Universal Screener/Progress Monitor, 2nd Edition (USPM-2)
Step #1: Download and Review the FREE USPM-2 Starter Kit.
The Starter Kit is NOW AVAILABLE and consists of 5 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.
"I was sold on it as soon as I saw it."
Principal, December of 2016
Step #2: Try the USPM-2 for FREE with NO Obligations!
|Everyone||Can download and review the USPM-2||FREE!|
|Teachers||Can use the USPM-2 in their class for up to 3 months||FREE!|
|Teachers||Yearly fee (after the initial 3 months)||Only $15 per Year!|
|Schools||Can use the USPM-2 school wide for up to 3 months/trimester||FREE!|
|Schools||Yearly fee (after the initial 3 months)||Only $100 per Year!|
|Districts||Can use the USPM-2 district wide for up to 3 months/trimester||FREE!|
|Districts||Yearly fee (after the initial 3 months)||Only $250 per Year!|
|Anyone||Consultations/Support via E-Mail or Phone||FREE!|
|Anyone||Staff Trainings/Inservice (Contact Don Asbridge via e-mail)||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.
Step #3: Make a GREAT Choice!
If you are one of the few schools/districts running a successful RtI/PBIS program, then congratulations and keep doing what you're doing!
If, on the other hand, you are one of the many schools/districts struggling with RtI/PBIS, then consider the following two choices:
1) You might choose not to do RtI. There is no law that says you have to do RtI. If you choose not to do RtI, that might be a great choice.
2) If you choose to do RtI, then you need to do RtI well and it's time to seriously consider the USPM-2! Still not convinced? Keep reading...
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.
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):
How It Works - The Progress Monitor (PM-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 USPM-2 User's Guide (Topics):
• 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!
• 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.
• Progress monitoring (using the US-2).
• Progress monitoring (using the PM-2).
• Future directions & next steps.
• Resources & References.
• 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.
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 as significant 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 Expands, Encounters Growing Pains
”RtI continues to expand its reach and evolve. This special report on RtI - Education Week’s second such report - explores the challenges facing educators as they adopt RtI for new uses, scale it up to more schools and districts, and use it to improve learning for all students.”
The USPM-2 helps overcome RtI's growing pains.
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!
Resources by RtI2 Ten Core Components
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)
School-wide Screening for At-Risk Students: Best Practices and School Examples
The PBIS site provides some pretty good information related to school wide screening.
The Center on Response to Intervention forwards information and links related to the topic of universal screening, mostly addressing academic realms.
Controversy plagues school mental health screening
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.
This YouTube video (2:56) by Brooke Miller provides a brief introduction and overview of reciprocal determinism.
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.
If you like the USPM-2, please share this site with others!
USPM-2 Official Home Page: www.xpsych.com/uspm2.htm
USPM-2 Public Release Date: December 28th, 2016 • Page Updated: August 20th, 2017
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USPM-2 © 1993, 2014-21. Donald J. Asbridge, Ed.S. Bakersfield, California USA. Some rights reserved.
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