Universal Screening Data
at the Secondary Level
Collaborative Conference on Student Achievement
Beth Kolb, MTSS Coordinator, Cabarrus County Schools
March 2014
Outline
• Training Routines
• Thinking Activity
• Critical Components & Reflection
• Universal Screening & Sharing
• Early Warning System, Our Experience, & Prediction
• Feedback
Expectations
• Re-engage promptly following activities
• Be an active participant
• Silence cell phones
• Listen attentively to others
• Participate in activities
• Listen and respond appropriately to others’ ideas
3
Attention Signal
• Trainer will raise his/her hand
• Participants quickly finish thought/comment
• Each participant will raise their hand and
wait quietly
4
Let’s get
thinking…
1.View Video (5:40)
1.Stop & Jot
1.Turn & Talk
Where does Secondary Universal Screening fit in RtI framework?
NC RtI’s Critical Components
Critical Components of RtI
1. Leadership and Shared Responsibility
2. Problem-Solving/Data Driven Decision Making
3. Assessment
4. Curriculum and Instruction
5. Sustainability and Integration
6. Family and Community Collaboration
7
Comprehensive Balanced
Assessment System
Progress
Monitoring
Diagnostic
Outcomes
Summative
Formative
Universal
Screening
Summative Assessment:
Outcomes Assessment
Example: EOG, EOC
• Assessments that measure level of achievement of content area
curriculum, standards, and instruction
• Used to determine student achievement and instructional
effectiveness
–Kellough and Kellough (1999); McMillan (2000)
Summative Assessment:
Outcomes Assessment
• Used to triangulate data within a multi-tiered system of
supports
• Used as one piece of evidence for effectiveness of Core for
all student groups
Purpose of Assessment
• Use data to :
– Identify students “off track”
– Set SMART goals
– Determine progress
– Problem-Solve
• There is no “perfect” data, there is only appropriate use of
data
Reflect:
Where is your
school district in
collecting formative
academic &
behavioral data?
Think about universal
screening, progress
monitoring, and
diagnostic sources.
What is universal screening & how does it look
different in secondary schools?
Universal Screening
Universal Screening Defined
• Identify students at-risk for learning difficulties
• Align intervention with at-risk students
• Collected 3 times a year
• Brief assessments on target skills
• Highly predictive of future outcomes
Key language from www.rtinetwork.org
Universal Screening: Secondary Level
•“We think that the best way to identify the majority of students
who need additional intervention at sixth grade and above is
based on consistently low achievement in an academic area of
significance despite overall strong instruction at the classroom
level using research-based interventions” (Vaughn & Fletcher,
2010).
•Early Warning System Indicators: grades, attendance, discipline
Turn & Talk:
What JUMPED OUT
at you from the
previous slide?
One district’s experience…
Cabarrus County Schools
RtI Secondary Pilot
• Two school sites for state pilot
–Winkler Middle School (summer 2011)
–Mount Pleasant High School (spring 2012)
• Completed state trainings & attended RtI Innovations Conference
• Participate in networking meetings & site visits
• Implementing Content Literacy Continuum www.kucrl.org/clc
Early Warning System (EWS)
Cabarrus County Schools
About the National High School Center
The Early Warning Intervention and
Monitoring System (EWIMS)
The National High School Center has devised
a seven-step Early Warning Intervention and
Monitoring System (EWIMS) implementation
process to support the establishment and
implementation of early warning systems for
identifying and monitoring students who are at
risk for dropping out. The process, shown in
the diagram below, is based on research about
data-driven decision making. The steps guide
users to make informed decisions about how to
support at-risk students and how to continue to
monitor their progress over time. In addition to
focusing on individual students, EWIMS guides
users to examine the success of specific
supports or interventions, and to examine
possible systemic issues (e.g., school climate)
that may relate to dropout trends.
