Response to Intervention: Essential Components
Response to Intervention: Essential Components - Universal Screening
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Response to Intervention: Essential Components
Universal Screening
Multi-tiered Interventions / Continuum of Support
Progress Monitoring
Fidelity of Implementation
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Universal Screening

Universal screening is a type of assessment that is characterized by the administration of quick, low-cost, repeatable testing of age-appropriate skills  to all students.

To determine the effectiveness of curriculum, instruction, and school organization, and to determine students’ level of proficiency in essential academic areas, schools administer screenings to all students, usually three times a year. Screening data are organized in a format that allows for the inspection of both group performance and individual student performance on specific skills.

The information derived from universal screening provides two useful pieces of information.  First, it shows how functional the core curriculum and instruction are in the school.  In a multi-tiered model of school support, about 80% of all students in the school should be showing adequate progress using a particular curricular element or program.  If more than 20% of the students are not making acceptable gains in an area, the school must improve the core curriculum and/or the manner in which the curriculum is delivered to the students.

Secondly, universal screening identifies those students who are not making acceptable progress in the core curriculum.  Provided that 80% or more are making adequate progress in the foundational curriculum, those who are not require additional intervention, either in small groups or on an individual basis.

Universal screens may be repeated with a small group of students, to determine whether or not lower scores represent skill deficits (“can’t do’s”) or performance deficits (“won’t do’s”).
        
National Association of State Directors of Special Education (NASDSE), Inc. (2005). Response to Intervention: Policy Considerations and Implementation. Alexandria, VA.

National Research Council on Learning Disabilities (NRCLD). (2006). Integrating RtI Within the SLD Determination Process. National SEA Conference on SLD Determination, Kansas City: April, 2006.

Examples of Universal Screenings

 

Other Resources on Universal Screening

Curriculum-Based Measurements (CBM)

Short tasks, based on core curriculum, that allow frequent, graphable assessment of skills (Deno, 1985).
http://www.education.umn.edu/Pubs/ResearchWorks/CBM.html

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

Standardized, individually administered measures of early literacy development (Kaminsky & Good, 1996).
http://dibels.uoregon.edu/

Early Screening Project

Screening & identification of 3-5 year-olds who are experiencing preschool adjustment problems (Walker, Severson, and Feil, 1995).
http://www.nekesc.k12.ks.us/esp.html

Kindergarten Curriculum-Based Measurement (K-CBM)

Research-based screening process (math, reading, writing) for kindergartners.
http://www.gosbr.net/screening/

Skill Deficits (“Can’t Do’s”) vs. Performance Deficits (“Won’t Do’s”)

 

http://cecp.air.org/fba/problembehavior2/figures.htm#Figure%201

Systematic Screening for Behavioral Disorders (SSBD)

Uniform screening for young children exhibiting both externalizing and internalizing behaviors (Walker & Severson, 1990).
http://www.ed.gov/pubs/EPTW/eptw12/eptw12h.html

Walker-McConnell Scale of Social Competence and School Adjustment

 

http://www.cccoe.net/social/Asmttools.htm

 

 

SERC Library Holdings on Universal Screening

Print Resources

Luterman, David M.  2001.  Counseling Persons With Communication Disorders and Their Families.  Pro-Ed, Austin, TX:  205 pp.

McCook, John E. (Ed.). 2006.  The RtI Guide: Developing and Implementing a Model in Your Schools.  LRP Publications, Horsham, PA: 145 pp.

Sprague, Jeffrey R.  2005.  Safe and Healthy Schools:  Practical Prevention Strategies.  The Guilford Press, NY: 180 pp.