1. Vision: Every child in every district receives the instruction that they need and deserve…every day. Foundational Tier 1 training Sept. 22, 2015 Universal Screening

3. Screening Targets Build (refresh) conceptual understanding about universal screeners –To develop (review) standards of practice for universal screening

4. Data-Based Decision Making with Decision Rules Training Coaching Fidelity Training Coaching Fidelity Standards of Practice Standards of Practice Culture Leadership Teaming/Data- Based Decision Making Professional Learning & Support RTI Essential Components Core Screening Interventions Progress Monitoring SLD Decision Making

6. Features of Universal Screening Tools Brief and Easy to Administer Standardized directions Sensitive to growth Equivalent forms Reliable Valid Normed Indicators of overall health

8. Do we have the right “indicators”? Based on 1) Unemployment, 2) Gas Prices, and 3) Home Values Phoenix Portland Seattle Minneapolis Denver New York Detroit Cleveland Chicago Wall Street Journal, 2011 Forbes, 2012 Based on unemployment, violent crime, home values, tax rates, political corruption, commute times, weather, etc Most Miserable U.S. Cities Least Miserable U.S. Cities

9. Detroit Cleveland Chicago Forbes, 2012 Based on unemployment, violent crime, home values, tax rates, political corruption, commute times, weather, etc Most Miserable U.S. Cities Least Miserable U.S. Cities Do we have the right “indicators”?

10. Vocabulary Phonemic Awareness Phonics and Word Recognition Phonics and Word Recognition Fluency Accuracy, Prosody & Rate Fluency Accuracy, Prosody & Rate Reading Skills Build on Each Other Reading Comprehension Foundational Skills Print Concepts

11. Reading “Indicators” K-1 Early Literacy Phonemic Awareness Blending/Segmenting sounds in words (FSF, PSF, PS) Phonics Reading letter sounds, word lists (LS, NWF, WIF, WRF) K-1 Early Literacy Phonemic Awareness Blending/Segmenting sounds in words (FSF, PSF, PS) Phonics Reading letter sounds, word lists (LS, NWF, WIF, WRF) 2 nd and Up Reading Proficiency Oral Reading Fluency Words read correctly in 1 minute (DORF, PRF, CBM- R) 2 nd and Up Reading Proficiency Oral Reading Fluency Words read correctly in 1 minute (DORF, PRF, CBM- R)

12. Who: ALL students –Do all staff believe that it should be for ALL? When: 3 times a year –FallWinterSpring Universal Screening

13. How: Who will conduct Universal Screening? Who will train the screeners? Who will prepare materials? Who will organize at the school? Where will the data go? Who will organize the data and present it to teaching teams? How will fidelity of administration be checked? Universal Screening

14. How: Who will conduct Universal Screening? Who will train the screeners? Who will prepare materials? Who will organize at the school? Where will the data go? Who will organize the data and present it to teaching teams? How will fidelity of administration be checked? Universal Screening

15. With a partner, discuss how this will (is) get done. Talk Time

16. Universal Screening provides data to make unbiased decisions for ALL students. Why Do We Give Universal Screening Assessments?

17. 1.Help evaluate the health of your core systems 2.Identify at-risk students who may need additional support Purposes of a Screener

18. Evaluating the Health of the Core ? 80% 15% 5% 3 times per year

19. With a partner, discuss if/how you use the screening data to evaluate the health of core instruction. Talk Time

20. 1.Help evaluate the health of your core systems 2.Identify at-risk students who may need additional support Purposes of a Screener

21. It’s okay for a universal screener to over- identify students who might need something more

22. Identifying At-Risk Students Universal Screener In-Curriculum Assessments, OAKS/SBAC, etc.

23. With a partner, discuss if your staff is confident that your screener does a good job of identifying at-risk readers. If they are not confident, why is that? Talk Time

24. ORF is not designed to provide an exhaustive assessment. You can be fluent enough, unless you want to be an auctioneer! Strong link to comprehension Accuracy matters! Oral Reading Fluency

25. Barriers –“it’s not all about fluency” –“it’s not a valid assessment” –“it’s all about the numbers” –“it will be used to evaluate my instruction” –“what about comprehension?” Have staff bought into the screener concept?

26. Culturally Responsive Practices

27. Disaggregated data

28. DIBELS

29. EASYCBM

30. Implementation Matrix

31. Logistics –What is your screener? Is it reliable, valid? Is it the right “indicator” –When is it given? Who gives it? –Who provides training? –Who enters, organizes, & presents data to staff? –How is fidelity of testing checked? Use of Screener –How is it used to evaluate health of the core? –How is it used to determine who receives interventions? –Is it culturally responsive Do you have Standards of Practice?- Talk Time