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Universal screening readiness, resource mapping, gap analysis

Developed by Niki Kendall on behalf of the DE-PBS Project

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Credits and Background

The DE-PBS Project serves as a technical assistance center for the Delaware DOE to actualize the vision to create safe and caring learning environments that promote the social-emotional and academic development of all children.

The statewide initiative is designed to build the knowledge and skills of Delaware educators in the concepts and evidence-based practices of Positive Behavior Support (PBS) as a Multi-tiered System of Support (MTSS).

https://www.delawarepbs.org/universal-screening/

This webinar series was developed by Niki Kendall on behalf of the DE-PBS Project. The DE-PBS project is an ongoing collaboration between the delaware department of education and the UD center for disabilities studies.

The DE-PBS Project serves as a technical assistance center for the Delaware Department of Education to actualize the vision to create safe and caring learning environments that promote the social-emotional and academic development of all children. The statewide initiative is designed to build the knowledge and skills of Delaware educators in the concepts and evidence-based practices of Positive Behavior Support (PBS) as a Multi-tiered System of Support (MTSS).

All resources from this webinar can be found on our website at: https://www.delawarepbs.org/universal-screening/

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Please take note:

These webinars were developed in response to the frequent requests we have received at the DE-PBS Project for guidance on selecting a universal social-emotional and behavior (SEB) screener. �

As a reminder, our State MTSS policy (14 DE Admin. Code § 508.6.1.1 - 508.6.1.1.4) requires the use of a universal screening process (not a screener) to identify students who are not meeting academic and non-academic benchmarks. �

Regulation 508 and the DE Department of Education do not endorse use of a specific tool. Instead, LEAs are required to implement a comprehensive universal screening process. A comprehensive screening process typically includes a combination of screening methods such as:

Existing schoolwide data (e.g., attendance, office discipline data, course grades)
Requests for assistance from teachers, families and students
Norm referenced, criterion-referenced, or curriculum-based screening tools�

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Installing a Universal SEB Screener Series

Key Webinars in this Series:

Webinar 1: introduction
Webinar 2: universal SEB screener selection
Webinar 3: universal screening readiness, resource mapping, gap analysis
Webinar 4: parental consent, action planning and gaining stakeholder buy in
Webinar 5: data-based decision making

Bonus Content for Enhanced Learning:�

Webinar 1 bonus content: Top Ten Questions about Universal Screening
Webinar 2 bonus content: a review of select SEB screening tools

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Universal Screener Installation Action Steps

Learn about comprehensive screening in the context of MTSS
Establish a district implementation team
Complete tool selection process
Determine readiness criteria and select schools to participate
Organize school team(s) to support screening work
Complete resource mapping
Confirm that each school has adequate SEB supports
Introduce screening initiative to school community
Consult with LEA policies regarding consent/finalize consent forms
Train/coach teachers to administer
Conduct screening (2 or 3 times)
Create data reports
Prioritize needs and act on data
Evaluate your screener implementation

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Implementation: can we do it right?

Focus	Stage of Implementation	Description
Should we, do it?	Exploration/Adoption	Decision regarding commitment to adopting the program/practices and supporting successful implementation.
Can we do it right?	Installation	Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.
	Initial Implementation	Try out the practices, work out details, learn and improve before expanding to other contexts.
Can we make it better?	Full Implementation	Expand the program/practices to other locations, individuals, times-adjust from learning in initial implementation.
	Continuous Improvement	Make it easier, more efficient. Embed within current practices.

Kincaid & Horner, 2017

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Implementation vs. Intervention Components

Implementation components: the essential components to put a program or practice in place (Fixen et al., 2005)

Teaming
Resource mapping
Resource development
Training/coaching plan

Intervention components: the essential components of a program or practice (Fixen et al., 2005)

Introducing the screener
Gaining consent
Conducting the screener
Using the data

You are here:

Specifically, we will be discussing the implementation components that are essential to putting your new screening method into place at a school. Spending time setting up the infrastructure for the screening method will enable your schools to effectively use the resulting data. Implementation components that are particularly important for screening include teaming, resource mapping, resource development (such as ensuring all schools have universal SEB supports in place) and a training/coaching plan to build the necessary competencies and mind-sets for the users of your screener.

