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Applying Best Practice, Trauma Sensitive, Culturally Responsive Strategies to Reduce Inequity and Disproportionality: Interventions & Strategies for All Students (Tier 1)


Best Practice Behavior Intervention Strategies for Students At Risk (Tier 2)


Best Practice in Behavior Planning for Individual Students (Tier 3)


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Consultation for Universal Behavioral Screening

The most effective way to address the rising demand for behavioral and emotional needs and demand for support staff is through preventative efforts. In some cases, many students may not show observable signs of distress for a long time before their behaviors escalate. However, in most scenarios, support staff provide the majority of their services to students who do have such externalizing behaviors (Ci3t, 2021).

In order to support effective early identification, prevention and equitably divide supports amongst tiered needs, the American Psychological Association (APA) and the National Association of School Psychologist (NASP) have promoted the use of universal behavioral screening tools to address behavioral and emotional needs.

Most commonly, universal behavior screeners demonstrate high accuracy in identifying at-risk students, give very few false positives and identify a similar number of students compared to traditional teacher referrals. Additionally, universal behavior screeners provide identification with higher accuracy, identify students much earlier and can capture students struggling with internalizing and externalizing behaviors when compared to traditional referral practices. Universal behavior screening is a research based practice to prevent labeling because it allows educators to help students and provide them with preventative services early, long before they have acted out or gives reasons for others around them to view them as “trouble.” Standardized screening procedures reduce teacher bias and can prevent behavior disruptions from occurring (Ci3t, 2021). Universal behavior screening identifies the need for support, not potential threats. Choosing to continue with traditional teacher referral processes reinforces the stigma associated with behavioral and mental health needs.

The Student Risk Screening Scale for Internalizing and Externalizing Behaviors (SRSS-IE) is 12-item universal behavior screener used to detect Pre-K through 12th grade students who are at increased risk for externalizing, antisocial and/or internalizing behavioral concerns that have the potential to disrupt future academic and/or behavioral success.

We provide the following services for Universal Behavioral Screening:

  • Visual Data graphs of SRSS-IE data

  • Considerations for processes and procedures for districts to consider when implementing a Universal Behavioral Screening

  • Training staff on the SRSS-IE

  • Alignment of tiered supports with Social, Emotional and Behavioral (SEB) needs

Consultation for Multi-tiered Systems of Supports Procedures and Processes

  • Considerations for layered behavioral supports across tiers

  • Outline for MTSS teams in regards to analyzing, aggregating and utilizing the data to present at MTSS meetings to make data-based decisions for tiered interventions

  • Consultation with district team to emphasis placed on enhancing the quality and incorporating more best practice components within their existing preventative, school-wide tier 1 interventions

  • Support to monitor the school-wide impact of tier 1 Social, Emotional and Behavioral (SEB) interventions

The SRSS-IE gives educational stakeholders the ability to quickly, and accurately identify areas of need at the district, building, grade and classroom levels. SRSS-IE helps buildings detect groups and individual students at-risk for future disruptive behaviors, academic achievement problems, and emotional issues. The SRSS-IE is as predictive of academic and behavioral needs as office discipline referrals (ODR). It also gives schools the proactive ability to pinpoint problem areas before resorting to punitive measures or receiving an ODR. SRSS-IE results productively help schools to allocate resources where they are needed most.


Data from the SRSS-IE can be used in a number of ways including but not limited to:

  • Informing primary (Tier 1) prevention efforts by examining overall levels of risk in a building and at the district level

  • Informing secondary (Tier 2) prevention efforts by examining classwide or grade level overall levels of risk

  • Directing the use of teacher-delivered, low-intensity supports (Tier 1 & 2)

  • To identify students who may require additional supports at the secondary (Tier 2) and tertiary (Tier 3) levels



Objectives:

  1. Ensure building supports meet the needs of the entire student population

Information reported through SRSS-IE provides schools with data to inform decisions at each systems level, not just the individual. Schools can determine where support, and at what level, will best meet the school’s goals. SRSS-IE can indicate to school which student score as being at-risk for future problems in multiple areas, including academic, behavioral and social/emotional functioning.

  1. Building a school community that supports students’ success

SRSS-IE data will guide educators in appropriately and effectively allocating support systems for the entire student population’s access.

  1. Culture based on accountability of performance

The reliability of the SRSS-IE data will aid schools to proactively support the student population to meet this goal.

  1. Communicate effectively with all district stakeholders

SRSS-IE data is an efficient tool in quickly, systematically and effectively informing educational stakeholders.