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Fidelity Checklist Examples for Intervnetions

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Fidelity Checklist Examples for Intervnetions

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Midwest PBIS Tier 2/Tier 3 Intervention Tracker

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Midwest PBIS Tier 2/Tier 3 Intervention Tracker

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Tier 2   Tier 3 Intervention Tracking Tool Suite for posting v6.12.24_MidwestPBISNetwork (1)

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Tier 2 practices and systems provide targeted support for students who are not successful with Tier 1 supports alone. The focus is on supporting students who are at risk for developing more serious problem behavior before they start. Essentially, the support at this level is more focused than Tier 1 and less intensive than Tier 3.

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T2 M4 - Referral Systems and Structures.pptx

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T2 M5 - Evidence Based Interventions.pptx

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Tier 2 Systems Overview Tool/Intervention Tracker - Excel

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Tier 2 Systems Overview Tool/Intervention Tracker - Excel

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Google Sheet_Tier 2/Tier 3 Tracking_Version 3.0 - 12.5.24

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Behavior Motivation | Behavioral Intervention | Intervention Central

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Behavioral Intervention is a leading strategy to help educators increase classroom productivity by helping with behavior modification

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5-Point Intervention Approach for Enhancing Equity in School Discipline

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5-Point Intervention Approach for Enhancing Equity in School Discipline

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Tier 2 practices and systems provide targeted support for students who are not successful with Tier 1 supports alone. The focus is on supporting students who are at risk for developing more serious problem behavior before they start. Essentially, the support at this level is more focused than Tier 1 and less intensive than Tier 3.

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PBISApps empower educators to make data-driven decisions in real time for the best student outcomes. The SWIS Suite: Powerhouse reports for schools. PBIS Assessment: Measure effectiveness and school climate for free. PBIS Evaluation: Reports for districts, regions & states.

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Tier 2 PBIS Team Training Workbook IU 13 Training 10 23 25

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Tier 2 PBIS Team Training Workbook IU 13 Training 10 23 25

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PaTTAN LEEI Newsletter (Feel free to subscribe!)

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PaTTAN LEEI Newsletter (Feel free to subscribe!)

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Systematic Screening: Considerations and Commitment to Continued Inquiry
We are fielding questions coming from across the United States about systematic screenings designed to detect students with initial signs of internalizing (e.g., extremely shy, anxious, and/or social withdrawn) and externalizing (e.g., noncompliant, aggressive, and/or defiant) behavior patterns. These data are used to plan positive instructional experiences, moving away from previous wait-to-fail approaches. We have provided guidance for selecting, installing, and using screening data within Comprehensive, Integrated, Three-Tiered (Ci3T) models of prevention on the page below and now, respectfully offer these considerations. Our sincere thanks to our trusted partners for engaging in this important inquiry with us for more than 15 years to date. - September 9, 2020

Stay tuned! Resources on this page related to COVID-19 considerations will be moved into this accordion soon.

The Student Risk Screening Scale - Internalizing and Externalizing (SRSS-IE) - is an adapted version of the SRSS (Drummond, 1994) and is available free-access. The SRSS-IE modifies the original 7-item SRSS with the inclusion of 5 new items characteristics of internalizing behaviors. The SRSS-IE includes the original seven items and the new five items with all items rated on the same 4-point Likert-type scale: never = 0, occasionally = 1, sometimes = 2, frequently = 3.

Cut scores for externalizing and internalizing behaviors are available for elementary and secondary (i.e., middle and high) schools (see table below). Please also see articles listed below for full details on how cut scores were established at the elementary and secondary levels. Please note the item peer rejection is included in the SRSS-E7 and SRSS-I6 when used at the middle and high school level. The two subscale scores are used for decision making.

