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Universal Screening

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					Universal Screening

   Cadre 6 Training
   October 12, 2010
• Screening systems in place
  – How can you go more in depth?
  – How do you develop more breadth?


• Who needs this information?
Universal Screening provides data to make
 unbiased decisions for ALL students
                Universal Screening

• Why:
  – To determine the health of the core
     • Make instructional changes to improve core instruction




  – To identify students who need additional
    instructional support

  – Are staff using the data?
                            What

• Robust indicator of academic health
• Brief and easy to administer
• Can be administered frequently
• Must have multiple, equivalent forms
  – (If the metric isn’t the same, the data are meaningless)
• Must be sensitive to growth


    A universal screener should over-identify
  students who might need something more!
                          What

Screeners                  Not Screeners
• easyCBM                  • Quick Phonics assessment
• AIMSweb                  • QRI-IV
• DIBELS                   • CORE Multiple Measures
• Math Computation           Assessment
• Math Applications        • DRA2
• Math Tests of Early      • Fountas and Pinnell
  Numeracy                 • Report cards
• Writing (Total Words     • Meeting OAKS standards
  Written)                 • Read Well Unit Tests, core
• Writing (Correct Word      curriculum weekly tests on
  Sequences)                 skills that are learned
             Universal Screening

• Who: ALL students

  – Do all staff believe that it should be for ALL?


• When: 3 times a year

  – Fall         Winter             Spring
               Universal Screening
• How:
  • Who will conduct Universal Screening?
  • Who will train the screeners?
  • Who will prepare materials?
  • Who will organize at the school?
  • Where will the data go?
  • Who will organize the data and present it to teaching
    teams?
  • How will fidelity of administration be checked?
     In your team discuss

• How well is your universal screening being
  conducted?
  – Do all students get assessed in a timely
    manner?
  – Are staff trained to administer it?
  – Is it done with fidelity?


• What changes do you need to make to
  improve your system?
Universal Screening provides data to make
 unbiased decisions for ALL students
        Have staff bought into the
           screener concept?
• Barriers
  – “it’s not all about fluency”
  – “it’s not a valid assessment”
  – “it’s all about the numbers”
  – “it will be used to evaluate my instruction”
  – “what about comprehension?”
          Oral Reading Fluency
• ORF is not designed to provide an exhaustive
  assessment.
• You can be fluent enough, unless you want to be
  an auctioneer!
• Strong link to comprehension
• Accuracy matters!
       Oral reading fluency and
       comprehension activity
• With the person next to you. Determine
  when each of your birthdays are.
• The person with the next birthday is the
  Test Administrator, paper A. The other
  person will be the Test Taker, paper B.
• Test Administrator, read your directions
  to yourself. Give the test and score.
• Test Taker, read the passage aloud and be
  prepared to answer questions.
             In your team

• Discuss how this activity might be used to
  impact staff’s understanding of using ORF
  as a screening assessment and how you
  might incorporate using accuracy.
                To determine the
                health of the core
Are staff using the data?
• School-wide (100%) grade level meetings
  – Fall, winter, spring (following screening)

  – Critical to have general education teachers as
    active members of this process.

  Outcome: general education teachers know what to
   teach and how to teach during the core program
   to improve students’ achievement
                     Big Idea

• Do not just use screening data to place
  students into interventions
  – Otherwise you will always be feeding the herd
    individually
        To identify students who need
       additional instructional support
• Are staff using the data?
  • To place students into appropriate
    interventions
  • How are these decisions made?
    – Are they unbiased?
                     Big Idea

• Trust the data!
  – Otherwise you will not be feeding the “right”
    cows

				
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