1. Student Risk Screening Scale (SRSS) Overview and Tools Narrated by Dr
Student Risk Screening Scale (SRSS) Overview and Tools Narrated by Dr. Kathleen Lane November 2012

2. Agenda Review of Student Risk Screening Scale (SRSS)
SRSS Administration
SRSS Data Interpretation

3. Student Risk Screening Scale (Drummond, 1994)
The SRSS is a 7-item screener used to identify students who are at risk for antisocial behavior
Uses a 4-point Likert Scale
0=Never
1=Occasionally
2=Sometimes
3=Frequently
Teachers evaluate each student on the following items
Steal
Lie, cheat, sneak
Behavior problems
Peer rejection
Low academic achievement
Negative attitude
Aggressive behavior
Student Risk is divided into 3 categories
Low = 0 – 3 Moderate = 4 – 8 High =

4. Student Risk Screening Scale (Drummond, 1994)

5. SRSS Excel Tool Start with Classroom Sheet Tab.
You can copy more Classroom Sheet Tabs if needed

6. SRSS Administration: Preparation

7. Considerations Review SRSS Flowchart
Schedule SRSS screening into your District Measurement Schedule
Make certain your targeted and intensive interventions have clear guidelines for entry using the systematic screening data as one piece of data to determine entry.
Check State, ISD/RESA & District policies pertaining to systematic screenings.
Address issues of parent permission according to State, ISD/RESA & District policies.

8. SRSS Flowchart
Review the SRSS Flowchart and create an action plan for those items marked as “No.”

9. Activity Review the SRSS Flowchart Partner with 1 to 3 others:
Which task on the SRSS Flowchart would be the most difficult for Districts/Schools to accomplish?
What may be a potential barrier?
What are some possible solutions to those potential barriers identified?

10. Develop a District Assessment schedule to illustrate all district-wide assessments to be administered for the school year.

11. Who should organize the screening?
Two team members should be assigned to lead the screening effort – Data Coordinator.
These members should have a working knowledge of excel.
There should also be one person at the school site with expertise in the schools data management system to work on this team.
The two team members will secure a copy of the screener and ensure the items and scale are accurate.
None of the items may be changed.
Who?

12. When should we administer the SRSS?
Three times per year:
Fall (October) – 6 weeks after the start of the school year
Winter (December) 2 – 3 weeks before winter break
Spring (April/May) 6– 8 weeks before the end of the school year
District Cohort schools will complete the initial SRSS screening aligned with PBIS Training Days 1 & 2
Planning for administration of screening
Place the faculty meeting screener dates on the master calendar at the start of the year.
For the first screening, allow extra time for an explanation and directions, once teachers understand the process and become familiar with the spreadsheet, the time needed will be reduced.
In the second and subsequent years, the team may decide to add a procedure for returning teachers to complete the screener prior to the meeting – then arrive late or leave early.
When?

13. At the Secondary level, which teachers will screen which students?
The district implementation team should determine which secondary teachers will screen which students.
Homeroom Teachers?
Will elective teachers participate?
Will teachers screen morning or afternoon classes?
What period are all students assigned to a class?
Who?

14. How will you ensure security of the data?
The team should determine, ahead of time, security procedures for the information.
Where will the electronic spreadsheets be stored for teachers to access during screening?
Where will teachers save the completed screeners once completed?
Who will have access to this information?
How?

15. How do we prepare materials to conduct the SRSS?
If using the excel sheet
The data coordinator should either enter in or upload each teacher’s students into the confirmed template excel spreadsheet.
If using the paper-pencil template
The data coordinator should enter in student names for each teacher’s class
What?
Please remember:
Items may not be changed, deleted or new items added.
The 0 -3 scale must also remain the same.

16. SRSS Administration: Screening

17. How do we administer the SRSS?
Look over the sheet and check that only 0, 1, 2, or 3 are entered in each cell and all the student names in your class are entered.
Rate each student moving horizontally across the row on the spreadsheet.
Rate each student on each item using the scale. Higher numbers indicate greater concern.
Repeat for each student on the list.
If a student has been enrolled in your class fewer than 30 days, do not rate that student – simply indicate that the student is newly enrolled (type in the space for item 1).
Ensure all items are completed for each student enrolled at least 30 days prior to the screening date.
Please remember:
Teachers should independently screen students on the lists.
Teachers should not discuss students with each other while screening.
The 0-3 scale with the correct anchors must remain the same.