Student Risk Screening Scale - Internalizing and Externalizing (SRSS-IE)
Elementary School Middle and High School

SRSS-E7 SRSS-I5 SRSS-E7 SRSS-I6

(1) steal;
(2) lie, cheat, sneak;
(3) behavior problem;
(4) peer rejection;
(5) low academic achievement;
(6) negative attitude;
(7) aggressive behavior

(8) emotionally flat;
(9) shy, withdrawn;
(10) sad, depressed;
(11) anxious;
(12) lonely

(1) steal;
(2) lie, cheat, sneak;
(3) behavior problem;
(4) peer rejection;
(5) low academic achievement;
(6) negative attitude;
(7) aggressive behavior

(4) peer rejection;
(8) emotionally flat;
(9) shy, withdrawn;
(10) sad, depressed;
(11) anxious;
(12) lonely

0-3 = low risk
4-8 = moderate risk
9-21 = high risk

0-1 = low risk
2-3 = moderate risk
4-15 = high risk

0-3 = low risk
4-8 = moderate risk
9-21 = high risk

0-3 = low risk
4-5 = moderate risk
6-18 = high risk

School level teams use these scores along with other school-collected data (e.g., curriculum-based measures of reading, math, and writing; course failures; office discipline referrals; attendance patterns) to inform instruction and make decisions regarding student needs for more intensive supports (i.e., Tier 2 or Tier 3; see Lane, Oakes, Ennis & Hirsh, 2014).
Download the SRSS-IE in MS-Excel format.
Note: This file has been updated to include two recommended additional questions related to instructional delivery (in-person, hybrid, and remote) and attendance when screening in the COVID-19 era. These are not items, but two questions to consider when analyzing and interpreting your screening data (see the last two columns).
SRSS-IE Installation Resources
For more information about launching and conducting systematic screening efforts with the SRSS-IE, we invite you to access the Screening Coordinator Training Manual: A Guide for Installing the SRSS-IE in your School or District (available as downloadable PDF or browser-based eBook), as well as two accompanying screening protocols:

After screening, Ci3T Leadership Teams may wish to create screening reports to facilitate use of data and for sharing information with stakeholders in aggregate format. The below PowerPoint template provides a customizable structure to assist in reporting these data:

We also encourage you to read the following articles to learn more about how to use the SRSS-IE at elementary as well as middle and high schools.
Elementary School Level:
Lane, K. L., Oakes, W. P., Swogger, E. D., Schatschneider, C., Menzies, H., M., & Sanchez, J. (2015). Student risk screening scale for internalizing and externalizing behaviors: Preliminary cut scores to support data-informed decision making. Behavioral Disorders, 40(3), 159-170. https://doi.org/10.17988/0198-7429-40.3.159
Middle and High School Levels:
Lane, L. K., Oakes, W. P., Cantwell, E. D., Schatschneider, C., Menzies, H., Crittenden, M., & Messenger, M. (2016). Student Risk Screening Scale for internalizing and externalizing behaviors: Preliminary cut scores to support data-informed decision making in middle and high schools. Behavioral Disorders, 42(1), 271-284. https://doi.org/10.17988/bd-16-115.1

SRSS-EC

The Student Risk Screening Scale - Early Childhood (SRSS-EC) is a free-access screening tool modeled after the Student Risk Screening Scale (SRSS; Drummond, 1994) and the Student Risk Screening Scale - Internalizing and Externalizing (SRSS-IE; Drummond, 1994; Lane & Menzies, 2008). The SRSS-EC has 11 items split across two subscales representing characteristics of externalizing (SRSS-EC E7) and internalizing (SRSS-EC I4) behaviors of young children. To complete the SRSS-EC, educators independently rate each student on each item using the following 4-point Likert-type scale: never = 0, occasionally = 1, sometimes = 2, frequently = 3.

Preliminary cut scores for externalizing and internalizing behaviors are now available (see table below). We have conducted four studies to date, published in Lane et al. (2015) and Lane et al. (in 2020). The latter study reports findings used to develop the current cut scores. Click here to download a research brief of current findings on the SRSS-EC. We will continue to post new lessons as they are learned.

