4S for Change (Student Success through School Supports)
www.eup.k12.mi.us/4S
SRSS Guidance
The SRSS (Student Risk Screening Scale) is a universal screening tool used three times a year
to identify students with antisocial behavior patterns. This screening tool consists of seven
items, measuring externalizing behaviors:
1. Steal
2. Lie, cheat, sneak
3. Behavior problems
4. Peer rejection
5. Low academic achievement
6. Negative attitude
7. Aggressive behavior
Staff will rate students on these with a scale from 0-3. Rating students on these is merely saying the
teacher observed this, and the intensity on which it has been observed. It is not to assign a student a
“label” (i.e. thief or liar). Some items may seem ambiguous, and this is on purpose. Teachers are
expected to interpret each item without definition of what it means.
The SRSS is conducted three times a year:
 Fall (October) - after the teacher has had about 4-6 weeks of observations with his/her
students.
 Winter (December) – 2-3 weeks right before Winter Break, and
 Spring (April) – 5-6 weeks before school ends
Estimated time involved in collecting information:
 10-15 minutes for a teacher to screen an entire classroom of 25-30 students.
How to collect and submit information:
 Ideally, the SRSS would be completed during a regularly scheduled staff meeting to ensure
procedural fidelity. Teachers should receive instruction, open the spreadsheet, and complete
within 15 minutes. It is important for each teacher to individually complete the SRSS for their
own students. The SRSS should be collected by the school’s Leadership Team, which should
include the Elementary Counselor, to analyze and determine which classrooms and students
may need additional supports.
 More powerful data analysis can be done if student discipline, academic and absenteeism data
is reviewed with the SRSS.
4S for Change (Student Success through School Supports)
www.eup.k12.mi.us/4S
Analyzing the Data and Decision-Making
The Leadership Team, including the Counselor, should…
First: Look at the school as a whole.
 Are more than 20% of students showing up as Tier II or III? How does this correspond to other
data sources (i.e. academic, ODRs, absenteeism)?
a. If more than 20% of all students are moderate to high risk (Tier II or III), this may
indicate a need for:
i. Strengthening Tier I School-Wide PBIS, including monitoring fidelity.
ii. Providing more targeted PD for all staff in Tier I strategies.
iii. Implementing other strategies to improve school climate.
Second: Look at grade-level/classroom.
 Are grade-levels or classrooms much higher with risks, as indicated on the SRSS, when
compared to the other grade-levels or classroom(s)? How does this correspond to other data
sources?
a. If there is a much higher percentage of moderate to high risk (Tier II or Tier III), this may
indicate the need for:
i. Strengthening Tier I Classroom PBIS, including monitoring fidelity.
1. Consider monitoring the six recommended Tier I low-intensity strategies to
increase engagement and decrease behavior issues, as recommended by
the CI3T Framework (Lane, et al). (1) Increasing Opportunities to
Respond, (2) Behavior Specific Praise, (3) Active Supervision, (4)
Instructional Feedback, (5) Pre-Correction, (6) Incorporating Choice.
ii. Ensuring CHAMPS is implemented with fidelity.
iii. Providing targeted PD around Tier I classroom behavior management and
classroom climate strategies.
iv. Coaching teachers on Tier I behavior management and classroom climate
strategies.
Third: Look at Individual Students.
 Is the student scoring in moderate to high risk (Tier II or III)? It is very useful to look at how
this corresponds with other data sources to make the best decisions on how to support this
student.
a. If student is moderate to high risk, this may indicate the need for:
i. Increasing the Tier I support for the student
ii. Scheduling a SAT meeting, with Counselor and Social Worker invited, to look at
Tier II or III intervention options.
iii. Possible referral to a Why Try Group.
Updated LJG 10-27-15