Recommendations for Determining Levels of Support Needed from SRSS-IE Data

The Student-Risk Screening Scale (SRSS-IE) is a teacher-completed screening tool used for assessing internalizing and externalizing student behavioral risk. It is important to note that a student’s score on the SRSS-IE should never be used as the sole determinant of overall recommended tier or risk level. Instead, these scores should be examined by a team consisting of the student’s teacher(s), counselor, psychologist, administrative leader, and others who know the student well. SRSS-IE data must be compared with other sources of information about the student’s behaviors in order to confirm the presence of risk and the need for support.

SRSS-IE results should not be used with Tier Automation. Instead, follow these instructions to compare results from the assessment with other data points and arrive at a recommended level of tiered support.

After completing the assessment and reviewing the data, follow the steps below to determine the level of support your learners need in order to succeed.

Step 1: Review Data at the School, Grade, and Classroom Levels

In order to review SRSS-IE data at the school, grade, and classroom levels, you may use the Cohort Assessment Performance Report and filter by performance level for both Internalizing and Externalizing behaviors.

Initial analysis should occur at the school level. School teams should examine the data to determine whether 80 percent or more of their student population scores in the Low Risk category for each of the domains (externalizing and internalizing). When 80 percent or more of the student population in a given school scores in the Low Risk category for each of the domains, this indicates that the Tier 1 instruction being provided is sufficient to meet the needs of most students.

If less than 80 percent of students score within the Low Risk category, teams should examine ways to improve the supports provided through Tier 1 instruction, such as via teacher-delivered, low-intensity behavioral strategies. If these Tier 1 supports and strategies are already being implemented, teams should examine the fidelity of their Tier 1 implementation.

School teams should also review data at the grade and classroom levels to identify the proportion of students identified as having Low Risk for behavioral challenges on the SRSS-IE. This data analysis can pinpoint specific grade levels or classrooms in which additional Tier 1 behavioral supports might be necessary. For instance, classrooms with a high proportion of students identified as having Moderate or High Risk for externalizing and/or internalizing behavior patterns might indicate a need for increased support while implementing universal Tier 1 interventions or programs.

Step 2: Review Data for Possible Inequities

Results should also be disaggregated and reviewed by key student demographic characteristics, such as race, ethnicity, gender, and English Language proficiency, to evaluate equity gaps.

If there are signs of inequity (e.g., a disproportionate number of students being identified as moderate or high risk based on student race/ethnicity) it can indicate a need for improvements in culturally responsive programs and practices and professional learning focused on implicit bias, cultural competence, and equitable discipline, as well as opportunities for student and community engagement.

Step 3: Determine Support Level Criteria

After thorough school, grade, and classroom-level analysis is completed, school and grade leadership teams should collaborate to establish criteria for assigning support levels based on SRSS-IE results. Criteria should consider both externalizing and internalizing behaviors alongside additional academic, behavioral, and social-emotional data.

For instance, a school may decide the following:

Tier 1: Students identified as Low Risk across both Externalizing and Internalizing may receive general classroom strategies or interventions.
Tier 2: Students identified as Moderate Risk in one domain or both, or High Risk in one domain, might receive targeted Tier 2 interventions.
Tier 3: Students identified as High Risk in both Externalizing and Internalizing domains may require intensive Tier 3 intervention plans tailored to their specific needs.

These criteria must be applied universally and consistently over time to ensure equitable student identification.

Student’s identified tier levels can be updated on the Branching Minds platform by sharing a .csv file that includes columns with the student's ID number and SEL/Behavior Tier Level. Reach out to Branching Minds Support for help getting the file uploaded.

Step 4: Create Comprehensive Support Plans

Results from the SRSS-IE can also be reviewed alongside academic data to develop holistic support plans. Comprehensive plans encompass both academic and behavioral interventions and strategies tailored to the student's needs.

Additional data, such as social-emotional assessments, behavior incidents, suspensions, and attendance concerns can also be used to determine the level and type of support for students

In the Branching Minds Supports Library, educators can filter by Challenge Area or enter “Internalizing” and/or “Externalizing” in the search bar to find targeted interventions, strategies, and programs.