Universal Screening

1. Universal Screening Presented by Sherry Schoenberg, Nicholas Devita, and Michaela Wisell

2. Agenda

3. Consider these questions: • Where are we in our implementation? • What do I hope to learn? • What did I learn? • What will I do with what I learned? • By when? Maximizing Your Session Participation Use the Learning Reflection Sheet

4. Where is your school in the implementation process? Adapted from Fixsen & Blase, 2005

5. Poll Do you have a screening process/procedure in place at your school to assess for social/emotional/behavioral risks? • Yes, we have a formal process/procedure. • Yes, we have an informal process/procedure. • No, what is social/emotional/behavioral screening?

7. Poor Outcomes for Unidentified and Untreated Youth

8. What is emotional/behavioral screening? • Early identification of students at risk of school failure due to social, emotional, and/or behavior problems. • Mechanism for targeting students who need additional supports after receiving evidenced-based universal behavior supports (i.e. PBIS)

9. Why Universal Screening? • To find students whose problems are not immediately obvious. • To identify problems with a high degree of accuracy. • Early identification leads to early intervention. • To select interventions based on results of rating scales on the screening tools. This is most effective and efficient.

10. Academic Systems Behavioral Systems Intensive, Individual Interventions • Individual students • Assessment-based • High Intensity Intensive, Individual Interventions • Individual students • Assessment-based • Intense, durable procedures Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response Universal Interventions • All students • Preventive, proactive Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

11. Universally Accepted Types of Screening in School Why not?

12. Poll: How does your school determine which interventions to use with students? • We look at what’s available and provide that intervention to the student. • We use data collected about the student to match student to an appropriate, existing intervention • We develop individualized interventions based on student’s specific needs • We develop an inventory of supports based on risks identified through a systematic screening of all students.

13. Interventions with an Evidence Base TARGETED INTERVENTIONS Vannest K, Reynolds CR, Kamphaus RW. BASC-2 intervention guide for emotional and behavioral problems. Bloomington, MN: Pearson Assessments; 2009.

14. Three Pathways

15. Student Outcome Data: Use SWIS as Universal Screener Proportion of students with: 0-1 Office Discipline Referrals (ODRs) 2-5 ODRs 6+ ODRs Screen two times per year and compare across time Last 2 weeks of October/first 2 weeks of November Last 2 weeks of February/first 2 weeks of March

16. Universal, Tier I

17. Discipline Data for Universal Screening Cumulative Mean ODRs Per Month for 325+ Elementary Schools 08-09 The “October Catch” Jennifer Frank, Kent McIntosh, Seth May, & Scott Spaulding

18. Great Article on the “October Catch”:https://www.pbisapps.org/community/Pages/The-October-Catch.aspx

19. Tracking Indicators of Risk

20. Tracking Positive Behavior Expectations

21. Aren’t ODRs Enough?

22. Features of Good Universal Screening

23. Multi-Stage & Multi-Gate Approach to Screening

24. Social-Emotional Universal Screening Examples Michaela Wisell Coordinator of Social-Emotional Learning MAUSD Michaela.Wisell@mausd.org Nick DeVita School Psychologist NCSP ANWSD ndevita@anwsd.org

25. SAEBRS and mySAEBRS Social Academic and Emotional Behavior Risk Screener Nick DeVita School Psychologist NCSP ANWSD ndevita@anwsd.org

28. WHY ARE WE DOING THIS?!

29. Fast Facts from the Youth Risk Behavior Survey • 42,773 - number of deaths by suicide in the United States • For perspective… 38,000 - Capacity at Fenway Park • 18 - The estimated number of people intimately and profoundly affected by each individual death by suicide • ~770,000 affected nationally • Population of Vermont: 626,042 (2015 estimate) • 12.3 minutes - frequency interval in minutes of death by suicide • LGBTQ Youth are more than twice as likely to have attempted suicide as their heterosexual peers (cdc.gov) • >25% of transgender youth reported suicide attempts (cdc.gov)

30. Some YRBS Statistics from our district… • 17% of our HS students reported being bullied, up from 12% (MS 49%→32% • Only 49% of our students agreed that in their community they feel like they matter to people, which is down from 60% 2013 • 17% of VUHS students said they purposefully hurt themselves without wanting to die (8% in 2013) • The percentage of VUHS students who felt sad or hopeless for two weeks in a row or longer jumped from 12% in 2013 to 21% in 2015 (Middle School 20%→20%) • 12% of our VUHS students indicated to have made a suicide plan in the past 12 months, up from 7% in 2013 (Middle School 12%→9%) • 8% of our students had attempted suicide in the past 12 months up from 2% in 2013 (Middle School 9%→6%)

