Step 1 (Winter) – Determine criteria for schools to participate in universal screening for behavior. Select schools to participate.
Step 2 (Spring) – Complete resource map with each school.
Step 3 (Spring) – Complete a gap analysis with each school.
Step 4 (Spring) – Confirm that each school has adequate social, emotional, behavioral supports.
Step 5 (Spring) – Select a screening tool.
Step 6 (Spring) – Consult with district legal consultant about whether to use active or passive parent consent
Step 7 (Spring) – Finalize parental consent form. Collect consent forms at the beginning of the academic year
Step 8 (Summer) – Complete universal screening action plan with each school.
Step 9 (Start of the School Year) – Introduce school’s social, emotional, behavioral learning initiative to the school community.
Step 10 (At least 30 days before first screening date)– Train teachers on how to collect universal screening data. The process for data collection will vary based on respondent (e.g., student, parent, teacher).
Step 11 (First Screen – Six weeks into the School Year) – Conduct the screening.
Step 12 (Immediately after Screening) – Score the screening data.
Step 13 (Within Two Weeks of Scoring) – Review school-, grade-, gender-, race-, and classroom-level data and make decisions about whether and how to improve Tier 1 supports.
Step 14 (Within Two Weeks of Scoring) – Review student-level data and make decisions about how to provide Tier 2 or Tier 3 supports.
Step 15 (Spring) – Complete second/third screenings. If two screenings will be conducted, complete the second screening 30 days after the start of the second semester. If three screenings will be conducted, complete the second screening before the winter break, and the third screening before spring break.
In this introductory webinar, we define behavior screening and provide a rationale for why students and schools benefit from incorporating screening into their data-based decision making processes.
In this webinar, we explain the importance of establishing screening readiness before conducting the screening. Resource maps and the gap analysis process are introduced.
After a district confirms their readiness to conduct screening, they should select a psychometrically sound measure that aligns with the constructs they hope to screen for. This webinar describes considerations when selecting a screener.
This webinar describes the Protection of Pupil Rights Amendment, which guides the screening consent process. Also, screening action planning forms and strategies for gaining stakeholder buy-in are described.
Families often have questions about the purpose and use of screening data. This webinar is for families and describes how screening fits within a whole child approach to education.
Teachers are important stakeholders in the screening process. They are either completing the screening forms on the student (for teacher-report forms) or they are proctoring the screening (for student-report forms). Teacher buy-in is critical. This is a webinar for teachers.
After screening has been completed, this webinar will assist you in understanding how to analyze your screening data at the Tier 1 and student levels.
In this final webinar, the author describes some of her team’s research on screening in the schools. Her research has primarily focused on understanding the added value of adding behavior screening data to school district data systems.