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FEATURED PRODUCT

Universal Screener/Progress Monitor, 2nd Edition ©

Donald J. Asbridge, Ed.S.

Introducing the USPM-2

At the most basic level, the USPM-2 is a Universal Screener in Excel format.

In that regard it fills a niche in that there aren't that many universal screeners available and those that are seem to cost $2000 per school!

SEL/PBIS/MTSS/RtI approaches all call for universal screening and the USPM-2 can provide the structure for successful program implementation.

And the instrument itself offers great flexibility in that it can be delivered through several different technologies (e.g., Excel, Google Docs, or Illuminate) and, given that it measures the whole human, it easily fits-in with modern SEL approaches.

For the past twenty or so years, the RtI behavioral model was prevalent in the schools.  But now, instead of merely "targeting a behavior" and utilizing "behavioral control" or "behavior instructions," educators can address and empower the whole human - everything.  The USPM-2 provides a humanistic SEL structure 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!


The USPM-2 is now available for FREE Download!

 

Download the USPM-2 Starter Kit for FREE!

The Starter Kit is now AVAILABLE and consists of 5 components:


• The Original Research in PDF format.  

• 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

 

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!

The PBIS-MTSS/RtI models call for universal screening along multiple tiers so that data-based decisions can occur and improved student outcomes can become evident through progress monitoring.  The USPM-2 provides the structure necessary for the successful implementation of PBIS-MTSS/RtI and SEL!!!  It's four programs in one!

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.  And it's likely your school provides a lot of interventions because it make them feel good, but unfortunately interventions for the sake of interventions may make us feel good but they aren't really addressing the real issue.  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

"Can you spare two hours a year?"

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 - USPM-2 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  Now ONLINE!

NOTE:  The online version is in the right sidebar - you can take it right now!

• 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 Student Is The Expert!  Teachers, counselors, MSWs, 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 during the 2017-18 academic year.  FREE at the Download Page 

 

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

 

A Typical Student Profile

Overall:  John's overall average of 2.1 is ranked 16th of 24 students in the class.  Needs:  The most significant concerns exist with reading, writing, and math.  He needs to improve his performance in these academic areas (ELA = 5; Math = 4).  John is usually motivated (MOT = 3) to try his best, except during ELA activities, in AR quizzes (he has .5 points), and when asked to read aloud in class.  His parents have reported he has no quiet place (ENV = 3) to complete his homework and that he dislikes homework.  Strengths:  John has had perfect attendance (ATTD = 1);  he has many friends and always seems happy and friendly;  his behavior (BEH = 1) is appropriate and he always follows classroom rules and expectations;  he appears healthy and active (Hx = 1), winning second place in the school's Presidential Fitness Test (from User's Manual, p. 9).

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) 

 

A Reciprocal-Deterministic Approach

Overall:  Juan’s overall average of 3.7 is rated as the most significant in the class and grade level. This English Language Learner receives specialized academic support and speech services through special education.  Needs:  Although he receives special education support, he appears to have given up on academics, realizing he is far behind his peers.  There has been a recent parental separation at home. He sometimes becomes angry with peers on the playground and when that happens, disruption occurs in the classroom as the arguments may continue for the duration of the day.  Strengths:  He has perfect attendance, appears healthy and active, and is friendly, helpful, and talkative with adult staff (from User's Manual, p. 10).


What would you do to help this student?


In the old days, this is the type of student who would just get a bunch of F's and behavioral referrals but this teacher, addressing the whole human, acknowledged to him that times were tough for him right now but provided optimism - that he was going to be okay.  She praised his perfect attendance and outgoing personality.  She encouraged him to signup for the free throw shooting competition.  She provided many opportunities for him to help in the classroom and assigned him roles where he could be responsible.  Ultimately, she treated him with respect and dignity, something that had been previously lacking in his schooling.  


There was much more provided for the student when he was in the third grade (teachers working cooperatively with students toward a goal remain my heroes)... this case ended up as a great success story.  There are no miracle cures but by the end of the year, the student still struggled with academics and maybe always will (but that's okay because students are much more than a mere test score) and he still struggled at times with his home situation (but that's okay because doesn't everyone at times?). But he helped other students, became more responsible, made some friends, and began to feel better about things... as he felt better, his behavior improved and he tried harder.  He began to smile.  He began, for the first time, to like school.