Student Risk Screening Scale - Early Childhood (SRSS-EC)
SRSS-EC E7 (Externalizing) SRSS-EC I4 (Internalizing)

* Tantrums
* Active, restless
* Rejected by peers
* Ignores teacher and class rules
* Negative attitude
* Aggressive behavior
* Lies

* Shy, timid
* Sad, tearful
* Worried, fearful
* Physical complaints

0-5 = low risk
6-7 = moderate risk
8-21 = high risk

0-2 = low risk
3-4 = moderate risk
5-12 = high risk

Download the updated SRSS-EC in MS-Excel format.

Download the SRSS-EC Coaching Protocol, which provides instructions on how to set up and conduct systematic screenings in your early childhood center.

Download the updated SRSS-EC in MS-Excel format.

Download the SRSS-EC Screening Report Template, which provides a customizable template for using and sharing these data in an aggregate format.
Studies of the SRSS-EC:
Lane, K. L., Buckman, M. M., Common, E. A., Oakes, W. P., Lane, N. A., Schatschneider, C., Perez-Clark, P., Sherod, R. L., & Menzies, H. M., (2020). The Student Risk Screening Scale for Early Childhood: Additional validation studies. Topics in Early Child Special Education. https://doi.org/10.1177/0271121420922299

Lane, K. L., Oakes, W. P., Menzies, H. M., Major, R., Allegra, L., Powers, L., & Schatschneider, C. (2015). The Student Risk Screening Scale for Early Childhood: An initial validation study. Topics in Early Childhood Special Education 34(4), 234-259. https://doi.org/10.1177/0271121414544801

Student Risk Screening Scale (SRSS)

SRSS Video TRANSCRIPT

The STUDENT RISK SCREENING SCALE (SRSS) is a free-access tool, originally developed to detect elementary students at risk of anti-social behavior patterns (Drummond, 1994). Students are individually rated on seven items using a 4-point Likert-type scale: never = 0, occasionally = 1, sometimes = 2, frequently = 3. These items are: (1) steal; (2) lie, cheat, sneak; (3) behavior problem; (4) peer rejection; (5) low academic achievement; (6) negative attitude; and (7) aggressive behavior. Once the items are summed for each student, the student's total score falls into one of three categories of risk: low (0-3), moderate (4-8), or high (9-21). Supports (secondary, tertiary) are considered for students based on the category of their individual score. Students in the moderate or high risk categories should be considered by educators for additional supports and interventions at the school-site. Additionally, aggregated SRSS data can be utilized to monitor the level of risk over time within grade levels, school buildings, or a district (Lane, Kalberg, Bruhn, Mahoney, & Driscoll, 2008). Since its initial development, the SRSS has been validated for use at the elementary (e.g., Drummond, Eddy, & Reid, 1998), middle (Lane, Parks, Kalberg, & Carter, 2007) and high (Lane, Kalberg, Parks, & Carter, 2008; Lane, Oakes, Ennis, Cox, Schatschneider, & Lambert, 2013) school levels. Furthermore, this screening tool has been found to be socially valid (e.g., Lane, Bruhn, Eisner, & Kalberg, 2010) and psychometrically sound (Lane, Little, et al., 2009). Specifically, Lane, Little, et al., (2009) found the SRSS total scores improved chance estimates by 45% for detecting students with externalizing (e.g., aggressive, noncompliant) behavior patterns and 30% for detecting students with internalizing (e.g., anxious, socially withdrawn) behavior patterns. The SRSS has been used widely in studies to (a) determine the responsiveness of students within the context of multi-tiered models of prevention, (b) illustrate how a school's risk shifts over time, and (c) to identify students in need of secondary (Tier 2) or tertiary (Tier 3) supports.

For more information, examples, and a voiced-over PowerPoint presentation by Kathleen Lane, visit Michigan's integrated behavior and learning support initiative site.

