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Everything Counts



Universal Screener/Progress Monitor, 2nd Edition ©

Donald J. Asbridge, Ed.S.

Introducing the USPM-2

For 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.

  • Thank you for everything you do as a professional educator.
  • Thank you for considering the USPM-2.
  • The USPM-2 can enhance your services.
  • It does not ask you to change your philosophy, services, strategies, or techniques.
  • It does not replace what you are already doing.
  • It results in increased effectiveness with less work.
  • And most importantly, it helps students. 
  • Try it out for free with no risk.
  • If it doesn't help your students, don't use it!


Go to the Downloads Page today and begin the new era in education!

The Nitty Gritty...

There is no need for you to pay $2000 to $4000 per school or $20,000 to $40,000 per district for a commercial universal screener.  If you have someone in your district who knows the basics of Excel™ (you do), then you can easily implement this effective, research-based universal screener/progress monitor for every student!  You don't have to pay an extra $10,000 to $20,000 for "intervention modules" or a new social skills curriculum for your teachers to provide SEL. The USPM-2 provides the structure for PBIS/MTSS models. 

Download the USPM-2 Starter Kit for FREE!

The Starter Kit is NOW AVAILABLE and consists of 6 components:


• The Original Research in PDF format.  

• USPM-2 Powerpoint™ Training Presentation.

• User's Guide 1.0 (explains everything you need to know to get started) in PDF format.

• Universal Screening Form (US-2) in Excel™ format.

• Progress Monitor Form (PM-2) in Excel™ format.

NEW!  Student Self-Rating Scales in Excel™ format.


"I was sold on it as soon as I saw it."

     Principal, December of 2016

Just Released!  The USPM-2 Student Self-Report!


The student is the true expert in his or her life.

Teachers, counselors, and school psychologists can use the USPM-2 Student Self-Report to work with students to gather valuable information related to the student's perceptions of his/her performance and progress.  An additional section addresses the three umbrella sections of PBIS (respect, responsibility, and safety). Goals can be set based on identified needs and progress monitoring can occur through subsequent administrations of the student scales.  The student scales were successfully field tested in 2017-18.

Fees & Terms of Use

 Who
USE/TERMS
LICENSE/FEES
Everyone
 Can download and review the USPM-2
FREE 
 Teachers
 Can use the USPM-2 in their classrooms for up to 3 months
FREE
 Teachers
 Yearly fee (after the first 3 months trial period)
 Only $15 per Year!
 Schools
 Can use the USPM-2 schoolwide for up to 3 months
 FREE
 Schools
 Yearly fee (after the first 3 months trial period)
 Only $100 per Year!
 Districts
 Can use the USPM-2 districtwide for up to 3 months
 FREE
 Districts
 Yearly fee (after the first 3 months trial period)
 Only $250 per Year!
 Everyone
 Consultations/support via phone and/or e-mail
 FREE
 Everyone
 Staff trainings/inservices
 TBD

That's right, you are reading correctly!  You can download and review the USPM-2 for FREE!  A teacher, school, or district can implement it for up three months for FREE!  If and only if it works for you and your students and you choose to continue to use it, then pay the unbelievably low fees to continue use!


If you choose not to continue to use the USPM-2, there are no obligations! 


Please feel free to spread the word about the USPM-2 and refer interested people to this page, but any and all users agree not to redistribute the USPM-2 except as allowed by terms.


The author ultimately retains and reserves all rights to the USPM-2.  Use is unlimited per class, school, or district levels as described by terms of license/fees or elsewhere on this page; otherwise, no part of this copyrighted USPM-2 may be reproduced or used in any other form or by any means, electronic or mechanical, including photocopying, recording, or by any information and retrieval system, without prior written permission of the copyright owner. 

Make a Great Choice!



REMINDER!
Okay, don't listen to me...
But will you listen to RtI For Success?
The PBIS-MTSS model calls for Universal Screening along Multiple Tiers so that Data-Based Decisions can occur and Improved Student Outcomes can become evident through Progress Monitoring.
That's what the USPM-2 does.
It's not rocket science.
It's that easy.

