School-wide

Screening for At-risk

Students: Best Prac9ces and School
Examples

Tim Lewis
University of Missouri
Lisa Powers
Special School District
Erika Dixon
Wineld School District

 Tier II/III Iden9ca9on Process
Teacher nomina9on
Exis9ng school data
Universal screening

 Screening
Simply indicates there might be an issue
Not intended to be:
Prescrip9ve
Evalua9ve
Will require addi9onal data triangula9on to
provide appropriate supports
 Systema9c Screening
Advantages
Fast, ecient, and respecOul
Include all children and youth of interest
If we make an error, the error tends to iden9fy
students who are not at-risk
Informs schools about the student popula9on
Find groups of students with common needs
Facilitates resource mapping of services

(University of Oregon Ins9tute on Violence and Destruc9ve Behavior)

 Systema9c Screening
Screening Instruments at a Glance
Name of Instrument
Descrip9on / Use
Age of Students
Method
Time to Administer
Cost
Ordering Informa9on

pbismissouri.org
 Working within Three-Tiered,
Comprehensive, Integrated (CI3T)
Models of Prevention:
Where do we begin?

Special School District of St. Louis County

Lisa Powers, Trish Diebold, Bridget Thomas, Lisa

Leonard, Ryan Guffey, Rebecca Carr-Stith, Lynn
Yokoyama, Taryn Gaskill, & Jamie Grieshaber
We would like to thank

Dr. Tim Lewis

Professor of Special Education
University of Missouri

Dr. Kathleen Lane
Professor of Special Education,
University of Kansas

Dr. Lucille Eber
Center for SW-PBS Illinois PBIS Network Director
College of Education
University of Missouri Dr. Joanne Malloy
Assistant Clinical Professor,
University of New Hampshire
SSD PBIS Team Mission Statement
2013

PBIS Team Mission: The SSD Positive Behavioral

Interventions and Support (PBIS) Team partners with
district and school level teams in developing,
implementing, and sustaining a culturally relevant
multi-tiered model of prevention and intervention for
the academic, behavioral and social-emotional
success of all students and their families.
Essential Questions
How do you prepare to install universal
screening in your district/school ?
Why implement universal screening as part of
a multi-tiered system? (PBIS, MTSS, CI3T)
How do you access resources to support
getting started or expanding universal
screening ?
What have other districts, teams, and schools
learned from installing universal screening?

What would you like to walk away with from this

session? https://todaysmeet.com/ilconfscreening
 The Importance of Accurate
Decision Making
It is important reliable, valid tools be used
within multi-tired systems
Information from behavior and academic
screening tools can be used to
Examine overall level of risk in schools
Look for students for who primary
prevention efforts are insufficient and
then place them in Tier 2 and Tier 3
supports
Comprehensive, Integrated, Three-Tier Model of PrevenKon
(Lane, Kalberg, & Menzies, 2009)

Goal: Reduce Harm

Specialized Individual Systems
for Students with High-Risk TerKary PrevenKon (Tier 3)
Goal: Reverse Harm
Specialized Group Systems
for Students At-Risk
Secondary PrevenKon (Tier 2)

PBIS Framework
Goal: Prevent Harm
School/Classroom-Wide Systems for
All Students, Sta, & SeFngs

Validated
Curricula
Primary PrevenKon (Tier 1)

Academic Behavioral Social

Logistical questions
As you think about conducting behavior screenings,
there are a number of
Questions to Consider Before Instituting
Behavior Screenings as Part of Regular
School Practices?
What are our district policies regarding
systematic screenings?
When to do them?
Who should prepare them?
Who should administer them?
Who completes them?
Who should score them?
When and how should the results be
shared?
 See Lane, Menzies, Oakes, and
Kalberg (2012)

What screening tools are available? What

tools are you using?
 Student Risk
Screening Scale

(SRSS; Drummond,
1994)
 Student Risk Screening Scale
(Drummond, 1994)
The SRSS is 7-item mass screener used to identify students who
are at risk for antisocial behavior.