Behavior Assessment System for Children 3rd Edition: Behavioral and Emotional Screening System (BASC-3: BESS)

The BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN 2ND EDITION: BEHAVIORAL & EMOTIONAL SCREENING SYSTEM (BASC-3: BESS; Kamphaus & Reynolds, 2007) is a brief, universal screening system for measuring behavioral and emotional strengths and weaknesses in children and adolescents preK-12 in a reliable, quick, systematic way. Forms can be scored by hand or completed as part of AIMSweb assessment and data management system. The BASC-2: BESS was designed to identify kids with behavioral or emotional patterns that impact academic achievement or social relationships. Keeping in mind that students behave differently for different people and in different settings or contexts, the BASC-3: BESS relies on multiple informants (teacher, parent, student) to obtain a comprehensive understanding of student strengths and weaknesses. Behavioral areas assessed include (a) Internalizing problems, (b) Externalizing problems, (c) School problems, and (d) Adaptive skills. The BASC-3: BESS includes three forms that can be used individually or in combination (Spanish-language versions available for parent and student forms): (a) Teacher: Preschool and Child/Adolescent, (b) Student self-report: Child/Adolescent, and (c) Parent: Preschool and Child/Adolescent.

Social, Academic, & Emotional Behavior Risk Screener (SAEBRS)

The SOCIAL, ACADEMIC, & EMOTIONAL BEHAVIOR RISK SCREENER (SAEBRS; Kilgus, Chafouleas, Riley-Tillman, & von der Embse, 2013) is a brief (1-3 minutes per student) universal screening tool for behavioral and emotional risk designed for use across the K-12 grade span. The measure consists of 19 items divided between 3 scales: social behavior (6 items), academic behavior (6 items), emotional behavior (7 items). Research suggests the SAEBRS may be used to evaluate overall general behavior, as assessed by the total of the items Total Behavior (19 items). Raters identify how frequently the student has displayed behaviors during the previous month using the following 4-point Likert-type scale: 0 = Never, 1 = Sometimes, 2 = Often, 3 = Almost Always. Prior to scoring, negatively worded items are reversed scored.

For more information, please consider reading the SAEBRS brief or review the provided PowerPoint Show.

- Strengths and Difficulties Questionnaire (SDQ)

The STRENGTHS AND DIFFICULTIES QUESTIONNAIRE (SDQ; Goodman, 1997) is a validated and widely used free-access systematic screening tool with elementary and secondary versions for use with students ages 2 to 17 (as of June 2014; based on the performance of the SDQ with 17-year-olds being similar to that in 15- and 16-year-olds and good psychometric properties in 2-year-olds; see SDQinfo.com for more information). Appropriate use of screening tools such as the SDQ allow schools to determine how students are progressing over time and to collect reliable data to draw accurate conclusions about how different types of students (e.g., students receiving general education, students receiving special education) are responding (Lane, Wehby, Robertson, & Rogers, 2007). The 25-item SDQ screening tool is available in many languages and assesses a broad set of behavioral domains and comes in an early years version (ages 2-4) and a standard version for elementary (ages 4-10) or secondary (ages 11-17). One page is completed on each student, asking for about 25 positive (e.g., "Considerate of other people's feelings") and negative (e.g., "Fears or easily scared") attributes rated on a 3-point Likert-type scale where 0 = not true, 1 = somewhat true, and 2 = certainly true to determine occurrence of each behavior during the last six months or the current school year. The 25 attributes divide between five scales:

1. Emotional Symptoms
2. Conduct Problems
3. Hyperactivity / Inattention
4. Peer Relationship Problems
5. Prosocial Behavior and Total Difficulties (sum of first four scales)

The SDQ considers input from multiple stakeholders, seeking teacher, parent, and student perspectives to assess a given individual's behavioral performance (Lane, Menzies, Oakes, & Kalberg, 2012).