If you are using RtI in your district you probably are providing a lot of interventions.  You might even be monitoring the progress of certain "targeted" students.  You might even have developed a "hot list" of the 50 lowest performing readers in your school.  But chances are you aren't utilizing a universal screener that addresses the whole human for all students in your school.  Chances are you only monitor the progress of a few students in your school - not all of them.  And probably your interventions only seek to improve reading scores.  Students are much more than a score.  The USPM-2 universally screens and monitors the progress of all students in your school.  Interventions address the whole human.  And, the USPM-2 takes about three to four hours per year!  Let teachers get back to teaching!!!

About the USPM-2

The USPM-2 is a research-based (Asbridge, 1993) universal screener and progress monitor utilizing teachers’ perceptions to assist schools with the identification of mild, moderate, or significant levels of risk across ten different domains.  The information gathered allows for systematic, data-based decisions along the three-tiered system of support to help students.


A key component of the RtI (Response to Intervention) service delivery model is universal screening for students. A variety of screening methods are and have been utilized at different schools and districts throughout the nation, yet many current screening methodologies address only academics.  There exist several issues and concerns with only screening for academics and not addressing the whole human.


Many other concerns related to the use, misuse, or nonuse of screening practices are well documented in the research and include the fact that unreliable or even invalid instruments, such as DIBELS, are often or sometimes limited, screening only levels of risk in reading. 


Other problematic issues include differing perceptions of how screenings should occur, resulting in a wide range of practices between and within schools in the same district and even between individual staff members within the same grade in the same school.  The USPM-2 can provide consistency in service delivery methods within a grade level, school, and district. 


Progress monitoring is another required component of RtI but a myriad of similar challenges and difficulties exist. Often, schools don't systematically monitor student progress and if/when they do, there may be very little data involved.


The author has long been skeptical and an outspoken critic of RtI.  Schools and districts have an important choice to make:  either do RtI or don't do RtI, but if you're going to do RtI, then do RtI and do it well.  The USPM-2 can help provide the structure for an effective RtI program.  If you're not going to use RtI, then the USPM-2 can provide the structure for an effective PBIS-MTSS service delivery model.  Either way you look at it, the USPM-2 is a win-win situation..


The USPM-2 requires only 4 hours per year minimum!!!  That's right!  The old behavioral models didn't work because they had a 20,000 page manual and took 40 hours per week to implement.  They turned it into rocket science.  Forget that!

Many (most) districts across the nation continue to struggle with the successful implementation of RtI/PBIS-MTSS (Education Week, 2016, 2017).  The USPM-2 effectively addresses and resolves many concerns and obstacles in the provision of an effective, systematic screening and monitoring instrument and methodology to better serve students.

If you're tired of being just another school mired down for the past twenty years of struggling to implement RtI/PBIS, it's time to consider the USPM-2. 


How It Works - Advantages: 

• Is cost-effective.

• Is time-effective.

• Is easy to use.

• Goes beyond academics and behavior and addresses the “whole child.”

• Allows and encourages professional judgment.

• Values and respects teacher perceptions.

• Stresses early intervention and prevention.

• Effectively uses technology.

• Is based on research and allows opportunities for additional research.

• Provides structure and consistency to the RtI and PBIS-MTSS service delivery models.

• Provides data to assist with decisions to effectively help students.

• Provides several opportunities to monitor student progress.

• Encourages collaboration/consultation/communication amongst stakeholders.

• Enhances home-school communications.

• Does not label children – instead labels levels of concern or risk.

• And more!


How It Works - The Universal Screener (US-2):

• Each teacher/rater is provided with the Universal Screening Form via e-mail.

• Teacher completes the form (should take about an hour).

• Completed form is forwarded to administration and site USPM-2 Manager via e-mail.

• Results are collected, calculated, merged.

• Results are shared with teachers, grade levels, and site/district administration.

