – 0 – 3 low risk – 4 – 8 moderate risk (yellow) – 9 – 21 high risk (red) Items 8-12 (The SRSS-IE internalizing items)*preliminary cut scores for elementary only – 0-1low risk – 2-3 moderate (yellow) – 4-15 high (red) Confirm the “Count” column is completed (students’ numbered sequentially). Formulas are anchored by the “Count” column; it must contain a number for each student listed for accurate total formulas. Lane, K. L., Oakes, W. P., Swogger, E. D., Schatschneider, C., Menzies, H., M., & Sanchez, J. (in press). Student risk screening scale for internalizing and externalizing behaviors: Preliminary cut scores to support data-informed decision making. Behavioral Disorders

24. How do we score and interpret the SRSS-IE at the Elementary Level? 1.All scores will be automatically calculated. 2.SRSS scores are the sum of items 1 – 7 (range 0 – 21) 3.Internalizing scores are the sum of items 8-12 (range 0-15) ES ONLY 4/15

26. Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997)

27. More information can be found at: www.SDQinfo.com Strengths and Difficulties Questionnaire (Goodman, 1997)

28. 2 versions (elementary T4-10 and middle/high T11-17) One page is completed on EACH student All versions of the SDQ ask about 25 attributes, both positive and negative These 25 items are divided between 5 scales: Emotional Symptoms Conduct Problems Hyperactivity / Inattention Peer Relationship Problems Prosocial Behavior Total Difficulties (sum of first 4 scales) www.SDQinfo.com

29. n =15 n= 285 n = 23 n= 318 n = 23 n = 20 n = 361n = 308 Percent of Students Sample Data: Middle School SDQ Core and Related Arts Teachers Total Difficulties Rater

30. BASC 2 Behavioral and Emotional Screening Scale (BASC 2 BESS; Kamphaus & Reynolds, 2007) Copyright NCS Pearson, 2007

31. BASC 2 Behavioral and Emotional Screening Scale (Kamphaus & Reynolds, 2007) A brief, universal screening system for measuring behavioral and emotional strengths and weaknesses in children and adolescents. Behavioral areas assessed include: Internalizing problems Externalizing problems School problems Adaptive skills Includes 3 forms that can be used individually or in combination: Teacher- Preschool and Child/ Adolescent Student self-report- Child/ Adolescent Parent- Preschool and Child/ Adolescent

32. BASC 2 – Behavior and Emotional Screening Scale Spring 2012 N = 24 N = 67 N = 533 N = 624 n = 219 n = 202 n = 203

33. Social Skills Improvement System – Performance Screening Guide (SSiS- PSG; Elliott & Gresham, 2007)

34. SSiS - PSG Four key areas are assessed: Prosocial Behavior Motivation to Learn Reading Skills Math Skills Three levels: Preschool Elementary Secondary (Elliott & Gresham, 2007; Copyright NCS Pearson, 2007) A comprehensive, multi-tiered program for improving social behavior. Focuses on keystone classroom behaviors and skills.

35. Examining your screening data … … implications for primary prevention efforts … implications for teachers … implications for student-based interventions See Lane, Menzies, Bruhn, and Crnobori (2011)

36. Social Skills Improvement System – Performance Screening Guide n = 54 n = 223 n = 212 N = 489 N = 490 N = 490 N = 489 n = 22 n = 233 n = 235 n = 35 n = 180 n = 275 n = 31 n = 187 n = 271 Lane, K. L., Oakes, W. P., & Magill, L. (2014). Primary prevention efforts: How do we implemented and monitor the Tier 1 component of our Comprehensive, Integrated, Three-Tiered (CI3T) Model? Preventing School Failure. 58, 143-158.

37. Student Risk Screening Scale Middle School Fall 2004 - Fall 2011 Fall Screeners n = 12 n = 20 n = 507 Percentage of Students N=534N=502N=454N=476N=477N=470N=524N= 539 Lane, K. L., Oakes, W. P., & Magill, L. (2014). Primary prevention efforts: How do we implemented and monitor the Tier 1 component of our Comprehensive, Integrated, Three-Tiered (CI3T) Model? Preventing School Failure. 58, 143-158.

38. Examining your screening data … … implications for primary prevention efforts … implications for teachers … implications for student-based interventions See Lane, Menzies, Bruhn, and Crnobori (2011)

39. Teacher-Level Considerations 1. Instructional Considerations 2. General Classroom Management 3. Low-intensity Strategies

40. Student Risk Screening Scale (SRSS; Drummond, 1994)

41. Examining Academic and Behavioral Data: Middle and High School Levels Lane, K. L., Menzies, H. M., Ennis, R. P., & Oakes, W. P. (2015). Supporting Behavior for School Success: A Step-by-Step Guide to Key Strategies. New York, NY: Guilford Press.