18. How do we screen a student on the SRSS?
For each student, rate them on each item going across the row horizontally.

19. SRSS Administration: Scoring

20. How do we score and interpret the SRSS?
Total scores should range between 0 and 21.
Check to be sure each score is within this range.
For reliability, the coordinator should randomly check Total Scores on sheets
Teams may want to highlight or circle L, M, H or student scores according to level of risk:
At Risk Total Score =
Some Risk Total Score = 4 - 8
Low Risk Total Score = 0 - 3

21. How do we score and interpret the SRSS?
After all teachers complete the screening, the classroom data is combined for grade level and school-wide data collection.
Start with All School Tab
Data Coordinator enters in grade level information from compiled Classroom Sheet Data

22. How do we score and interpret the SRSS?
Click on Grade Level Graph to view data

23. How do we score and interpret the SRSS?
Click on Data for SW Graph
Enter in DIBELS/AIMSweb Benchmark Data
The SRSS Data is pre-calculated based on scores entered in All School Data Tab

24. How do we score and interpret the SRSS?
Click on School-wide Graph

25. SRSS Interpretation

26. How do we connect students to supports?
At School-wide, Grade Level and Student Support Team meetings, compile other data to assist in data-based problem solving (e.g., ODRs, benchmark scores in academics, attendance, grade point averages)
Use the MiBLSi Tier 2 & Tier 3 Tracking form to assign and progress monitor interventions
Involve parents in the planning process.
At Risk Total Score =
Some Risk Total Score = 4 - 8
Low Risk Total Score = 0 - 3

27. Trainer Talk:
“Because we are talking about building multi-tiered systems of behavioral supports we have found that schools tend to start to feel a bit overwhelmed or confused by what the different aspects are as well as who is responsible for managing or organizing these various aspects. So we will start at the top and work our way through this information. Starting on the top left we have Schoolwide PBIS. This work is managed by you, the building leadership team. You should be meeting on a monthly basis to review data and use the data to inform the practices of Schoolwide PBIS. Part of the Schoolwide PBIS is classroom management. This is typically supported by individual teachers with assistance from grade level teams during grade level team meetings and may be supported by the building leadership team. Then there are specific classroom-based supports or interventions that are implemented by classroom teachers as needed. Classroom teachers may receive support from their grade level team colleagues and, perhaps from a Tier II team. Targeted behavioral supports are implemented by teachers and others as needed. This work is organized or managed by a Tier II team (or perhaps a Tier II/Tier III) team. This group meets every 1-2 weeks to connect students to targeted behavioral interventions and to evaluate the impact of these interventions. Finally there are the most intensive behavioral supports that are built around individual students through a Functional Behavioral Assessment and Behavior Intervention Plan. The team that organizes or manages all of the intensive supports is the Tier III (or Tier II/Tier III) team.
Now we know that is a lot to digest, so take a deep breathe and stay with us as we walk through this some more.”

28. Michigan’s School Improvement Process
Gather
Student Achievement Do
Study
Less than 1 minute
This is the process we will use for examining and using our data. There are many variations on a problem solving model. You will see us using this one over and over again. We like to use it because it is what School Improvement uses and we think it always helps to streamline.
Plan

29. What needs to happen before a student is referred for Targeted or Intensive Behavioral Interventions?
Address Common Grade Level Behavioral Concerns
Strengthen Classroom Management
Simple Behavior Interventions Implemented by the Classroom Teacher(s)
Trainer Talk:
“When we talk about building a multi-tiered system of supports we will always bring you back to strengthening the core. As a part of the core or universal supports for behavior includes considering what needs to be in place prior to targeted behavioral supports. Part of building these supports includes addressing common grade level behavioral concerns, strengthening classroom management, and implementing simple behavior interventions. Let’s take a closer look at each of these.”