• Stakeholders collaborate/consult to make data-based decisions.

• Information is available for student, class, grade, school, and district levels.

• Interventions/services provided as appropriate.

• Progress screening/monitoring reoccurs as appropriate.


How It Works - The Progress Monitor (PM-2): 

• Open the one-page form and complete it!

• Enter the student name, teacher name, and date.

• Enter the frequency/time of ratings (e.g., days, months, year)

• Enter up to 20 observed responses (can document more with more forms).

• Enter the number of observations.

• Results are automatically calculated and visually displayed in graph form.

• (Briefly) document the referral concern, goal, intervention, and results.

• Print out and share with stakeholders.

• Make data-based decisions resulting in improved student outcomes!  


How It Works - The USPM-2 User's Guide (Topics):

• Introduction.

• Overview and description (includes RtI, PBIS, and Reciprocal Determinism Models).

• Pros, cons, considerations, & cautions.

• How universal screening works (includes step-by-step instructions).

• Key to ratings.

• Operational definitions for each domain.

• Interpreting the data (general guidelines plus many examples).

• Making data-based decisions.

• Interventions.

• Progress monitoring (using the US-2).

• Progress monitoring (using the PM-2). 

• Future directions & next steps.

• Resources & References. 

And more!


How It Works - The USPM-2 Student Self-Rating Scale:

• The educator and student consult.

• Student rates his or her levels of concern in each domain.

• Goals can be set based on areas of need or concern.

• Teacher and student cooperatively work toward the goals.

• Subsequent consults can monitor the progress and determine new needs/goals.

• With the student making choices and the educator listening and supporting the student, great progress is possible.

And more!


The USPM-2 provides universal screening and progress monitoring within a multitiered system so that data-based decisions can lead to improved student outcomes.

A Real-Life Example

Here is one example of how the USPM-2 can provide powerful information leading to improved student outcomes.


The third-grade teacher has rated her levels of concern (from 1 to 5) in the ten different domains for each of her students in her class, as did every teacher in the school.


Note:  Operational definitions, keys to ratings, and everything else are in the User's Manual.


From the data alone, you can see how information can lead to an increased understanding and be utilized for every student, classroom, grade level, and school along the multitiered system of support.


Compare the USPM-2 approach, which addresses the whole human, with many RtI/PBIS approaches only addressing academics and behavior.


In the real-life example above, John was struggling with academics, appeared to lack motivation, and often did not complete his assigned classwork and homework.  Instead of just giving more DIBELS, continued poor grades, and a behavioral referral to the office, the teacher considered everything.  


The teacher consulted with John's parent during conference week and some strategies were found to help reduce the homework wars and some modifications were made to allow time for basketball practice.  His teacher also encouraged parent to remove him from a lifetime of grounding and return his use of the computer.  At school, John was allowed to read in small groups rather than in front of the entire class in exchange for his contracted/negotiated agreement to increase his AR points.


Within the first week, John's motivation and home concerns showed significant improvement, both increasing to Level 1 (no significant concerns).  His overall average was reduced to 1.7, showing overall improvement.  His academics remained significant (Level 5) for the rest of the trimester - some things take time.  However, as per progress monitoring results, his ELA rating improved to Level 4 by the end of the next trimester.


The USPM-2 provides universal screening for the whole human to provide interpretive data/information which can lead to interventions and services as appropriate leading to improved student outcomes as shown by progress monitoring.   


"Now we can make learning fun again!"

     Teacher (November of 2016) 

RtI in National Crisis


Special Report:  RtI Expands, Encounters Growing Pains

Education Week


"RtI continues to expand it's reach and evolve.  This special report on RtI - Ed Week's second such report - explores the challenges facing educators as they adopt RtI for new uses... and use it to improve learning for all students.  The USPM-2 meets that challenge.

The New Era

The educational SEL revolution is finally here and the USPM-2 is amongst the leaders!


1) The renewed interest in social-emotional learning (SEL) is here to stay at state and national levels.