In the following webinars, we will discuss the nuts and bolts of putting the screening method into action, via activities such as introducing the screener to your school community, gaining consent, screener administration and using the data for decision making.

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4. Determine readiness criteria and select schools to participate

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Factors that influence quality of universal screener use

Quality use of universal screener

Knowledge and beliefs of implementers

Leadership commitment & support

Screening method

Universal SEB Supports

Teaming

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Supportive beliefs and attitudes

Beliefs about universal SEB supports:

Universal instruction in SEB skills, expectations and mind-sets is the responsibility of schools
Universal practices should be effective enough to support most student SEB needs (e.g., 80%)�

Beliefs about screening:

The primary goal of assessment (including universal screening) is to measure the effectiveness of instruction/practices
Universal screening data help identify problems at the universal or student level that require more investigation (e.g., additional data analysis)

Beliefs about responding to student needs:

Students with SEB challenges can respond well to school-based supports
All students need access to a continuum of support to meet their academic and non-academic needs
Collaboration among stakeholders is necessary to monitor and respond to the needs of the whole child

adapted from Sailor et al., 2020; Florida PS/RtI Statewide Project, 2018

Before screening, it can be helpful to consider the types of mindsets that will facilitate effective use of the resulting data in participating schools. For screening, and MTSS more generally, beliefs about universal SEB supports, beliefs about screening and beliefs about responding to student needs are important to consider.

In general, implementers, such as school administrators, MTSS team members, educators and specialists, with a prevention mindset will make more effective decisions with their SEB screening data. For example, school teams should view screening as information to improve their supports and practices to better meet student needs (rather than a process to identify deficits within students).

You may find your schools need more professional learning opportunities about the purpose of screening within an MTSS framework before you begin implementing the screener.

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Leadership commits to:

Prioritize access to effective SEB supports
Improve quality of SEB data-use
Support implementation with resources (e.g., personnel, time, incentives, training)

Provide clear expectations to staff

Ensure student and family rights are upheld

Address competing practices that may decrease resources

McIntosh et al., (2013)

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5. Prepare a team

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Who should manage the screening process?

Identify universal screening coordinator(s) for your building who:

receive professional learning/coaching from district MTSS coach,
is a member of your MTSS leadership team,
is comfortable with data use and technology�

Are responsible for:

screener administration and dissemination
technology support (e.g., securing data)
report generation and data access
providing professional learning/coaching �

Supports MTSS teams with:

screener administration,
understanding data reports,
using the data for decision making

See: SRSS-IE Coordinator Roles and Responsibilities Handout

As we discussed in webinar 2, having a team to support the implementation of a new practice is critical. Having a team at the building level is just as important as having a district team that supports implementation. It is recommended that buildings select a universal screening coordinator or coordinators who can work with their MTSS teams to implement the new screening method. This individual should be given time (and/or incentive) to engage in professional learning and coaching (among other tasks), especially during the first year of implementation. They should be comfortable with data use and technology.

The screening coordinator will be responsible for implementing the screener, generating data reports and supporting MTSS teams to problem solve with the resulting data.

For a detailed description and potential model for developing an outline of the roles/responsibilities of a screening coordinator see the

SRSS-IE Coordinator Roles and Responsibilities Handout.

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Sample MTSS Teaming Structure

District Leadership Team

MTSS Committee

(enacts district MTSS goals)

Tier 1 Committee

Screening Implementation Committee

Building-level

Universal Screening Coordinators

Advanced Tiers Committee

Building-level MTSS team(s)

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Establish a data culture

Problem Analysis

Problem Identification

Evaluate the Response

Plan Development

Adapted from Gaunt, 2022 (APBS Conference Workshop)

In thinking about teaming, it is important to remember that all users of screening data will require data-based decision making skills. When building your infrastructure for screening, consider the necessary professional development and coaching that will be required to support your MTSS teams to make data-based decisions relative to their job duties.

