Understanding Universal Screening for Social, Emotional, and Behavior Risks and Strengths�

Presented by Sherry Schoenberg

Materials at: https://www.pbisvermont.org/training-resources/webinars/

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Materials can be found at: https://www.pbisvermont.org/training-resources/webinars/

Choose One Planet

How are you feeling now?

CLOSEGAP

https://www.closegap.org/

Learning Objectives

• Consider the context and rationale
• Review informal and formal screening tools
• Explore the systems needed to implement Universal Screening
• Discuss the process of matching results with proactive and preventative practices
• Explore next steps

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Acknowledgements

Source: Forness, S.R., Freeman, S.F., Paparella, T., Kauffman, J.M., & Walker, H.M. (2012). Special education implications of point and cumulative prevalence for children with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders, 20, 4-18.

Shift to a systems level perspective

Context:

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Challenges

• Concerns about students catching up academically
• Tension about racism in education
• Increased concerns about mental health and well-being

Opportunities

• Increased attention to MH and well-being
• Focus on equity and inclusion

The PBIS Framework

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SYSTEMS

PRACTICES

DATA

Supporting

Staff Behavior

Supporting

Decision

Making

EQUITY

• Evidence-based
• Smallest effort
• Biggest, durable effect

Social, emotional, Behavioral Learning & Academic achievement

�MTSS/PBIS Continuum of Support �

Math

Reading

Adult relationships

Anger Mgt.

Attendance

Peer Interaction

Science

Label Behavior, Not Students!

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• What data do you collect/use to assess the social/emotional/behavioral strengths and challenges at your school?

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• How do you use this data for decision-making?

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Some Common Data Sources:

• Attendance/Tardy data
• Teacher/Counselor/Parent Concerns
• Student Observation and Data Form Reports
• Health Office Visits
• Time Out of Classroom Logs
• Academic Performance/Assignments Completed
• Common Area Observations
• What else?

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Screening data helps us ask the right questions. ��They do not provide the answers.�

What is social/emotional/behavioral screening?

• Assessment of early signs of social risk or behavior problems, as well as the presence of resilience factors and indicators of wellbeing.
• Mechanism for supporting students who need additional supports after receiving evidenced-based universal supports (i.e. PBIS)

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Two Types of Screeners

Informal Screeners

Ways to check-in with students frequently and with staff and families regularly to identify support needs as they emerge

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Ways to get input from students, families, and staff about well-being and/or climate at the school

Formal SEBL Screeners

Validated instruments that focus on social/emotional/behavioral risks and strengths.

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A reliable method for determining students with elevated levels of risk�

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Informal Screeners – Why

• Students must feel physically and psychologically safe in order to actively engage in learning
• Invites voice, choice, and ownership
• Helps to quickly identify students (or staff) at higher risk for significant stress or trauma
• Establishes most efficient and effective use of MH providers, school psychologists, school counselors, community partners

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Methods of Informal Screening

• Surveys
• Wellness checks
• Circles
• Advisories
• Using existing data
• What else?

Screening Using Existing Data

Behavior Observation Data (Referrals) by Student Report as a Screening Tool

Survey Resources

• Closegap – wellness check
• Making Caring Common – relationship mapping, check-in surveys for middle/hs
• PBIS Center – Climate Surveys
• Panorama – Question bank of surveys for students, educators, and parents

See document here.

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What other data might your “team” look at to identify supports needed?

How do we formulate an accurate measure of risk?

Why (Formal) Universal Screening?

• To advance cultural responsiveness and equity

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• To find students whose problems are not immediately obvious.

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• To identify problems with a high degree of accuracy.

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• Early identification leads to early intervention.

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• To select interventions based on results from the screening tools. This is most effective and efficient.

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Poor Outcomes for Unidentified and Untreated Youth https://www.cdc.gov/childrensmentalhealth/data.html

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Is your school implementing a Social/Emotional/Behavioral Screener? If so, what tool are you using?

When to Screen?

• At least 4-6 weeks into the school year and 2-3 times/year (Fall, Winter, Spring)
• Need enough time to know the student
• If done too early and too quickly, the results will largely be invalid
• Review process and tools with all staff prior to screening

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Screening can help identify:

Multi-Stage & Multi-Gate Approach to Screening

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EXAMPLE:

Student Risk Screening Scale - Internalizing and Externalizing (SRSS-IE)

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• Elementary (12 items); Middle/High School (13 items)
• Likert-type scale: never = 0, occasionally = 1, sometimes = 2, frequently = 3
• Takes about 15 minutes
• Free!
• As accurate as many commercially available
• Predictive of academic difficulty
• Spreadsheet calculates for you and produces reports

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School Level Internalizing Results

School Level Externalizing Results

Grade Level Externalizing Results

The Comprehensive Picture

Dothan Brook Example

What to do with screening data?

High Leverage Universal Interventions

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• www.pbis.org
• https://www.pbis.org/pbis/why-implement-pbis
• High Leverage Universal Practices
• connecting content to students' lives
• Supporting and Responding to Student’s Social, Emotional, and Behavioral Needs
• 2X10 relationship building
• Positive greetings at the door
• connecting content to students' lives
• Classroom Management Observation Tool (CMOT)
• Classroom Self-Assessment
• Non-Classroom Self Assessment
• Habits of Effective Classroom Practice
• High Leverage Universal PBIS Practices Activity and Review Document
• Behavior Management Practices Activity

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Connect to Targeted Interventions

https://www.pbisvermont.org/wp-content/uploads/2022/12/Inventory-of-Targeted-Supports.docx

Considerations in Selecting a Universal Screening Tool

Current Recommendations

• Use screeners that have the science behind them
• Select a screener that gives accurate data
• Use just one screener, not multiple ones
• Choose a screener that is equitable over different variables (race, ethnicity, gender, IEP, etc.)

�What Screening Tools are out There?�

https://www.ci3t.org/screening

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Systems Considerations

Screening Systems Considerations Assessment

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What’s Next?

1. Review Screening Systems Considerations Assessment
2. Determine where is your school in this process
3. Review and select tools

Thank you!

What questions

do you have?

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