2) Social-emotional learning is picking up momentum nationwide and is in part a "pendulum swing" (like we often see in education) but mostly a very specific movement away from the failed behavioral model.


3) It's been over 20 years since the behaviorists legislated their philosophy (in California, that occurred through the Hughes Bill).  Nationwide, schools and districts are now looking for something that works for humans.  Modern educators are wanting to view humans as more than a mere score on a reading inventory and something more than a mere point on a behavioral graph.  The zeitgeist is calling for revolutionary change.  


4) Thank goodness we are finally witnessing the end of the behavioral era.  


5) I welcome the new humanistic era, where we can return to students the freedom and dignity that Skinner took away.  In the new era we can address the whole human.  We can start to recognize that even though the student doesn't like math and failed the quiz, he is the starting point guard on the traveling basketball team, finished 2nd in the Presidential Fitness Test, and plays a mean clarinet.  And he does his chores at home.  Those things count too.  Everything counts.


NOTICE:  The USPM-2 is NOT RtI!!! 


The USPM-2 addresses the whole human, not just a targeted behavior or test score.  The USPM-2 utilizes a positive, humanistic model based on research.  The USPM-2 can help us move successfully into the new era.  And much, much more...

What is SEL?

"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.  However, keep in mind that Panorama Education's model charges approximately $2000 per school site (the USPM-2 is $100 per site!!!


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."

Everything Counts

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.

The Whole Human

How do you measure the whole human?

The USPM-2 uses 10 domains to account for the whole human:


  1. Students go to school to learn reading and writing (ELA=English/Language Arts) and math (Math). Academics (ACAD) remain the primary emphasis of schools.
  2. Students need to attend (ATTD) school in order to learn.  We can only work with students who are there.
  3. Once there, students need to put forth a reasonable effort (MOT=Motivation) to succeed.
  4. Social (SOC), emotional (EMOT), behavioral (BEH), and environmental (ENV) domains represent the aforementioned reciprocal-determinism/social learning theory.  Students are more than a mere test score; students are much more than the simple stimulus-response (S-R) previously used by behaviorists.
  5. Health (Hx) factors complete mind-body dualism (healthy in mind, healthy in body) paradigm.
  6. Are there any other (OTH) factors that need to be considered in order to help the student?  Everything else.

Ratings, Considerations, & Calibrations

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.

3 and 4 are considered Tier II (Moderate) and suggest a need for interventions and/or monitoring.

5 is considered Significant (Tier III) and requires immediate attention.


Note:  the USPM-2 is NOT utilized for students in crisis; if a student is in crisis take immediate appropriate actions.


Considerations:


Establishing levels of concern along a multi-tiered system of support is not a new concept for modern schools and districts.  Many 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 new tests for the USPM-2 to show the student is low in reading... they already know who is low in reading because they've already given a bunch of tests!  The USPM-2 values teacher's time.


Okay, I'll soon be sharing a funny story here...


*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. 


Norming/Calibration:


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 Flexible To Meet Your Needs

The USPM-2 is proving to be highly flexible and can meet the needs of schools/districts in many ways, including:

  1. Provides the foundation and structure for RtI and Rti2
  2. Provides the foundation and structure for PBIS and MTSS
  3. Provides screening/monitoring data for all students in the school for SST/SAT teams
  4. Provides SEL data for LCAP purposes
  5. Provides Key Indicators for ESSA purposes (i.e., Digital Chalkboard)
  6. Can be adapted/utilized to screen/monitor progress for special/at-risk populations and programs
  7. Can be adapted to screen for dyslexia under new California Guidelines (see next section)
  8. Data sorts can help determine/prioritize specific areas of need in classes, grades, schools, and districts
  9. Format can easily be implemented in Google Docs™

Many professional educators (myself included) oftentime 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.

Use The USPM-2 To Meet The New Dyslexia Guidelines

In September of 2017 the California Department of Education released the California Dyslexia Guidelines (PDF Document, last modified October 2017) to address the new law related to dyslexia (many other states passed similar laws).  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 ways 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 new 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 California 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? 

