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Over the past twenty or so years, the behaviorists have dominated education with their RtI model, but those bleak times are finally over. Instead of merely "targeting a behavior" and utilizing "behavioral control" or "behavior instructions," educators can now address and empower the whole human - everything. The USPM-2 is a humanistic SEL method to empower humans. It is easy to use, cost and time effective, and values teacher's perceptions. Welcome to the new era in education.
Download the USPM-2 today and begin the new era in education!
Could the USPM-2 Prevent A School Shooting?
(Saturday, March 3rd, 2018) As you know, XP has written about mass shootings, mental health, and related issues for almost 20 years. You are familiar with his BWAG, TWAG, GGWAG, and EWAG. The USPM-2 might help educators in a big way, or maybe only in a small way, address and possibly even prevent school shootings. The USPM-2 allows educators to know their students - all students in the school. By knowing humans (the whole human, not just as a test score or a star on a behavioral chart), educators can talk with and understand them, and seek interventions and services if/when appropriate. With the USPM-2, no one gets lost in the system.
I highly recommend you check out the USPM-2 and join XP's educational revolution now!
You never know, you might just be saving a life.
See you soon and stay safe out there.
The educational SEL revolution is finally here and the USPM-2 is leading the way!
"We're in a whole new world." Michael Hanson, Former Superintendent
"SEL" stands for Social-Emotional Learning and represents the growing movement toward the recognition that public education needs to address and account for more than just test scores and behavior.
CASEL (Collaborative for Academic, Social, and Emotional Learning) is amongst the leaders in this movement. Their mission, like mine, is ambitious. They are striving to make evidence-based social and emotional learning (SEL) an integral part of education from preschool through high school. View their strategic plan as they/we strive to transform this momentum into a movement.
The 8 CORE California districts (Los Angeles, San Francisco, Sacramento, Oakland, Long Beach, Santa Ana, Sanger, Garden Grove, and Fresno) and many others throughout the nation have recognized the importance of SEL and are on board, using concepts/technology from Panorama Education. You are highly encouraged to watch the brief 6-minute video, from the Panorama site, explaining the SEL vision as well as Fresno's success story.
The USPM-2, just as is true for CASEL, Panorama Education, and others, strives to provide a research-based, data-driven, reliable and humanistic method/model to address the whole human, everything.
The USPM-2 moves beyond behaviorism and instead provides humanistic opportunities to understand and address the whole human - everything. A reciprocal-determinism model (Social Learning, Bandura & Walters) considers cognitions (Thinking), emotions (Feelings), and behaviors (Doing), within the setting (Environment/Social) and accounts for and addresses the complex interactions between and within them all.
"How do you measure the growth of an entire human?" (Michael Hanson, Former Superintendent)
The USPM-2 uses 10 domains to account for the whole human:
The classroom teacher rates his or her level of concern for each student in each domain from 1-5.
1 and 2 indicate Mild or No concerns and are considered Tier I.
Note: the USPM-2 is NOT utilized for students in crisis; if a student is in crisis take immediate appropriate actions.
"How would you define a moment?" Will Hoffman, RadioLab
Establishing levels of concern along a multi-tiered system of support is not a new concept for modern schools and districts. Most already are doing that through RtI and PBIS-MTSS. Here is what is different about the USPM-2: teachers' phenomenology* and perceptions are valued. The teacher almost always knows his or her students better than anyone else on campus.
Teachers' ratings provide real and powerful data.
Ratings are not just a "gut instinct," but instead reflect their professional judgement - teachers know their students! The USPM-2 doesn't ask teachers to go give several tests to "prove" their ratings (but if asked, any teacher could provide all kinds of testing and other data to support their ratings). Teachers are very busy people... they don't have time to go give a bunch of tests to show the student is low in reading... they already know who is low in reading. The USPM-2 values teacher's time.
*Phenomenology, as used in the USPM-2, means the rater's perception, based on everything s/he knows. For example, the teacher rates the level of concern as a "3," based on countless hours of observations, student comments and discussions, classroom performance, parent input and communications, test and quiz scores, nationally-normed scores, formal and informal academic measures, personal and observed interpersonal dynamics in class, the hallways, cafeteria, and playground, seeing and helping the student cope with bad days or moments during the school year, celebrating victories and birthdays, watching him or her learn to play an instrument or scoring 8 points in the basketball game or finishing his homework for the first time all year... etc. When you think about it, all that data is much more powerful than say, a 12 on a DIBELs.
Phenomenology, in and of itself, goes much deeper and is a scientific as well as a philosophical approach. Time and space limitations do not allow an in-depth discussion of phenomenology at this time but the interested reader is encouraged to research the term further.
It is true that not everyone perceives the world in the same way. Some teachers rate all of their students as a "1" while others feel all of their students are a "5"! It is therefore useful to implement a norming/calibration process to "get everyone on the same page of the book." This is not a new concept: teachers have always collaborated to insure a grade of A, for example, is the same for Student A as it is for Student B.
Usually, during a grade-level meeting or other professional collaborative event, teachers can discuss their levels of concern for their students and can mutually agree upon an understood system. With practice and experience, teachers will soon become experts at consistently rating their levels of concern. The Ratings KEY operationally defines the three tiers.
