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Blog
How do you stay up to date in your field? Our team of experts, authors, and specialists contribute regularly to our profession-specific blogs, keeping you informed of the latest industry trends, news, and innovations. Dive in below and check back often, as new content is added weekly.
How do you know if your students are ready for the next level or if they’re at risk for school failure? Spring benchmarking is the ideal time to get a full picture of each student’s abilities in order to determine if they’re ready for the next step in their educational journey. Knowing what to look for and having a test that assesses all domains of development are the most critical factors in that process.
We have a number of valid and reliable tools to help you make that determination. For students ages 2:6–5:11, assess Motor, Concepts, Language, Self-Help, and Social-Emotional domains with the Developmental Indicators for the Assessment of Learning(TM), Fourth Edition (DIAL(TM)-4). To assess Visual Motor/Adaptive, Language and Cognition, and Gross Motor domains for students ages 3:0–5:11, use Early Screening Inventory(TM), Third Edition (ESI(TM)-3).
How one Indiana school overcame rampant behavior issues by focusing on their students’ mental health
Teachers struggling with classroom behavior is a tale as old as time, but one thing that’s changed in the story is how behavior issues are handled. Serving approximately 500 PreK through 6th grade students, Arlington Woods Elementary in Indiana is a school like any other. Teachers set the boundaries, students test the boundaries, and administrators are called in to try and reinforce the boundaries — however, typical behavior remediation wasn’t working. Suspensions were up, teacher morale was down, and academic achievement scores had flatlined. Something had to give.
Dr. Kristine Eaton, the former Indianapolis Public Schools Wellness Specialist, worked in IPS for 20 years, and had an up close and personal view of what was going on at Arlington Woods. She sat down with the school’s administrators and together they decided to tackle their school’s behavior problem from the inside — by focusing on their students’ social-emotional health. Dr. Eaton researched various tools and methodologies for improving students’ social-emotional wellbeing while also supporting their teachers and thankfully discovered Review360.
Review360 proved to be the magic thread that wove together teacher support, mental health and behavior concerns, effective communication, and consistent interventions.
Review360 not only helped students take ownership of their academic success, it also provided urgently needed support for the school’s teachers.
Review360’s web-based system enhances communication among teachers for students who are in both regular AND special education settings, and helps improve outcomes for all students.
Review360 provides:
Universal screening
Progress monitoring
Incident reporting and analysis
Professional development for teachers
Evidence-based, consistent interventions
How could your school or district benefit from increased accountability, communication, and insight? Visit PearsonClinical.com/Review360 or call 800-328-5999 and be one step closer to becoming our next Review360 success story!
What are they, and why do they matter when choosing a developmental screener?
The extent to which a test performs accurately in a screening situation can be determined by the three indices of a test’s validity: Sensitivity, Specificity, and the Agreement Index. Here’s a brief explanation of each and how they relate to a test’s validity:
Sensitivity relates to the proportion of the children at the extreme end of the continuum (Potential Delay category) who were identified as such in the screening process.
Specificity refers to the proportion of those children in the OK category who were identified as OK in the screening process.
Agreement Index refers to the percentage of children for whom the screening decision was correct, whether at the extreme or in the “OK” range.
These three indices are the best way to determine the extent to which a screening test is doing what it is supposed to do: separating children at the extreme end (potential learning delays) from children who perform in a more typical manner. Having these factors at play when identifying the children who may need further testing can help get them the support they need... sooner.
ESI-3 takes all three indices into account!
If you need to take a closer look at overall abilities to determine where additional support may be necessary, the Early Screening Inventory, Third Edition will give you the tools you need to individually screen kids ages 3:0–5:11 in several areas of development.