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 - all the teacher has to do is document the results).  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


NOTE:  Phenomenological data (i.e., levels of concern from 1-5) could be used or actual test scores could be used.


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!

WARNING!

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 versions 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!


From Miss D:  Could The USPM-2 Help Prevent A School Shooting?

(Saturday, March 3rd, 2018)  Hello Everyone!  As you know, XP has written about 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


Still Not Convinced?

Top 10 Reasons To Use The USPM-2:


1) Leads to improved positive outcomes for students;

2) Provides the framework and structure for RtI/PBIS service delivery models;

3) Humanistic approach addresses the whole-human, not just reading and behavior;

4) Respects and values teacher perceptions and judgments;

5) Encourages professional communities, collaboration, and consultation;

6) Is time-effective - requires only about 10 hours per year - teachers have time to teach;

7) Effectively uses modern computer technology;

8) Research-based and allows additional opportunities for research;

9) Easy to use and understand; and

10) Hey, it's free, it can't hurt to give it a try, eh? 


See if The USPM-2 is the Right Choice for You!


Click Here to Complete the USPM-2 Checklist!


Frequently Asked Questions


Have a question?

Click here to submit it!

Q: I'm interested, but before I commit my entire school to using the USPM-2, I'm thinking it might be wise to pilot it in a few classrooms or for a grade level first.  Do you think that's a good idea? 

A:  Yes, that's a great idea!


Q: You advertise and promote the USPM-2 "Starter Kit."  If I get started using the USPM-2, what else will be needed down the road?  Are there any surprises?

A: The main requirement will be the need for someone who is capable using Excel™ spreadsheets. Someone will need to be able to collect the data, merge it, sort it, print it, and distribute it to each teacher and stakeholder for additional interpretation (i.e., so subsequent data-based decisions can occur).


Q: I work in a district that is increasingly emphasizing outcome-based educational practices.  Can the USPM-2 provide data that can show improved student outcomes?

A: Yes, that's exactly what the USPM-2 does.  The data can show the progress your class andy your students made.


Q: Are you saying RtI/PBIS can be this simple and effective?  Over the past ten years my district has spent hundreds of thousands of dollars struggling to get RtI to work.

A: Yes, that's what I'm saying.  


Q: Is the USPM-2 the same as RtI?  I'm confused.

A: No, but the USPM-2 provides the basic components and structure necessary to provide effective RtI (and PBIS-MTSS and more).


Q: I like the universal screening component but I have my own progress monitor that I've successfully used for years. Is it okay if I continue to use my own monitor?

A: Yes of course.  Always do whatever works best for your students.


Q: Can I customize US-2 and PM-2 forms?  I want to add my school's logo and colors.  I also want to add a couple columns to better meet the needs of my students.

A: Yes, feel free to customize the forms however you would like.  Make it your's!  If you have any ideas on how the USPM-2 can be improved, please never hesitate to let me know!


Q: We are trying the USPM-2 at my school and we love it!  We are calling it USPM-Lite because it's so effective and easy to understand and implement.  Is that okay?

A: Yes, that is terrific!  I'll take that as a great compliment and start using that term myself!  Thank you!


Q: I love the USPM-2!  Can I share it with other teachers and on teacher resource sites?

A: Thank you!  Please feel free to tell other teachers and educators about the USPM-2 and do not hesitate to spread the word across the internet, but please do not redistribute the USPM-2... instead, refer them to this page.


Q: I work in a SELPA in a different state.  We are thinking about using the USPM-2 for all the districts in the county. What do you think?

A: I think that would be a terrific choice.


Q: Aren't you the guy who has always complained about RtI?  Why the change of heart now?

A: Yes, that's me!  As a social scientist I've always been skeptical of RtI for too many reasons to list here. I'm forwarding the USPM-2 because, frankly, it's embarrassing to see public education continue to fail to such a degree year after year. I think we can do better.  We have to do better.  RtI is in a national crisis.  There are no magic cures but the USPM-2 provides a real opportunity to get back to the basics, to find something that works better.