Gaunt recommends using the same data-decision making process across all levels. This means that teachers in PLCs should be using the same data-decision making process to improve their classroom practices as the school leadership team uses to establish school-improvement practices.

I mention this, because although we will apply the 4-step process suggested by Gaunt with screening data in webinar 5, it is important to think bigger. Consider how you can establish a data culture in participating schools rather than simply planning for how they will respond to screening data.

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6. Resource mapping

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Steps to complete the resource map:

List the SEB domains measured by your screener.�
For each domain, list the observable behaviors that you expect students with and without risk to display. �
Complete a resource map. For each domain:

Name all of the Tier 1 (universal) strategies that all teachers are equipped/expected to implement that address that area.
Name all of the Tier 2 (targeted) and Tier 3 (intensive) resources and interventions that are available and address that area.
Also include any community based resources that are available in your school to address that area.

Tip: check for resources provided by the publisher that lists practices or interventions that align with the focus on your screener

Before you begin the resource mapping activities with a school, it is critical that you revisit the purpose of the universal screener that you selected. This includes outlining the specific SEB mindsets, competencies or behaviors the screener is designed to measure. Because a universal screener is designed to measure student response to your universal Tier 1 practices, it is also critical to list the observable behaviors you expect students with and without risk to display. Finally, list all of the universal strategies you expect all teachers to be able to implement that will impact each of the areas measured by the screener. Continue this process for your T2 and T3 interventions.

As a tip, keep in mind the publishers or authors of your selected screener may have resources available that provide examples of practices and interventions that align with the focus of the screening method you selected.

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Example using the SAEBRS Screener

Behaviors, mind-sets or competencies measured by the screener:

	Social Behavior	Academic Behavior	Emotional Behavior
Students “at risk” will display	Externalizing problems include: Arguing Temper outbursts Disruptive behavior Lying Stealing	Attention problems include: Distractedness Inattentiveness Disorganization of materials Frequent help seeking	Internalizing problems include: Sadness Crying Complaints of aches and pains Fearfulness Worry Withdrawal
Will not display	Social skills include: Cooperation with peers Joining of peer activities Self control with conflict situations Compliance with adult directions	Academic enablers include: Interest in academic topics Academic engagement Study skills Organization	Emotional competencies include: Emotional regulation Self awareness Empathy Happiness Positive attitude Appropriate communication of feelings

von der Embse, Eklund & Kilgus, 2022

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SAEBRS Example

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Example using the Panorama SEL and Wellness Survey

Behaviors, mind-sets or competencies measured by the screener:�

Self-Efficacy - The degree to which students believe that they can succeed academically�
Emotional Regulation - How well students can regulate their emotions�
Social Awareness - How well students consider the perspectives of others and can empathize with them�
Negative Feelings - How frequently students experience negative emotions�
Positive Feelings - How frequently students experience positive emotions�
School Connectedness - How much students feel that they are valued members of the school community�
Supportive Relationships - Being able to identify positive and supportive relationships at school and home

DuBois, Antonelli and Hill, 2022

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Sample interventions and practices that align with the screener domains

DuBois, Antonelli and Hill, 2022

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7. Confirm each school has adequate SEB supports

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Gap Analysis

Do your Tier 1 strategies address the behaviors, mind-sets or competencies assessed by your screener? Are there gaps?�

Do you have Tier 2 and Tier 3 interventions that reinforce the behaviors, mind-sets, or competencies assessed by your screener? Are there gaps?

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Why is Tier 1 so important?

This school only has the capacity to consider students with high risk for intervention, because Tier 1 is not working for a majority of students.

To revisit the point about ensuring your implementers understand that universal screening is a prevention practice, and the resulting data is first and foremost meant to improve the proactive delivery of practices that prevent significant SEB challenges from developing in the first place, it is critical that you focus your efforts on establishing strong universal SEB throughout your screening journey.