Uses 4-point Likert-type scale:

never = 0, occasionally = 1, sometimes = 2, frequently = 3

Teachers evaluate each student on the following items

- Steal - Low Academic Achievement
- Lie, Cheat, Sneak - Negative Attitude
- Behavior Problems - Aggressive Behavior
- Peer Rejection

Student Risk is divided into 3 categories

Low 03
Moderate 48
High 9 - 21 (SRSS; Drummond, 1994)
Student Risk Screening Scale
(Drummond, 1994)

Lane & Oakes

 Student Risk Screening Scale
Middle School Fall 2004 - Fall 2011

n = 12

n = 20
Percentage of Students

n = 507

N=534 N=502 N=454 N=470 N=477 N=476 N=524 N= 539

Fall Screeners
Lane & Oakes
Comprehensive, Integrated, Three-Tier Model of PrevenKon
(Lane, Kalberg, & Menzies, 2009)

Goal: Reduce Harm

Specialized Individual Systems
for Students with High-Risk TerKary PrevenKon (Tier 3)
Goal: Reverse Harm
Specialized Group Systems
for Students At-Risk
Secondary PrevenKon (Tier 2)

PBIS Framework
Goal: Prevent Harm
School/Classroom-Wide Systems for All
Students, Sta, & SeFngs

Validated
Curricula
Primary PrevenKon (Tier 1)

Academic Behavioral Social

 Schoolwide Positive Behavior
Support

Comprehensive, Integrative,
Three-tiered (CI3T)
Models of Support

Low Intensity Strategies

Basic Classroom Management

Effective Instruction
Low Intensity Strategies

Behavior Contracts
Self-Monitoring
--
Functional Assessment-Based
Interventions
Higher Intensity Strategies

Assess, Design, Implement,

and
Evaluate

Assessment
 3-Tiered System of Support
Necessary Conversations (Teams)
Universal Secondary Problem Solving Tertiary Systems
Team Systems Team Team Team
Uses Process data; Uses Process data;
Plans SW & Standing team; uses determines overall
Class-wide determines overall FBA/BIP process for
interven9on interven9on
supports one youth at a 9me eec9veness
eec9veness

Universal CICO
Support Social Skills
Behavior Contracts
Problem
Self-Management
Solving Complex WRAP
Newcomers Club/
Mentors with FABI RENEW
Study/ Organizational
Skills
function
Academic in mind
Problem -
solving
SSD PBIS Adapted from : Eber, L. T301: Ter*ary Level Support and Data-based Decision-making in Wraparound [Presenta9on Slide].
Retrieved from Tier 3/Ter9ary Series Training Resource Guide (2010). Illinois PBIS Network
 A Step-by-Step Process

Step 1: Construct your assessment schedule

Step 2: Identify your secondary supports
Existing and new interventions
Step 3: Determine entry criteria
Nomination, academic failure, behavior screening
scores, attendance data etc.
Step 4: Identify outcome measures
Pre and post tests, CBM, office discipline data, GPA
etc.
Step 5: Identify exit criteria
Reduction of discipline contacts, academic success,
reduction of truancies and absences etc.
Step 6: Consider additional needs
 Procedures for Monitoring: Assessment Schedule
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
School Demographics
Student Demographics X X X X X X X X X X
Student Outcome Academic Measures
Benchmarking - AIMSweb X X X
Report Card
X X X X
Course Failures
Student Outcome Behavior Measures
Screener - SRSS X X X
Discipline: ODR X X X X
Attendance (Tardies/
X X X
Unexcused Absences)
Referrals
SPED and Support-TEAM X X X
Program Measures
Social Validity (PIRS) X X X
Schoolwide Evaluation Tool X
CI3T Treatment Integrity X
Student Risk Screening Scale with academic
and behavioral data
Student Risk Screening Scale with academic
and behavioral data
 29

After reviewing your

assessment schedule
Make a master list of all extra supports
Create an intervention grid
Selected additional supports with
sufficient evidence to support their use
Enlist needed professional development
to assist with implementation
 A Step-By-Step Process
Step 1: Construct your assessment schedule
Step 2: Identify your secondary supports
Existing and new interventions
Step 3: Determine entry criteria
Nomination, academic failure, behavior screening
scores, attendance data etc.
Step 4: Identify outcome measures
Pre and post tests, CBM, office discipline data, GPA etc.
Step 5: Identify exit criteria
Reduction of discipline contacts, academic success,
reduction of truancies and absences etc.
Step 6: Consider additional needs
 Sample Secondary
Intervention Grid
Support Description Schoolwide Data to Exit Criteria
Data: Entry Monitor
Criteria Progress
Behavior A wricen agreement
Contract between two par9es used
to specify the con9ngent
rela9onship between the
comple9on of a behavior
and access to or delivery
of a specic reward.
Contract may involve
administrator, teacher,
parent, and student.
Self Students will monitor
Monitoring and record their
academic produc9on
(comple9on/ accuracy)
and on-task behavior
each day.