Does all this mean the teacher has to be a counselor or therapist?  Nope.  It just means the teacher needs to take the time to remember the student is a real human with a lot of strengths and weaknesses, just like the rest of us... not just a test score or a behavior.

 

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 SEL 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."

 

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

Ratings:

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.


*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.

 

Flexible To Meet Your Needs

The USPM-2 is proving to be flexible to 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 (ask me how)
  8. Data sorts can help determine/prioritize 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.

 

Still Not Convinced?




See if the USPM-2 is Right For You - Take the 10-Item Checklist

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? 

 

CASEL, The Authoritative SEL Source


CASEL.org

XP highly recommends the authoritative SEL source:

2013 Guide to Effective SEL Learning Programs


The USPM-2 is not yet officially included in the CASEL GUIDE, but the application for possible inclusion will soon be forwarded.

The USPM-2 provides necessary components for the successful implementation of RtI/PBIS-MTSS and SEL in classrooms, grade levels, schools, and districts.  


The following chart, due to size, is quite difficult to read.  It reflects the categories and criteria CASEL utilizes in describing the various programs.  As previously mentioned, the USPM-2 is not yet officially listed in the CASEL GUIDE, but the chart below illustrates the simple yet effective USPM-2 realms.

 

Program Name:

Grade Range:

Grade-by-Grade Sequence:

Average Number of Sessions per Year:



Classroom Approaches to Teaching SEL

Explicit Skills Instruction:

Integration with Academic Curriculum:

Teacher Instruction Practices:


Opportunities to Practice SEL Skills:


Contacts that Promote & Reinforce SEL

Classroom-Wide:

School-Wide:

Family:

Community:


Assessment Tools to Monitor Implementation & Behavior

Self-Report:

Observation:

Monitoring Student Behavior:

USPM-2

K-8

√ Yes

2-3 Schoolwide Screenings per Year

No Mandated Social Skills Training



No

√ Yes (ELA and Math)

No


√ Yes (concurrent with SSR)



√ Yes

√ Yes

√ Yes

No, not yet



√ Yes

√ Yes 

√ Yes

 

The Missing Component?

The USPM-2 does provide:

1) A strong research base;

2) Universal Screening for all students;

3) Reliable and valid data so that data-based decisions and targeted interventions can occur; and

4) Effective methods to  monitor progress.


The USPM-2 does not provide:

1) A comprehensive curriculum to teach social skills; or

2) A long list of interventions to try.


Let's think about this for just a second.  Is this a fatal flaw in the USPM-2?  Nope, there are already plenty of social skills curriculums (such as Second Step and many others) and books listing hundreds of interventions.  If you want a social skills curriculum or a book with a lot of interventions listed, go buy them.  If, on the other hand, you want a powerful research-based, data driven universal screener addressing the whole human (every human in the school) along multiple tiers so needs can be identified and targeted interventions can be provided, and effective progress monitoring can occur, all at an unbelievably low price, then you will thank yourself for considering the USPM-2.


There's a big difference between teaching a social skills curriculum and providing a dynamic philosophical approach in working with students and other humans.  This author considers cognitive- behavioral approaches such as Glasser's Reality Orientation, phenomenology, and reciprocal determinism great and the preferred (although not the only) approaches. So instead of recommending ways that the teacher and parent can teach a child to say, "thank you," the USPM-2 encourages the dynamic human processes.  


Thank you for all you do as a professional educator.

 

Thank you for visiting the USPM-2 Page

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

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

Contact me for technical assistance, consultation, or staff trainings.  E-Mail:  shrink@bak.rr.com

Revolver Map Uploaded on July 10th, 2019

USPM-2 Public Release Date:  December 28th, 2016  •  Page Updated:  July 14th, 2019

Go to the Downloads Page to download the FREE USPM-2 (terms apply)


USPM-2 © 1993, 2000, 2007, 2014-21.  Donald J. Asbridge, Ed.S.  Bakersfield, CA USA.  Some rights reserved.