Provides evidence-based guidance for selecting or developing, implementing, and interpreting universal screening instruments in educational settings. The book describes how universal screening fits within response-to-intervention and multiple-gating models of education and also addresses psychometric issues (eg. reliability and validity) and implementation issues (eg. teacher training, parental consent, technology, budgets, and school characteristics).

Contributors
Series Foreword
Acknowledgments
Chapter 1: An Introduction to Universal Screening in Educational Settings 
Ryan J. Kettler, Todd A. Glover, Craig A. Albers, and Kelly A. Feeney-Kettler
Part I. Universal Screening Within Educational Models
Chapter 2: Screening Within a Multitiered Early Prevention Model: Using Assessment to Inform Instruction and Promote Students' Response to Intervention 
Danielle M. Parisi, Tanya Ihlo, and Todd A. Glover
Chapter 3: Multiple-Gating Approaches in Universal Screening Within School and Community Settings 
Hill M. Walker, Jason W. Small, Herbert H. Severson, John R. Seeley, and Edward G. Feil
Part II. Developing, Evaluating, and Implementing Screening
Chapter 4: Developing and Evaluating Screening Systems: Practical and Psychometric Considerations 
Theodore J. Christ and Peter M. Nelson
Chapter 5: Screening as Innovation: Implementation Challenges 
Susan G. Forman, Tzivia R. Jofen, and Audrey R. Lubin
Part III. Content-Specific Screening
Chapter 6: Early Childhood Literacy Screening 
Scott R. McConnell, Tracy A. Bradfield, and Alisha K. Wackerle-Hollman
Chapter 7: Screening for Early Reading Skills: Using Data to Guide Resources and Instruction 
Matthew K. Burns, Katherine Haegele, and Shawna Petersen-Brown
Chapter 8: Mathematics Screening Measures for the Primary Grades 
Ben Clarke, Kelly Haymond, and Russell Gersten
Chapter 9: Broadband Screening of Academic and Social Behavior 
James C. DiPerna, Catherine G. Bailey, and Christopher Anthony
Chapter 10: Behavioral and Mental Health Screening 
Randy W. Kamphaus, Cecil R. Reynolds, and Bridget V. Dever
Chapter 11: Universal Screening of English Language Learners: Language Proficiency and Literacy 
Craig A. Albers and Paige L. Mission
Index
About the Editors

Ryan J. Kettler, PhD, is an assistant professor of school psychology in the Graduate School of Applied and Professional Psychology at Rutgers, The State University of New Jersey. He earned his doctorate in educational psychology from the University of Wisconsin–Madison in 2005. Dr. Kettler's research on data-based decision making in education has been funded externally and has yielded more than 40 publications. He is currently coprincipal investigator of the School System Improvement Project, funded by the U.S. Department of Education, as well as the website editor of the research registry of the Society for the Study of School Psychology.
 
Todd A. Glover, PhD, is a research associate professor at the Nebraska Center for Research on Children, Youth, Families, and Schools at the University of Nebraska–Lincoln. His research and publications focus on school-based screening, academic and behavioral supports for students at risk, and response to intervention. Dr. Glover is the principal or coprincipal investigator of ongoing grant projects funded by the U.S. Department of Education's Institute for Education Sciences and the Nebraska Department of Education. He is also director of research operations for the National Center for Research on Rural Education.
 
Craig A. Albers, PhD, is an associate professor of educational psychology in the School Psychology Program and is the chairperson of the Interdisciplinary Prevention and Intervention Sciences Program at the University of Wisconsin–Madison. He earned his doctorate in educational psychology at Arizona State University in 2002. Dr. Albers has received multiple U.S. Department of Education and Institute of Education Sciences research and training grants associated with implementation of response-to-intervention models. He is a member of the Society for the Study of School Psychology and serves as an associate editor for the Journal of School Psychology.
 
Kelly A. Feeney-Kettler, PhD, is a consultant in educational psychology in Basking Ridge, New Jersey. She earned her doctorate in educational psychology from the University of Wisconsin–Madison in 2008. Dr. Feeney-Kettler developed the Preschool Behavior Screening System to promote the early identification of children at risk for mental health problems. She was recognized by APA's Division 16 (School Psychology) with an outstanding dissertation award. She also has been recognized as an Early Career Scholar by the Society for the Study of School Psychology.