In this chart, the sample data indicates that Tier 1 is not working for a majority of students. Almost 40% of their students were identified as potentially needing supplemental intervention. Because of this, the team only had the capacity to respond to the students with the highest need. If this school does not address the effectiveness (or fidelity of implementation) of their Tier 1 supports, a significant number of students will continue to experience need without accessing support.

We will talk more about analyzing and responding to universal screening data in webinar 5.

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Universal SEB prevention practices

Evidence based Tier 1 SEL programs:

Promoting Alternative Thinking Strategies (PATHS)
Second Step
Why Try?
Incredible Years
Strong Kids/Teens

(Rutherford & von der Embse, 2022)��

Evidence based positive behavior practices:

Physical environment
Expectations (explicitly taught and prompted regularly)
Active supervision
A continuum of procedures to encourage appropriate behavior
A continuum of responses for inappropriate behavior
Effective instruction (e.g., opportunities to respond)

(Midwest PBIS)

At this point, you may still be wondering what universal SEB practices are recommended. Of course, the selection of supports should be based on the specific priorities of the school but you might consider the following SEL curricula, positive classroom behavior practices, Restorative Justice and/or practices that are designed to support students with mental health and trauma needs.

Remember, universal SEB practices are those that ALL teachers are expected to be able to implement in their classrooms. To ensure benefit for a majority of students it is not enough to simply provide teachers with materials or curricula or single professional learning sessions. These practices should be taken as seriously as your expectations for academic instruction. They require coaching and on-going fidelity monitoring to meet the expected outcomes for students.

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Universal SEB prevention practices (cont.)

Restorative Justice Practices:

Build Community & Relationships
Community Building Circles (students & staff)
Affective Questions
Affective Statements

(Restorative Practices within a Multi-Tiered System of Support - CASP)�

Mental health and trauma focused classroom practices:

Classroom 180 (Forbes, 2020)

At this point, you may still be wondering what universal SEB practices are recommended. Of course, the selection of supports should be based on the specific priorities of the school but you might consider the following SEL curricula, positive classroom behavior practices, Restorative Justice and/or practices that are designed to support students with mental health and trauma needs.

Remember, universal SEB practices are those that ALL teachers are expected to be able to implement in their classrooms. To ensure benefit for a majority of students it is not enough to simply provide teachers with materials or curricula or single professional learning sessions. These practices should be taken as seriously as your expectations for academic instruction. They require coaching and on-going fidelity monitoring to meet the expected outcomes for students.

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Anchor your universal practices to school-wide expectations

Expectation	Specific Behaviors, Mindsets or SEB Competencies
Be Safe	Keep hands and feet to self
Be Safe	I tell an adult when I am worried about a friend
Be Respectful	Use the signal to ask a public or private question
Be Respectful	Make sure everyone gets a turn
Be Responsible	Turn in all work on time
Be Responsible	Check in with my feelings during the day

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Layers that build, not dividers that separate�

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Examples of Tier 2 Interventions

Skill based instructional groups:

Choose & modify lessons from pre-packaged material based on the skill needed for the group (e.g., Second Step)

and/or

Use already created universal behavior lesson plans or create lesson plans to directly teach replacement behaviors (McCauley & Eber, 2017)

�Antecedent/consequence interventions:

Check in/Check out to prompt and reinforce appropriate behaviors

Research supporting use with social, academic, or emotional behavior (Rutherford & von der Embse, 2022)�

Community Resources and Interventions:

Create a referral process
Establish strategies for information sharing
Use your resource map to identify gaps in school-based interventions (Rutherford & von der Embse, 2022)

With that in mind, here are some examples of Tier 2 interventions.

In thinking about skill-based instructional groups, remember to consider a layered approach to your continuum of supports. Those delivering Tier 2 groups can choose and modify lessons from pre-packaged material based on the skills needed. For example, they may choose to re-teach second step lessons that are provided in the classroom. Or it may be helpful to provide additional teaching and practice using universal behavior lesson plans that are used to teach all students to follow the school and classroom expectations.