 A Step-By-Step Process
Step 1: Construct your assessment schedule
Step 2: Identify your secondary supports
Existing and new interventions
Step 3: Determine entry criteria
Nomination, academic failure, behavior screening
scores, attendance data etc.
Step 4: Identify outcome measures
Pre and post tests, CBM, office discipline data, GPA etc.
Step 5: Identify exit criteria
Reduction of discipline contacts, academic success,
reduction of truancies and absences etc.
Step 6: Consider additional needs
 Sample Secondary
Intervention Grid
Support Sample Secondary
Description Intervention
Schoolwide Data to Grid
Exit Criteria
Data: Entry Monitor
Criteria Progress
Behavior A wricen agreement Behavior: SRSS -
Contract between two par9es used mod to high risk
to specify the con9ngent Academic: 2 or
rela9onship between the
more missing
comple9on of a behavior
and access to or delivery assignments with
of a specic reward. in a grading period
Contract may involve
administrator, teacher,
parent, and student.
Self- Students will monitor Students who score
monitoring and record their in the abnormal
academic produc9on range for H and CP
(comple9on/ accuracy) on the SDQ; course
and on-task behavior failure or at risk on
each day. CBM
 A Step-By-Step Process
Step 1: Construct your assessment schedule
Step 2: Identify your secondary supports
Existing and new interventions
Step 3: Determine entry criteria
Nomination, academic failure, behavior screening
scores, attendance data etc.
Step 4: Identify outcome measures
Pre and post tests, CBM, office discipline data, GPA etc.
Step 5: Identify exit criteria
Reduction of discipline contacts, academic success,
reduction of truancies and absences etc.
Step 6: Consider additional needs
 Sample Secondary
Intervention Grid
Support Description Schoolwide Data to Exit Criteria
Data: Entry Monitor
Sample Secondary Intervention
Criteria Progress Grid
Behavior A wricen agreement Behavior: SRSS - Work
Contract between two par9es used mod to high risk comple9on,
to specify the con9ngent AND or other
rela9onship between the
Academic: 2 or behavior
comple9on of a behavior
and access to or delivery more missing addressed in
of a specic reward. assignments with contract
Contract may involve in a grading period
administrator, teacher,
parent, and student.
Self- Students will monitor Students who score Work
monitoring and record their in the abnormal comple9on
academic produc9on range for H and CP and accuracy
(comple9on/ accuracy) on the SDQ; course in the
and on-task behavior failure or at risk on academic area
each day. CBM of concern;
passing grades
 A Step-By-Step Process
Step 1: Construct your assessment schedule
Step 2: Identify your secondary supports
Existing and new interventions
Step 3: Determine entry criteria
Nomination, academic failure, behavior screening
scores, attendance data etc.
Step 4: Identify outcome measures
Pre and post tests, CBM, office discipline data, GPA etc.
Step 5: Identify exit criteria
Reduction of discipline contacts, academic success,
reduction of truancies and absences etc.
Step 6: Consider additional needs
 Sample Secondary
Intervention Grid
Support Description Schoolwide Data to Exit Criteria
Data: Entry Monitor
Criteria Progress
Behavior
Sample Secondary
A wricen agreement
Intervention
Behavior: SRSS - Work
Grid
Successful
Contract between two par9es used mod to high risk comple9on, Comple9on of
to specify the con9ngent Academic: 2 or or other behavior contract
rela9onship between the
more missing behavior
comple9on of a behavior
and access to or delivery assignments with addressed in
of a specic reward. in a grading period contract
Contract may involve
administrator, teacher,
parent, and student.
Self- Students will monitor Students who score Work Passing grade on the
monitoring and record their in the abnormal comple9on report card in the
academic produc9on range for H and CP and accuracy academic area of
(comple9on/ accuracy) on the SDQ; course in the concern
and on-task behavior failure or at risk on academic area
each day. CBM of concern;
passing grades
 A Step-By-Step Process
Step 1: Construct your assessment schedule
Step 2: Identify your secondary supports
Existing and new interventions
Step 3: Determine entry criteria
Nomination, academic failure, behavior screening
scores, attendance data etc.
Step 4: Identify outcome measures
Pre and post tests, CBM, office discipline data, GPA etc.
Step 5: Identify exit criteria
Reduction of discipline contacts, academic success,
reduction of truancies and absences etc.
Step 6: Consider additional needs
 An illustration
Support Description Schoolwide Data: Data to Exit Criteria
Entry Criteria Monitor
Progress:
Small group Small group Students who: AIMSweb Meet AIMSweb
Reading reading Behavior: reading PSF and reading benchmark
instruction instruction (30 Fall SRSS NWF progress at next screening
with Self- min, 3 days per at moderate (4 -8) or monitoring time point.
Monitoring week). Students high (9 21) risk probes (weekly). Low Risk on SRSS
monitored their Academic: at next screening
participation in Fall AIMSweb Daily self- time point.
the reading LNF at the strategic or monitoring
instructional intensive level checklists
tasks. Students
used checklists
of reading lesson
components
each day to
complete and
compare to
teachers rating.
K 1.
 Small group Reading Instruction with
Self-Monitoring
Lane, K.L., & Oakes, W. P. (2012). Identifying Students for Secondary and Tertiary Prevention Efforts:
How do we determine which students have Tier 2 and Tier 3 needs? In preparation.
Altmann, S. A. (2010). Project support and include: the additive benefits of self-monitoring on students
reading acquisition. Unpublished masters thesis, Vanderbilt University.
 Treatment integrity
Social validity
Monitor student progress