42. Comprehensive, Integrative, Three-tiered (CI3T) Models of Support Assess, Design, Implement, and Evaluate Basic Classroom Management Effective Instruction Low Intensity Strategies Behavior Contracts Self-Monitoring - Functional Assessment-Based Interventions Schoolwide Positive Behavior Support Low Intensity Strategies Higher Intensity Strategies Assessment

43. Low-Intensity Strategies for Academics and Behavior Opportunities to RespondBehavior Specific PraiseActive SupervisionInstructional FeedbackHigh p RequestsPrecorrectionIncorporating Choice Self-monitoring Behavior Contracts July 24

44. Examining your screening data … … implications for primary prevention efforts … implications for teachers … implications for student-based interventions See Lane, Menzies, Bruhn, and Crnobori (2011)

45. Goal: Reduce Harm Specialized Individual Systems for Students with High-Risk Goal: Reverse Harm Specialized Group Systems for Students At-Risk Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings AcademicBehavioral Social Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009) Tertiary Prevention (Tier 3) Secondary Prevention (Tier 2) Primary Prevention (Tier 1) ≈ ≈ ≈ PBIS Framework Validated Curricula

46. BASC 2 – Behavior and Emotional Screening Scale Spring 2012 N = 24 N = 67 N = 533 N = 624 n = 219 n = 202 n = 203

47. SupportDescriptionSchoolwide Data: Entry Criteria Data to Monitor Progress: Exit Criteria READ 180 (Stage C) Reading Intervention Students participate in a 50 min reading instructional block during their study hall period. Students meet in the computer lab for participation in the online portion 20 min daily. Instruction is relevant to high school students. Students use a progress management system to monitor and track their own progress. Instruction is taught by special education teachers and general education teachers with training in the READ 180 Curriculum. (1) Students in grades 9 – 12. (2) Reading performance basic or below basic on state assessment (but above 4 th grade reading level). (3) SRSS risk scores in the moderate range (4 – 8). Student Measures: Meeting individual READ 180 reading goals: (1) Progress Monitoring with Scholastic Reading Inventory (2) Writing Assessments (3) formative assessments (vocabulary, comprehension and spelling) (4) Curriculum-based Assessments (5) Attendance in class Treatment Integrity: Teachers monitor performance and attendance in class. Completion of weekly checklists for activities completed. Social Validity: Students and teachers complete surveys Students meet instructional reading goals. SRSS score in the low risk category (0 – 3) on the next screening time point. Lane, K. L., Oakes, W. P., Menzies, H. M., Oyer, J., & Jenkins, A. (2013). Working within the context of three-tiered models of prevention: Using school wide data to identify high school students for targeted supports. Journal of Applied School Psychology, 29, 203-229.

48. SupportDescriptionSchoolwide Data: Entry Criteria Data to Monitor Progress: Exit Criteria Project Self Determination Direct instruction of self-determination skills taught individually by a research assistant during students’ study hall class. Tell, Show, Do lesson format to teach the following skills:  Organizational skills  Study skills  Note taking  Participating in discussions  Decision making  Asking for help 3 days per week; 30 min lesson; 8 weeks (1) Students in 10 th or 11 th grades (2) Academic: 2+ Course Failures (D or F/E) in first semester (3) Behavior: SRSS – Moderate (4 – 8) or High (9 – 21) Risk (4) Schedule: Enrolled in a Study Hall Period Student Measures: (1) AIR Self Determination Scale (pre and post intervention) (2) Social Skills Rating Scale (SSRS, Gresham & Elliott, 1990; pre and post) (3) Student and Classroom Teachers completed check out form with 7 items related to the SD skills taught (weekly) (4) Attendance rates (5) Office Discipline Referrals Treatment Integrity: Daily completion of component checklist of critical lesson elements by interventionist, 25% of lessons observed by a second rater for reliability. Social Validity of the intervention (teachers and student; pre and post). Completion of Project Self Determination (8 week course – one quarter) Lane, K. L., Oakes, W. P., Menzies, H. M., Oyer, J., & Jenkins, A. (2013). Working within the context of three-tiered models of prevention: Using school wide data to identify high school students for targeted supports. Journal of Applied School Psychology, 29, 203-229.

49. SupportDescriptionSchoolwide Data: Entry Criteria Data to Monitor Progress: Exit Criteria Mentoring Program (Sophomor es/ Juniors/ Seniors) Focus is on academic achievement, character development, problem- solving skills, improving self-esteem, relationships with adults and peers, and school attendance. Volunteer teachers serve as mentors; meeting weekly (30 – 60 min) with students during the school day. (1) 10th/11 th / 12 th graders (2) Behavior: SRSS: High (9-21) or Moderate (4-8) by either 2nd or 7th period teacher ODR ≥ 2 Absences ≥ 5 days in one grading period (3) Academic: GPA ≤ 2.75 Student Measures: (1) Increase of GPA at mid-term and semester report cards. (2) Decrease of ODR monitored weekly. (3) Reduced absences (fewer than one per quarter) Treatment Integrity: Mentors complete weekly mentoring checklists to report meeting time and activities. Social Validity: Pre and post surveys for students and mentors. Yearlong support Students who no longer meet criteria next fall Seniors: graduation Lane, K. L., Oakes, W. P., Menzies, H. M., Oyer, J., & Jenkins, A. (2013). Working within the context of three-tiered models of prevention: Using school wide data to identify high school students for targeted supports. Journal of Applied School Psychology, 29, 203-229.