31. Our Game Plan: • Present information to staff and faculty at fall in-service • explained why we were doing this and the process • mySAEBRS was to be completed three times per year by the students in grades 4 through 9 • SAEBRS completed twice per year by teachers- winter and spring • Middle/High School students completed survey during morning meeting, while teachers were given time during an in-service day • Elementary students/teachers completed both surveys with a window of time (usually about a week)

32. Main Areas of Concern • Arguing • Sadness • Withdrawn • Anxious • Social acceptability • Resilience • Positivity

36. Next Steps for Students At-Risk • Team reviewed results of the surveys • Identify if students flagged are currently receiving services and what those services are/what are they focusing on. • Interview people involved with student • Ask about the student’s family situation or living situation. • Do they already see someone for support outside of school? • Ask about academic performance • If the majority of the students in one classroom or school are at-risk, there needs to more resources and supports (i.e. PBIS, social-emotional curriculum, counselors within the classroom, etc.) for each student within the tier one level.

37. Some Concerning Warning Signs to Look for… • Threatening suicide or expressing a strong wish to die • Making a plan- how when, where • Seeking access to lethal means- guns medications, poisons, rope, alcohol, cars, etc. • Talking, writing, drawing, using social media, or texting about death • Displaying overwhelming emotional pain or distress • Giving away prized possessions • Showing abrupt improvement after a period of sadness or withdrawal • Persistent feeling of failure and severe mood swings • Neglect of personal appearance • Impulsiveness and/or unnecessary risk-taking

38. BASC-3 BESS Behavioral Emotional Screening System that identifies students social emotional strengths and weaknesses Michaela Wisell Coordinator of Social-Emotional Learning MAUSD Michaela.Wisell@mausd.org

39. Sneak Peak Worries Is well organized Has poor self-control Sad

40. What does the Screener tell us... -Overall Behavioral and emotional risk index -Overall mental health status of children -Externalizing risk index -Behaviors directed towards the external environment. i.e. Pagg, Disruption, Defiance -Internalizing risk index -Negativity focused inward. i.e. coping challenges, emotion management. -Adaptive skills Risk index -Practical skills needed to function and meet demands of environment. i.e. caring for oneself, communicating with others, self direction.

41. Format Consists of three forms -Teacher form: Takes roughly 2-4 minutes per student to complete. Prek-12 -Parent form: Takes roughly 2-4 minutes per student; Recommended for Prek-3rd grade -Student form: Takes roughly 2-4 minutes per student; Recommended for 4-12 grade.

42. Screener Windows Completed three times per year Mid October End of January End of May

43. Why BESS -We had already purchased AIMSWEB for the purposes of academic benchmarking in Math and Literacy. -We didn’t have a systemic Social Emotional framework or systemically use ODR’s. -We believed that a social emotional screener was essential to early detection and the deployment of intervention.

44. How do we use it? -Student’s are screened three times a year. At that same time we pull ODR’s and Truancy data and triangulate it to determine those kids who might benefit from intervention.

45. Taking it one step further

46. How is this impacting student outcomes? -Schools can see risk levels for students in a more comprehensive way which makes them better prepared to deploy an appropriate intervention. -Schools can utilize multiple screening methods which cast a wider net for the purposes of “flagging students” who may benefit from intervention -The tool helps influence conversations amongst teachers around the “whole child” that aren’t based on anecdotal or emotionally charged.

47. References https://www.aimsweb.com/behavior-screening

48. What Screening Tools are out There? http://www.ci3t.org/screening

49. List of Screeners • Student Risk Screening Scale http://miblsi.cenmi.org/MiBLSiModel/Evaluation/Measures/StudentRiskScreeningScale.aspx • Social Skills Improvement System http://www.pearsonclinical.com/education/products/100000322/social-skills-improvement-system-ssis-rating-scales.html • Strengths and Difficulties Questionnaire www.sdqinfo.org • Systematic Screening for Behavior Disorders http://store.cambiumlearning.com • BASC™-2 Behavioral and Emotional Screening System (BASC-2 BESS) http://www.pearsonassessments.com • Social, Academic & Emotional Behavior Risks Screener http://ebi.missouri.edu/?p=1116

50. Screening Tips • Recommended 2-3 times/year • October & February • Group administration of Stage 1 • Teachers should have known students for at least one month • Review definitions/examples of externalizing and internalizing problems