Universal Screening (K-12)
Universal Screening (K-12)
Universal screening is conducted, usually as a first stage within a screening process at least three times per year, to identify or predict students who may be at risk for not meeting end of year learning targets. 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’ growth and achievement.
Fidelity of universal screening requires that a system be in place to assess the health of core instruction for all students. Grade level teachers meet regularly to discuss student learning outcomes and plan for hands on authentic exercises that promote student learning. Screening data is used to inform planning as well as instructional practices. Using data to inform decisions, teachers have the information they need to change predicted outcomes earlier rather than later, especially for the most vulnerable students. Overall, data is used to support student learning by developing and delivering lessons focused on interventions for students who are experiencing difficulty in a particular concept or skill as well as to extend student learning for students who are meeting grade level learning targets.
At Seneca Valley, ALL K-8 students are screened a minimum of three times per year to assess whether differentiation is working to grow all students regardless of a student’s proficiency level. Screening instruments used are brief, have standardized administration and scoring rules, predict student performance on established benchmarks and are nationally normed. Screening data is shared with stakeholders in a timely manner and maintained in the SV portal that generates user-friendly reports for administrators, teachers and parents.
Universal screening at the secondary level is equally important and typically occurs 2-3 times per year dependent upon course enrollment and grade level. At the high school level, screening usually constitutes the collection and review of multiple data sources that includes PVAAS projections, Keystone course performance data, STAR (universal screening), aimswebPlus (progress monitoring), attendance, and behavioral data. aimswebPlus is diagnostic assessment which is needed for a subset of the population to determine the root cause related to academic concerns.
Pennsylvania and Seneca Valley promote districtwide efforts for screening along with data-informed decision making to ensure higher levels of learning for our students. Designing instruction to allow for multiple entry points and providing just-in-time interventions within core instruction will allow for equitable access to the course curriculum. In addition, observing and evaluating how students respond to instruction will also be a variable in determining who is at risk for not meeting end of year learning targets.
STAR: STAR assessments are administered to students in grades 3-8. STAR assessments are used to measure achievement and growth in math and reading. STAR results provide administrators, teachers and parents with helpful, timely and actionable data to help inform planning as well as the selection and implementation of instructional strategies to introduce and reinforce essential learning. Regardless of how far above or below students are from their grade level benchmark, STAR data connects assessment results to academic standards which provides administrators and teachers with information to develop measurable improvement goals.
aimswebPlus: aismwebPlus is a universal screening tool that monitors reading and math skills of K-12 students. The assessed standards-aligned measures uncover learning gaps to identify at risk students. aimswebPlus data also provides information about individual and classroom growth over time. Progress monitoring features within aimswebPlus track student progress for more effective instruction and interventions.