The EWIMS Implementation Cycle
The National High School Center at the American
Institutes for Research (AIR) serves as a central
source of information and expertise on high school
improvement for the Regional Comprehensive
Centers (RCCs) and the states they serve, as well
as high school stakeholders across the nation.
Jointly funded by the Office of Elementary and
Secondary Education (OESE) and the Office of
Special Education Programs (OSEP) at the U.S.
Department of Education, the National High
School Center provides the latest research, userfriendly tools and products, and high-quality
technical assistance on high school improvement
issues. Through our work, we aim to ensure that
all students perform to their fullest potential and
are adequately prepared for college, work, and life
after high school.
Early Warning
Systems
for
High School and the
Middle Grades
For more information, please contact:
National High School Center
American Institutes for Research
1000 Thomas Jefferson St., NW
Washington, DC 20007
has been called a national crisis only 74.9
percent of public high school students graduated
with a diploma in 2008.1 To combat this problem,
the National High School Center has developed
the Early Warning Intervention and Monitoring
System (EWIMS), a process that provides
support to students at risk of dropping out. The
National High School Center has also developed
the Early Warning System Middle Grades
(EWS MG) Tool and Early Warning System
High School (EWS HS) Tool, which can be
used as part of the EWIMS process.2 The EWS
Tools are free, Microsoft Excel based programs.
The EWS Tools, in conjunction with the EWIMS
System, can be used to:
Phone: 1-800-634-0503
Fax: 202-403-5875
TTY: 1-800-634-0752
Identify students who are at risk of dropping
out of school.
Web site: www.betterhighschools.org
Questions about EWS: EWS@betterhighschools.org
Support and monitor at-risk students
through school-wide strategies and targeted
interventions.
Follow us on Twitter @NHSCatAIR
1 Stillwell,
www.betterhighschools.org
Become our Fan on Facebook
Dropout and Early Warning Systems
R. (2010). Public School Graduates and Dropouts from the Common Core of Data: School Year 2007 08 (NCES 2010-341). Washington,
DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
2 The National High School Center released a first version of an Early
Warning System Tool in 2008, now referred to as EWS Tool v1.0.
Let’s
predict…
If your school/
district began using
these indicators,
what conversations
would arise?
EWS
Grouping
for
Intervention
Academic
& Social
Academic
Academic = class failure flag
Social = attendance or behavior flag
Social
Off
Track
Team Initiated
Problem Solving
(TIPS) Teams
Last year, Deputy
Superintendent
communicated vision for
trained & supported
team in every CCS
building.
Began implementation
this year.
Top 5% of most
“off track”
Early Learning…
• Helpful for triage
• But, tool is cumbersome. Required help from our
Accountability Department.
• Course failure flag wasn’t “sensitive” enough. We needed
individual reading level data. Then, used multiple data
points to determine level of reading support.
Early Learning…
• Misunderstanding of “interventions” and lack “progress
monitoring” tools; however, most teams see utility.
• With the work of PBIS, some of our secondary schools had
already began organizing their resources. We continued
this work in a Resource Map activity.
Potential Resources & Next Steps
WEBSITES: WE ARE USING
• www.betterhighschools.org
• www.earlywarningsystems.org
• www.kucrl.org/clc
• www.intensiveintervention.org
• www.ies.ed.gov
• www.pbis.org
• www.pbisillinois.org
• www.centeroninstruction.org
• www.bestevidence.org
BOOKS: WE ARE READING
• Reed, D.K., Wexler, J., & Vaughn, S. (2012).
RTI for Reading at the Secondary Level:
Recommended literacy practices and
remaining questions. New York, NY: The
Guilford Press.
• Zemelman, S., Daniels, H., & Hyde, A.
(2012). Best Practice (4th Ed): Bringing
standards to life in America’s classrooms.
Portsmouth, NH: Heinemann.
Before you go, please
write EACH thought on a
different Sticky Note:
1. Likely next step(s)
1. Potential barrier(s)