30. From PBIS Day 3: Module 11
Study Student Outcomes: Referrals by Student and SRSS Data for Determining School-wide Supports
Question
Team is
looking at
Outcome
Are >80% of students Low Risk on the SRSS, <15% at Moderate Risk, & <5% at High Risk?
Are there certain grades that show a larger percentage of students who are Moderate to High Risk?
Does the SRSS data match the number of students who have 0-1 ODRs, 2-5 ODRs, and >6 ODRs in SWIS?
Are a few students engaging in most of the problem behaviors? Are a lot of students engaging in problem behaviors?
SRSS Data Summary and SWIS Referrals by Student Graph / Report
Team understands the strengths of their universal supports and scope of students with more intensive behavioral needs
Use the Continuous Improvement of Schoolwide PBIS using Behavioral Data worksheet to walk through the analysis of the SWIS Big 5 reports for your school.

31. SRSS Table in Behavior Data Summary
From PBIS Day 3: Module 11
SRSS Table in Behavior Data Summary
Here’s where we’ll look at our SRSS data.
[Ask the 3 questions]
Are >80% of students Low Risk on the SRSS, <15% at Moderate Risk, & <5% at High Risk? Our whole school totals (total number of students in each risk category, divided by total number of students screened; not average of the percentages) show proportions of students in each risk category that are manageable and aligned with the PBIS triangle.
Are there certain grades that show a larger percentage of students who are Moderate to High Risk? Seventh grade shows very few students at moderate or high risk and first grade shows the most.
Does the SRSS data match the number of students who have 0-1 ODRs, 2-5 ODRs, and >6 ODRs in SWIS? Percentages are very close, with just a few more students identified as needing supports on the SRSS.
Are >80% of students Low Risk on the SRSS, <15% at Moderate Risk, & <5% at High Risk?
Are there certain grades that show a larger percentage of students who are Moderate to High Risk?
Does the SRSS data match the number of students who have 0-1 ODRs, 2-5 ODRs, and >6 ODRs in SWIS?

32. SWIS Reports: Referrals by Student
From PBIS Day 3: Module 11
SWIS Reports: Referrals by Student
Are a few students engaging in most of the problem behaviors?
Are a lot of students engaging in problem behaviors?
This is the Referrals by Student Report (5th of the Big t). SWIS generates random numbers and assigns these to students. We can show student names by selecting this feature in the reporting options.
[Ask the 2 questions]
Are a few students engaging in most of the problem behaviors? Referrals seem to be distributed across several students according to this report.
Are a lot of students engaging in problem behaviors? We need to pay attention to the students in the 2-5 and 6+ referrals categories.

33. From PBIS Day 3: Module 11
Continuous Improvement of Schoolwide PBIS using Behavioral Data Worksheet

34. Tier Two/Three Team’s Role in Targeted & Intensive Supports
Establishing systems
Ensuring that students have access
Ensuring fidelity
Tracking effectiveness and making adjustments
Trainer Talk:
“Here is a global list of the Tier Two/Tier Three Team’s role in targeted supports. In order to be able to fulfill these roles, the Tier Two/Tier Three team will need to meet a couple time a month in order to manage the system. In a few minutes we will go through each of these in more detail. Before we do, your team that is here today have to make a decision – how will your Tier Two/Tier Three team be configured?”

35. SRSS and AIMSweb/DIBELS Sorting Sheets

36. MiBLSi Tier 2/3 Tracking Tool: Student Detail
Trainer Talk:
“We’ve talked about how one responsibility of the the Tier II/Tier III team is to evaluate targeted behavioral interventions. We introduced the Tier 2/3 Intervention Tracking Tool during Strategic Support for Struggling Readers. This same tool is used to evaluate targeted behavioral interventions. At the student level, the student detail form is used to track individual student progress each month.”

37. MiBLSi Tier 2/3 Tracking Tool: Intervention Effectiveness
Trainer Talk:
“At the intervention level, the intervention effectiveness form will allow teams to evaluate the effectiveness of the targeted behavioral intervention supports.”

38. MiBLSi Tier 2/3 Tracking Tool: School-wide Access

39. For Additional Information on the SRSS and other Universal Behavior Screenings…
Kathleen Lane: Wendy Oakes
MiBlSi would like to extend their appreciation to Dr. Lane and Dr. Oakes for their continued support and expertise on the SRSS.

40. MiBLSi Measurement & Evaluation Specialist
Questions:
Jennifer Rollenhagen
MiBLSi Measurement & Evaluation Specialist
Trainer Notes:
Please remind the participants to fill out the evaluation for today. If participants are getting SB-CEUs they will need to be sure to sign out. If they do not sign out we cannot provide the SB-CEUs – NO EXCEPTIONS