Universal Screening

Universal Screening

Screening is conducted to identify or predict students who may be at risk for poor learning outcomes. Universal screening assessments are typically brief, conducted with all students at a grade level, and followed by additional testing or short-term progress monitoring to corroborate students’ risk status.

In screening, attention should focus on fidelity of implementation and selection of evidence-based tools, with consideration for cultural and linguistic responsiveness and recognition of student strengths.

 

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Center Resources

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In this webinar Dr. Tessie Rose Bailey provides an overview of the essential components of RTI including screening, progress monitoring, a school-wide, multi-level prevention system, and data-based decision making.

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After scores on the 2014 New York State English language arts assessment at P.S. 52 Sheepshead Bay School in Brooklyn were unsatisfactory, first-year principal Rafael Alvarez searched for a way to improve academic outcomes for his students, who come from diverse socioeconomic backgrounds and about a quarter of whom are English language learners.

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In this webinar, Ms. Amy Peterson provides an overview of universal screening, why screening is important and how to use screening data to make data based decisions. 

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In this presentation, Drs. Dia Jackson and Jennifer Pierce focused on two key lessons learned about RTI implementation based on findings from a recent study conducted by Balu, Zu, Doolittle, Schiller, Jenkins, & Gersten (2015) and work with states and districts. The session shows how seemingly small decisions related to fidelity of implementation can have a powerful impact on student outcomes and provides recommendations for how to implement RTI to achieve improved student learning outcomes. 

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Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) are frameworks for integrating instruction, evidence-based interventions, and assessments to meet the academic and behavior needs of all students. The essential components of MTSS are as follows: screening, progress monitoring, a multilevel prevention system, and data-based decision making (National Center on Response to Intervention, 2010).

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This guide explains how leaders can use a research-based framework for response to intervention (RTI) to improve learning for all students. The majority of states have some form of RTI initiative in place already. This guide can help states leverage existing initiatives to support the statewide school improvement efforts spelled out in their ESEA flexibility plans.

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Ongoing sustained professional development that allows educators to continuously examine, reflect upon, and improve instructional practice, data-based decision making, and delivery of interventions is essential for implementing a multi-tiered system of support (MTSS). Where do we find resources to provide this professional development?

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As response to intervention (RTI) grows into its adolescence, questions about efficacy and challenges with implementation have emerged. In this webinar, panelists Lynn Fuchs, Doug Fuchs, Allison Gandhi, and Rebecca Zumeta Edmonds address findings from the recent Institute of Education Sciences evaluation of RTI, as well as lessons learned from state and local evaluations of implementation. They also discuss how use of increasingly available high-quality resources, combined with intensive, comprehensive implementation provide reasons for optimism that RTI can indeed progress from a tumultuous adolescence to successful adulthood. 

Non-Center Resources

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In this video developed for the Illinois Center for School Improvement, Dr. Rebecca Zumeta Edmonds discusses how screening tools can provide a more accurate measure of at-risk students within the context of a multi-tiered system of supports.