Altmann, S. A. (2010). Project support and include: the additive benefits of self-monitoring on students
reading acquisition. Unpublished masters thesis, Vanderbilt University.
BASC-2 Behavioral and Emo9onal
Screening System (BESS)

Wineld Primary School

Wineld, Missouri
 Wineld Primary School
Preschool Grade 2 Segng

Approximately 370 students

Poverty is most prevalent risk factor
62% Free and Reduced Lunch

MO SW-PBS
 SWPBS History
SWPBS Tier 1 implemented with delity
SET & BoQ Scores

Tier 2 team established & interven9ons
available
Check-in Check-out, full scale
Social Skill Groups, pilot
Check & Connect, pilot

MO SW-PBS
 Need for Screening
Ecient way to nd students sooner rather
than later

Method for sor9ng children according to

intensity of need (Tier 1, 2 or 3)

Process that accounted for externalizing &

internalizing acributes
ODR & Teacher nomina9ons lack precision

MO SW-PBS
 Behavioral & Emo9onal Screening
System (BASC-2 BESS)
Informant rates each student on 27 items
Teacher, parent & student ra9ng forms available

Score Classica9on
Normal, Elevated or Extremely Elevated

Includes items for Externalizing & Internalizing
characteris9cs
MO SW-PBS
 Screening Procedures
First Screen - January 17, 2012
15 classroom teachers completed screener
for 319 students (K-2)

Took place during faculty mee9ng 9me

Protocols completed with student

informa9on prior to teacher ra9ngs

MO SW-PBS
 Screening Procedures
January 27, 2012 team reviewed results with
individual teachers

256 students with Normal scores

42 students with Elevated scores

21 students with Extremely Elevated

scores

MO SW-PBS
 Ini9al Screening Results
Universal Screening Data - January 17th, 2012
100.00%
6.69%
90.00%
13.04%
80.00%

70.00%

60.00%
Extremely Elevated
50.00%
Elevated

40.00% 80.27% Normal

30.00%

20.00%

10.00%

0.00%
Total*

MO SW-PBS
 Use of Results for Students
Students with Elevated scores placed in Tier II
interven9ons

Conducted classroom observa9ons for students

w/ extremely elevated scores
Feedback to classroom teachers
Results used to complete an AIM plan (Assess-
Intervene-Monitor)

MO SW-PBS
 Use of Results for Sta
Spring 2012 Fall 2012 revisited Tier 1 SWPBS
implementa9on

Booster trainings for 4:1, school-wide and

classroom segngs

Claried procedures for responding to and

documen9ng classroom minors

MO SW-PBS
 Teacher Percep9ons of Process
Didnt think any Extremely Elevated

Would be nice to have for students from year

to year to know what to watch but dont want
teachers to see and automa9cally think bad
student

For children without problems easy, but

harder for students with problems wanted
to get it right but didnt want to exaggerate.
MO SW-PBS
 Second Screening
October 2012 BASC-2 BESS
17 classroom teachers completed screener for
370 students (PreK 2nd)

330 students with Normal scores

32 students with Elevated scores

8 students with Extremely Elevated scores

MO SW-PBS
 2 Screening Results
nd

Universal Screening Data October, 2012

100.00% 2.16%
90.00%
8.65%

80.00%

70.00%

60.00%
Extremely Elevated
50.00%
89.19% Elevated
40.00%
Normal
30.00%

20.00%

10.00%

0.00%

MO SW-PBS Total*
 Change in Risk Levels
Larger % of students with normal range scores
increased from 80% to 89%

Smaller % of students w/ elevated scores

decreased from 13% to less than 9%

Smaller % of students with extremely elevated

scores
decreased from almost 7% to 2%

MO SW-PBS
 Third Screening
Switched to a dierent instrument
Student Risk Screening Scale (SRSS)

Added internalizing items

Emo9onally at
Shy; withdrawn
Sad, depressed
Anxious
Lonely
MO SW-PBS
 Advantages of Screening Process
Iden9es students who would not be
iden9ed using data decision rules or teacher
nomina9ons
Help with class list forma9on
Reassurance for those who had already been
iden9ed for Tier II or Tier III
The breakdown of the reports & easiness to
read
MO SW-PBS