50. SupportDescriptionSchoolwide Data: Entry Criteria Data to Monitor Progress: Exit Criteria Targeted Algebra II Study Hall Direct, targeted instruction of Algebra II learning targets by math teachers. Time will be used to re-teach concepts, provide one-on- one or small group instruction and offer greater supports for students struggling to pass the graduation requirement course. 50 min per day until exit criteria is met. (1) 12th graders (2) Algebra II grade drops below a 75 at any point in the semester (3) Have study hall time available and permission of 5th period teacher (4) Self-selecting to engage in study hall Student Measures: Algebra II classroom grades Daily class average if grade is ≤ 75 Treatment Integrity: Daily monitoring of the lessons covered and student attendance Social Validity: Pre and Post Student Surveys Algebra II Grade increases to satisfactory level (above 75%). Lane, K. L., Oakes, W. P., Menzies, H. M., Oyer, J., & Jenkins, A. (2013). Working within the context of three-tiered models of prevention: Using school wide data to identify high school students for targeted supports. Journal of Applied School Psychology, 29, 203-229.

51. SupportDescriptionSchoolwide Data: Entry Criteria Data to Monitor Progress: Exit Criteria ACT Intervention Depending on GPA and PLAN test, student will receive targeted intervention related to achieving the HOPE college scholarship. Direct instruction on test taking strategies and skills for achieving a 21 on the ACT or increasing GPA to 3.O on Tennessee Uniform GPA (not county calculations). 11th graders SRSS: High (9-21) or Moderate (4-8) by either 2nd or 7th period teacher GPA ≤ 2.50-3.20 and/or Score on the PLAN test (predicted score on ACT below Hope Scholarship qualifying score of 21) Student Measures: Completion of course/assignments Attendance in ACT targeted courses Communication with students/parent Treatment Integrity: Teacher completed component checklist of lessons completed. Social Validity: Pre and post, student and parent surveys Completion of individual target plan. Lane, K. L., Oakes, W. P., Menzies, H. M., Oyer, J., & Jenkins, A. (2013). Working within the context of three-tiered models of prevention: Using school wide data to identify high school students for targeted supports. Journal of Applied School Psychology, 29, 203-229.

52. 2014 - 2015 MTSS: CI3T Implementation 52 What other evidence-based practices are available?

53. What Works Clearinghouse http://ies.ed.gov/ncee/wwc/findwhatworks.aspx Topic or domain Grade level Delivery Method Effectiveness Rating Step 1: Select topic or domain Step 2: Select grade level for the Tier 2/Tier 3 intervention Step 3: Select how you would like the intervention to be delivered (i.e. small group or individual Step 4: Evaluate the effectiveness rating and the extent of the evidence Step 5: Select an intervention with potentially positive and positive effectiveness and a medium to large evidence base. Extent of Evidence

54. Substance Abuse and Mental Health Services Administration (SAMHSA) http://www.samhsa.gov/nrepp 1.Select NREPP within the Programs and Campaigns tab 2.Conduct an advanced search Indicate area of interest, outcome category, geographic location, age, race, or and or gender for intervention Select school as your setting 3.Once you hit the search button a variety of interventions will appear Pros: Mental health interventions Cons: No way to select the type of intervention (ex. Universal vs. individual or small group

55. SAMHSA Each intervention has a report that includes: Description of the study Quality of research Outcome measures Study population Study strengths and weaknesses Readiness for dissemination Cost Replication Contact information Quality of Research Table

56. PBIS.org Very useful to find research on specific interventions Power point presentations are available for some interventions Training modules are available on PBIS aspects and interventions Some tools and measures are available to be viewed Quick FAQs on secondary and tertiary interventions

57. Collaborative for Academic, Social, and Emotional Learning Casel.org “Rates and identifies well-designed, evidence-based social and emotional learning programs with potential for broad dissemination to schools…” Easily identify between universal and tiered interventions Easily compare intervention strengths and weaknesses using key Most of the interventions target Pre-K through elementary school Some middle and high school interventions

58. Center on Response to Intervention rti4success.org Academic and behavioral interventions Information on group size Duration of intervention Study Results Evidence base Academic and behavioral progress monitoring Psychometric standards Progress monitoring standards Data-based individualization standards

59. Florida Center for Reading Research www.fcrr.org Teaching & Learning Observation walk- throughs Parent Information Evidence of interventions for struggling readers Alignment to CCSS Empowering Teachers Effective Instruction How to Differentiate Instruction Instructional Routines Monitoring Progress

60. Vanderbilt University

61. Ci3T.org

62. Moving Forward … Resources Questions: Kathleen.Lane@ku.edu Thank you!