There are a few "calibration/norming activities" I have found useful. Contact me for more information.
The USPM-2 is proving to be highly flexible and can meet the needs of schools/districts in many ways, including:
Many professional educators (myself included) oftentimes feel "swamped" with so many programs, laws, procedures, regulations, etc. with which to deal on a daily basis. The USPM-2 is like 8 programs in one (RtI, Rti2, PBIS, MTSS, SST/SAT, SEL, ESSA/Digitial Chalkboard, and Dyslexia screenings)!
Use the USPM-2 to implement the other programs! Think of the time and cost savings.
In September of 2017 the California Department of Education released the California Dyslexia Guidelines (PDF document, last modified October 2017) to address a new law related to dyslexia. Washing their hands of the matter, the CDE forwarded their findings to the county offices, who in turn washed their hands and dropped the findings on to the districts. Now each district in the state (and even each school in each district) is defining and assessing dyslexia differently. But not to worry, I can tell you right now that's the way it's always been - the only thing that's changed is now there's more work for everyone. XP would like to, um, thank the dyslexia advocates and lawyers for creating this mess. However, there is hope! Your school and/or district can use the USPM-2 to address the new law and procedures in a time- and cost-effective manner... then teachers can get back to the important task of teaching! Here, in a nutshell, is how you can modify the USPM-2 to address the new CA dyslexia guidelines:
SURPRISE! The new dyslexia guidelines call for universal screening and progress monitoring along a tiered system of supports so that data-based decisions can occur (p. 42). Sound familiar?
Tier I: General education instruction & screening for all K students.
Identified as essential areas for assessment (Table 9.1, p.48) in the CDE document, kindergarten teachers complete results for each domain. Not to worry, kindergarten teachers already assess these areas. Using the USPM-2 format, other grades could also screen and/or monitor.
KEY to Abbreviations:
- PA = Phonological Awareness (including Phonemic Awareness)
- RN = Rapid Naming: Letters, Numbers, Colors, Objects
- AK = Alphabet Knowledge
- GP/A = Grapheme-Phoneme and Phoneme-Grapheme Association
- Dec/PN = Single Word Decoding of Real Words and Predictable Nonwords
- RC = Reading Comprehension
- ORF = Oral Reading Fluency
- E(Sp) = Encoding/Spelling
Tier II: General education instruction & interventions/progress monitoring as appropriate.
Using the USPM-2, post-hoc analysis reveals the lowest 7% of the population (i.e., those who may need additional interventions, assessment, and/or progress monitoring). The progress monitoring component can help determine which students are responding to interventions and those who may need additional assessment.
Tier III: Assessment for special education.
If/when dyslexia (that is, a learning disability) is suspected, assessment for possible special education eligibility occurs (pp. 53-55). That's the way it's always been and that's the way it remains.
You can quickly see how the USPM-2 is flexible to meet the new California Dyslexia requirements without every school and district in the state having to form new task forces to develop new manuals filled with new procedures.
Keep using the USPM-2, keep doing what you're doing, and thank you for everything you do!
The SEL Industry is already booming. A lot of individuals and corporations are already making millions of dollars with their products. There is nothing wrong with that and XP is all-in on SEL (as a psychologist, I've always addressed the whole human). But the SEL Industry needs to remember and learn from the past. Remember why RtI failed...
RtI came in like a bull in a china shop, legislated their philosophy, bullied everyone until they gave in to their new behavioral model, made lots of money selling their 20,000 page manuals filled with their version of rocket science, and expected teachers and staff to spend twenty hours per week passing out the correct number of M&M's as per the prescribed schedule of reinforcement.
My plea to the SEL industry is to remember all this and not to repeat the mistakes the behaviorists made. SEL approaches and philosophies are great, but don't legislate the philosophy. SEL is great but don't expect staff to spend 20 hours per week in SEL activities. SEL is great, but are you really charging $20,000 per district? $2000 per school? There exists a wealth of research and information related to the life-changing potential of SEL approaches but SEL is more than a get-rich quick fad, it's not a magic cure... it's an approach that can sometimes help humans. So to those who are jumping on to the SEL train, please treat SEL with respect. And, BUYER BEWARE! Think twice before you spend $20,000 on a new computerized program expecting your teachers and staff to change their entire professional approaches, techniques, strategies and philosophies spending twenty hours per week or more involved in computer activities.
Here's a brief reminder: the USPM-2 asks for four hours per year, not twenty hours per week You can download the USPM-2 for FREE. And a there's a lot more of course! I hope that before your district shells out $20,000 for one of the big programs, you'll compare it with the USPM-2!
The USPM-2 is being successfully implemented in three schools (Princeton, Morningside, Nueva Vista) in the Delano Union School District in Kern County, California. Fremont School most likely will begin soon.
Will your school be next?
Will your classroom be next?
A lot has been happening in education in the past six months. Keep checking back as there are new developments on an almost daily basis... revolution is quick change and we are having an educational revolution.
Next: Go to the OFFICIAL USPM-2 Page