Universal Screening
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Presentation Transcript
Universal Screening Presented by Sherry Schoenberg, Nicholas Devita, and Michaela Wisell
Consider these questions: • Where are we in our implementation? • What do I hope to learn? • What did I learn? • What will I do with what I learned? • By when? Maximizing Your Session Participation Use the Learning Reflection Sheet
Where is your school in the implementation process? Adapted from Fixsen & Blase, 2005
Poll Do you have a screening process/procedure in place at your school to assess for social/emotional/behavioral risks? • Yes, we have a formal process/procedure. • Yes, we have an informal process/procedure. • No, what is social/emotional/behavioral screening?
What is emotional/behavioral screening? • Early identification of students at risk of school failure due to social, emotional, and/or behavior problems. • Mechanism for targeting students who need additional supports after receiving evidenced-based universal behavior supports (i.e. PBIS)
Why Universal Screening? • To find students whose problems are not immediately obvious. • To identify problems with a high degree of accuracy. • Early identification leads to early intervention. • To select interventions based on results of rating scales on the screening tools. This is most effective and efficient.
Academic Systems Behavioral Systems Intensive, Individual Interventions • Individual students • Assessment-based • High Intensity Intensive, Individual Interventions • Individual students • Assessment-based • Intense, durable procedures Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response Universal Interventions • All students • Preventive, proactive Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%
Poll: How does your school determine which interventions to use with students? • We look at what’s available and provide that intervention to the student. • We use data collected about the student to match student to an appropriate, existing intervention • We develop individualized interventions based on student’s specific needs • We develop an inventory of supports based on risks identified through a systematic screening of all students.
Interventions with an Evidence Base TARGETED INTERVENTIONS Vannest K, Reynolds CR, Kamphaus RW. BASC-2 intervention guide for emotional and behavioral problems. Bloomington, MN: Pearson Assessments; 2009.
Student Outcome Data: Use SWIS as Universal Screener Proportion of students with: 0-1 Office Discipline Referrals (ODRs) 2-5 ODRs 6+ ODRs Screen two times per year and compare across time Last 2 weeks of October/first 2 weeks of November Last 2 weeks of February/first 2 weeks of March
Discipline Data for Universal Screening Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09 The “October Catch” Jennifer Frank, Kent McIntosh, Seth May, & Scott Spaulding
Great Article on the “October Catch”:https://www.pbisapps.org/community/Pages/The-October-Catch.aspx
Social-Emotional Universal Screening Examples Michaela Wisell Coordinator of Social-Emotional Learning MAUSD Michaela.Wisell@mausd.org Nick DeVita School Psychologist NCSP ANWSD ndevita@anwsd.org
SAEBRS and mySAEBRS Social Academic and Emotional Behavior Risk Screener Nick DeVita School Psychologist NCSP ANWSD ndevita@anwsd.org
Fast Facts from the Youth Risk Behavior Survey • 42,773 - number of deaths by suicide in the United States • For perspective… 38,000 - Capacity at Fenway Park • 18 - The estimated number of people intimately and profoundly affected by each individual death by suicide • ~770,000 affected nationally • Population of Vermont: 626,042 (2015 estimate) • 12.3 minutes - frequency interval in minutes of death by suicide • LGBTQ Youth are more than twice as likely to have attempted suicide as their heterosexual peers (cdc.gov) • >25% of transgender youth reported suicide attempts (cdc.gov)
Some YRBS Statistics from our district… • 17% of our HS students reported being bullied, up from 12% (MS 49%→32% • Only 49% of our students agreed that in their community they feel like they matter to people, which is down from 60% 2013 • 17% of VUHS students said they purposefully hurt themselves without wanting to die (8% in 2013) • The percentage of VUHS students who felt sad or hopeless for two weeks in a row or longer jumped from 12% in 2013 to 21% in 2015 (Middle School 20%→20%) • 12% of our VUHS students indicated to have made a suicide plan in the past 12 months, up from 7% in 2013 (Middle School 12%→9%) • 8% of our students had attempted suicide in the past 12 months up from 2% in 2013 (Middle School 9%→6%)
Our Game Plan: • Present information to staff and faculty at fall in-service • explained why we were doing this and the process • mySAEBRS was to be completed three times per year by the students in grades 4 through 9 • SAEBRS completed twice per year by teachers- winter and spring • Middle/High School students completed survey during morning meeting, while teachers were given time during an in-service day • Elementary students/teachers completed both surveys with a window of time (usually about a week)
Main Areas of Concern • Arguing • Sadness • Withdrawn • Anxious • Social acceptability • Resilience • Positivity
Next Steps for Students At-Risk • Team reviewed results of the surveys • Identify if students flagged are currently receiving services and what those services are/what are they focusing on. • Interview people involved with student • Ask about the student’s family situation or living situation. • Do they already see someone for support outside of school? • Ask about academic performance • If the majority of the students in one classroom or school are at-risk, there needs to more resources and supports (i.e. PBIS, social-emotional curriculum, counselors within the classroom, etc.) for each student within the tier one level.
