Universal Screening

Shoreline School District

April 2, 2010

Purpose of the Workshop

• To define universal screening and clarify the purpose of screening;

• To share our current practice with screening at the secondary level in Shoreline;

• To communicate our next steps and understand screening in the context of RtI principles.

The multi-tiered model of assessment

Universal Screening (all students)Who is at-risk?

Diagnostic Assessment (only at-risk students)

Why are they at-risk?

Intervention Design

Progress Monitoring(only at-risk students)Is what we are doing

working?

If not, either modify or change

intervention

If yes, either continue intervention as is

or discontinue

Progress Progress MonitoringMonitoring

Performance or Performance or Criterion Criterion

AssessmentsAssessments

Standardized Standardized AssessmentsAssessments

Benchmarking Benchmarking or Screeningor Screening

Instructional Problem SolvingRequires taking multiple

sources of evidence and selecting appropriate

instructional interventions based on

identified student needs

Designing Instruction to Meet Student Designing Instruction to Meet Student NeedsNeeds

Two examples of Universal Screening

• The ER of a hospital– All incoming patients have vital signs taken

• Takes two minutes• True for gunshots and headaches• Same data for all (blood pressure, heart rate, temperature)• Accompanying intervention minimal (tier 1): “rest, take two

aspirin, drink fluids, call in morning if not better”

• The Snellen Eye chart in school nurse’s office– Takes two minutes– Predicts risk for all visual problems– Same exam for all– Accompanying intervention: referral for additional

testing

If failed-do we teach the eye chart- NO

Universal Screening

Characteristics of Screeners

• Administered to ALL students

• Quick, low cost, repeatable, and test age appropriate skills

• Flags students in need of additional diagnostic assessment

• Screeners themselves are NOT diagnostic

The value of screening data

• Screeners identify who is at-risk

• Done by comparing data to ‘targets, goals, benchmarks or cut-scores’

From whence come the targets?

• Published norms

• Norms based on GLEs

• State assessment-based norms

• Locally set standards - Power Standards, SMART goals

• Cut-score - Lexile score, easyCBM

7-12 Secondary Screeners in Shoreline

• Scholastic Reading Inventory (SRI): – Lexile reader measure score

• easyCBM - 7th and 8th

• WASL (HSPE) or MSP

What is a Lexile Reader Measure?

• A Lexile reader measure identifies a student’s reading ability on a Lexile scale

• When using the SRI, Lexile reader measures are reported from BR (Beginning Reader) to 1500+

How do we collect SRI information?

• When do students take the SRI?– Fall, Winter, Spring, 3rd through 6th grade– Fall and Spring - 7th through 10th grade

• Who manages SRI testing at the secondary level?– Building wide testing

• Elementary = librarians• Secondary = managed differently at each building

– Librarians test mid-year, newly enrolled students

How do we collect easyCBM information?

• All students in K - 8 are assessed fall, winter, spring

• Teachers have access to student scores on easyCBM reports

• Scores will be in Data Dashboard soon

How are the SRI assessment results used to place students in

appropriate classes?

Lexile Framework® for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Tex

t L

exil

e M

easu

re (

L)

HighSchool

Literature

CollegeLiterature

HighSchool

Textbooks

CollegeTextbooks

Military PersonalUse

Entry-LevelOccupations

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

What do we currently do with this information?

• Read 180 Intervention Class incorporating Read 180 program– Intensive reading intervention class which provides explicit and

targeted instruction in the areas of phonics, fluency, vocabulary, and comprehension

• Single period elective class • Block class: English class + elective

• Students qualify for Read 180 if…– Below standard on the WASL– Intervention Lexile score

• Students are exited from Read 180:– Meet or exceed Read 180 exit Lexile, on 2 successive SRIs, taken 3+

months apart

Our Plans for the Future

• Identify other screeners for the secondary level

• Identify core set of diagnostic tools to be used once students are flagged for a concern

• Continue evaluating and improving systems

RtI at the Secondary Level

Reflection/Discussion: Exit Slip

• What are the benefits of using universal screening?

• What are the barriers/challenges?

• What are your questions?