Next, it is suggested teams implement check in/check out to prompt and reinforce appropriate behaviors. CICO has research that supports use with students who have social, academic and/or emotional challenges.

Finally, you will need to consider the community resources and interventions that are available in the school. Just remember it is not enough to simply note these are available. There should be a specific referral process and strategies for information sharing about the progress of students participating. These resources should also fill gaps in the current availability of school-based supports.

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Addressing Gaps

Where are the gaps?�

Are there practices to discontinue?

�What resources does the team need to fill gaps in supports and interventions?

Access to materials
Staffing/Time
Community resources
Professional learning
Coaching

TIP: when selecting a new practice or intervention, consider using the Hexagon Tool from the National Implementation Research Network (NIRN)

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Start small, to go big

Focus	Stage of Implementation	Description
Should we, do it?	Exploration/Adoption	Decision regarding commitment to adopting the program/practices and supporting successful implementation.
Can we do it right?	Installation	Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.
	Initial Implementation	Try out the practices, work out details, learn and improve before expanding to other contexts.
Can we make it better?	Full Implementation	Expand the program/practices to other locations, individuals, times-adjust from learning in initial implementation.
	Continuous Improvement	Make it easier, more efficient. Embed within current practices.

Kincaid & Horner, 2017

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Screening Coordinator Checklist (before implementation steps)

Adapted from Michigan’s Integrated Behavior and Learning Support, 2020

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Coming soon…

Webinar 1: introduction

Webinar 2: universal screening tool selection

Webinar 3: universal screening readiness, resource mapping, gap analysis

Webinar 4: parental consent, action planning and gaining stakeholder buy in

Webinar 5: data-based decision making

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Available tools from this webinar can be found on our website

SEB Practices Resource Map
DE-PBS CICO resources
Hexagon Tool
Link to sample Ci3T Screening Coordinator job description

https://www.delawarepbs.org/universal-screening/

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References

Fixen, D.L., Naoom, S.F., Blasé, K.A., Friedman, R.M. & Wallace, F. (2005). Implementation research: A synthesis of the literature. (FMHI Publication #231). University of South Florida, Louis de la Parte Florida Mental Health Institute. The National Implementation Research Network. https://nirn.fpg.unc.edu/resources/implementation-research-synthesis-literature

Florida PS/RtI Statewide Project. (2018). Rti beliefs scale. http://floridarti.usf.edu/resources/format/pdf/beliefs_scale2018.pdf

McCauley, K. & Eber, L. (2017, September 12). Practical classroom strategies and interconnected systems to address students’ mental health and trauma [PowerPoint slides]. https://docs.google.com/presentation/d/18cyP29tNXetYULruMHae-aDHaqrUbOgnsPUP2S-1DgU/edit#slide=id.p3

McIntosh, K., Predy, L., Upreti, G., Hume, A.E., Turri, M.G., & Matthews, S. (2013). Perceptions of contextual features related to implementation and sustainability of school-wide positive behavior support. Journal of Positive Behavior Interventions, 16(1), 31-43. https://doi.org/10.1177%2F1098300712470723

Rutherford, L., von der Embse, N. (2022, August 9). When SEL curriculum is not enough: Integrating social-emotional behavior supports in MTSS [PowerPoint slides]. Illuminate Education. https://www.illuminateed.com/resources/webinars/

Sailor, W., Skrtic, T.M., Cohn, M. & Olmstead, C. (2020). Preparing teacher educators for statewide scale-up of multi-tiered system of support (MTSS). Teacher Education and Special Education, 44(1), 24-41. https://doi.org/10.1177%2F0888406420938035

von der Embse, N., Eklund, K., & Kilgus, N. (2022). Conducting behavioral and social-emotional assessment in MTSS: Screen to intervene. Routledge. https://doi.org/10.4324/9780429355790