Some Concerning Warning Signs to Look for… • Threatening suicide or expressing a strong wish to die • Making a plan- how when, where • Seeking access to lethal means- guns medications, poisons, rope, alcohol, cars, etc. • Talking, writing, drawing, using social media, or texting about death • Displaying overwhelming emotional pain or distress • Giving away prized possessions • Showing abrupt improvement after a period of sadness or withdrawal • Persistent feeling of failure and severe mood swings • Neglect of personal appearance • Impulsiveness and/or unnecessary risk-taking
BASC-3 BESS Behavioral Emotional Screening System that identifies students social emotional strengths and weaknesses Michaela Wisell Coordinator of Social-Emotional Learning MAUSD Michaela.Wisell@mausd.org
Sneak Peak Worries Is well organized Has poor self-control Sad
What does the Screener tell us... -Overall Behavioral and emotional risk index -Overall mental health status of children -Externalizing risk index -Behaviors directed towards the external environment. i.e. Pagg, Disruption, Defiance -Internalizing risk index -Negativity focused inward. i.e. coping challenges, emotion management. -Adaptive skills Risk index -Practical skills needed to function and meet demands of environment. i.e. caring for oneself, communicating with others, self direction.
Format Consists of three forms -Teacher form: Takes roughly 2-4 minutes per student to complete. Prek-12 -Parent form: Takes roughly 2-4 minutes per student; Recommended for Prek-3rd grade -Student form: Takes roughly 2-4 minutes per student; Recommended for 4-12 grade.
Screener Windows Completed three times per year Mid October End of January End of May
Why BESS -We had already purchased AIMSWEB for the purposes of academic benchmarking in Math and Literacy. -We didn’t have a systemic Social Emotional framework or systemically use ODR’s. -We believed that a social emotional screener was essential to early detection and the deployment of intervention.
How do we use it? -Student’s are screened three times a year. At that same time we pull ODR’s and Truancy data and triangulate it to determine those kids who might benefit from intervention.
How is this impacting student outcomes? -Schools can see risk levels for students in a more comprehensive way which makes them better prepared to deploy an appropriate intervention. -Schools can utilize multiple screening methods which cast a wider net for the purposes of “flagging students” who may benefit from intervention -The tool helps influence conversations amongst teachers around the “whole child” that aren’t based on anecdotal or emotionally charged.
What Screening Tools are out There? http://www.ci3t.org/screening
List of Screeners • Student Risk Screening Scale http://miblsi.cenmi.org/MiBLSiModel/Evaluation/Measures/StudentRiskScreeningScale.aspx • Social Skills Improvement System http://www.pearsonclinical.com/education/products/100000322/social-skills-improvement-system-ssis-rating-scales.html • Strengths and Difficulties Questionnaire www.sdqinfo.org • Systematic Screening for Behavior Disorders http://store.cambiumlearning.com • BASC™-2 Behavioral and Emotional Screening System (BASC-2 BESS) http://www.pearsonassessments.com • Social, Academic & Emotional Behavior Risks Screener http://ebi.missouri.edu/?p=1116
Screening Tips • Recommended 2-3 times/year • October & February • Group administration of Stage 1 • Teachers should have known students for at least one month • Review definitions/examples of externalizing and internalizing problems