Q: I'm still confused.  You don't like RtI but you are recommending RtI?

A: Let's just say it... RtI failed and has been a miserable failure for twenty years, yet everyone is still for some reason does it.  I say if we have to to RtI, then let's make it simple.  It shouldn't be rocket science, it shouldn't take forty hours per week to implement, and it shouldn't require a 40,000-page user's manual.  RtI failed because all that happened in 95% of districts across the nation was the provision of [behavioral] "interventions" because that seems like a nice thing to do.  Seemingly, little or no time or effort was spent actually establishing the program, which merely consists of universal screening, progress monitoring along a multitiered system of supports, leading to data-based decisions.  They started a program but never started the program!  So all the USPM-2 states is, "if we have to do RtI (and we don't have to do it - your district might just decide that RtI has been a miserable failure and they just aren't going to do it any more - that might be a wise choice), then let's do RtI and remember it's not rocket science.  Screen, monitor, make data-based decisions resulting in observable positive student outcomes."  It's that easy... four hours per year.  Then teachers can get back to teaching and the USPM-2 has provided a wealth of data at a variety of levels to help students. 

References & Links

Resources by RtI2 Ten Core Components

www.cde.ca.gov/ci/cr/ri/rtiresources.asp

On this California Department of Education page are resources, links, and information related to RtI.  This list, identifies the ten core components of RtI, reminding us once again how easy RtI should and could be (well, all except SLD determination, that's another story). Teachers are already providing high-quality classroom instruction - thank you for all you do!  The USPM-2 either directly or indirectly provides or assists with the items on the list:

• High-quality classroom instruction

• High expectations

• Assessments and data collection

• Problem-solving systems approach

• Research-based interventions

• Positive behavioral support

• Fidelity of program implementation

• Staff development and collaboration

• Parent and family involvement

• Specific Learning Disability determination (RtI2 only)

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School-wide Screening for At-Risk Students:  Best Practices and School Examples

www.pbis.org/common/cms/files/pbisresources/B1_Lewis_Powers_Dixon_REVISED.pdf

The PBIS site provides some pretty good information related to school wide screening.

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Universal Screening

www.rti4success.org

The Center on Response to Intervention forwards information and links related to the topic of universal screening, mostly addressing academic realms.

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Controversy plagues school mental health screening

www.usatoday.com/story/news/nation/2014/01/13/school-mental-health-screening/4454223/

The USPM-2 is not a mental health screener.  There are pros, cons, considerations, cautions, risks, and potential pitfalls whenever ranking and sorting of humans occur by any method.  The USPM-2 does not screen for, nor diagnose, any mental health or DSM conditions.  In addition to the USA Today article, there are thousands of additional resources available through an internet search related to mental health screenings.  The USPM-2 does screen for real-life difficulties in real language.

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Reciprocal Determinism

www.youtube.com/watch?v=YrA_gYEhCmo

This YouTube video (2:56) by Brooke Miller provides a brief introduction and overview of reciprocal determinism.

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The USPM-2

The Universal Screener/Progress Monitor, 2nd Edition (USPM-2) by Donald J. Asbridge provides the necessary components for the successful implementation of RtI/PBIS-MTSS in classrooms, grade levels, schools, and districts.

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See XP's Links Page for additional links related to SEL, Universal Screening, PBIS/MTSS, etc.

Share the USPM-2

If you like the USPM-2, please share this site with others!

USPM-2 Official Home Page:  www.xpsych.com/uspm2.htm

E-Mail:  [email protected]

USPM-2 Public Release Date:  December 28th, 2016  •  Page Updated:  July 10th, 2018

Go to the Downloads Page to download the FREE USPM-2

Become a Registered User

Check out the NEW Universal Screener Page on Facebook

USPM-2 © 1993, 2014-21.  Donald J. Asbridge, Ed.S.  Bakersfield, California USA.  Some rights reserved.


 

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