Systematic Screening for Behavior Disorders (SSBD, 2nd Edition)
SSBD Video TRANSCRIPT
The SYSTEMATIC SCREENING FOR BEHAVIOR DISORDERS (SSBD; Walker, Severson, & Feil, 2014) 2 nd edition is validated for grades PK-9 and a widely used multi-gated universal screening tool designed to find students who have either internalizing or externalizing patterns of behavior. Many consider the SSBD to be the "gold standard" in screening. This teacher completed tool has three stages: (1) nomination and rank ordering, (2) behavior scales, and (3 optional for universal screening purposes) the School Archival Records Search (SARS) and direct observations of student behavior (classroom and playground). With the updated 2014 2 nd edition, screening with the SSBD is available online or in a paper format. Screening a class of students takes less than one hour to complete. In stage one, the classroom teacher considers all students' behavior patterns using the descriptions of internalizing and externalizing behavior dimensions, selecting the three students with behaviors most like the each description. These six students (three for externalizing and three for internalizing) pass through Gate 1 on to stage two. In stage two, the six students are then rated by the teacher on behavior scales: Critical Events Index and Combined Frequency Index of Adaptive and Maladaptive Behavior. Students who exceed normative criteria on these two indices pass through Gate 2 on to stage three. In stage 3, a trained professional directly observes students in an instructional settings (academic engaged time) and on the playground (positive social behavior). The preschool scales (Early Screening Project, ESP) vary slightly in terms of behavior scales and observation setting.

Social Skills Improvement System - Performance Screening Guide (SSIS-PSG)

The SOCIAL SKILLS IMPROVEMENT SYSTEM - PERFORMANCE SCREENING GUIDE (SSiS-PSG; Elliott & Gresham, 2008) is an efficient screening tool for Preschool-Secondary. The SSiS-PSG is one tool in a family of products for screening, assessment, instruction, and intervention. The SSiS-PSG screens four skill domains: Prosocial Behavior, Motivation to Learn, Reading Skills, and Math Skills. Educators rate each student's skills using a 5-level descriptive criterion. Educators are able to quickly assess results corresponding to the color band for each domain - green band indicating the student is at or above expected levels of functioning for their age, yellow band indicating moderate concern, and red band indicating a high level of concern. Then educators list, on the last page of the screening tool, the students in each of the yellow and red risk band and determine appropriate interventions with the support of their school teams.

STUDENT RISK SCREENING SCALE - INTERNALIZING AND EXTERNALIZING (SRSS-IE)
SETTING UP TO SCREEN IN YOUR DISTRICT OR SCHOOL

* Download MS-Word format (24 KB)
* Download PDF format (503 KB)

STUDENT RISK SCREENING SCALE - INTERNALIZING AND EXTERNALIZING (SRSS-IE)
SITE-LEVEL COACHING PROTOCOL

* Download MS-Word format (23 KB)
* Download PDF format (301 KB)

STUDENT RISK SCREENING SCALE - INTERNALIZING AND EXTERNALIZING (SRSS-IE)

* Download MS-Excel format (53 KB) Note (08/05/2020): This file has been updated to include two recommended additional questions related to instructional delivery (in-person, hybrid, and remote) and attendance when screening in the COVID-19 era. These are not items, but two questions to consider when analyzing and interpreting your screening data (see the last two columns). This file contains 3 tabs, one for elementary schools, one for middle/high schools, and one containing important notes.
* The SRSS-IE retains the original 7 items of the SRSS (Drummond, 1994). For more information on the SRSS, examples, and a voiced-over PowerPoint presentation by Kathleen Lane, please visit Michigan's integrated behavior and learning support initiative site.
* Please exercise caution when using the preliminary cutting scores for internalizing behaviors. Please review currently available information to guide your implementation decisions. For more information on the new secondary level (middle and high school) preliminary cut scores, please consider reading the SRSS-IE MS HS Brief.

STUDENT RISK SCREENING SCALE - INTERNALIZING AND EXTERNALIZING (SRSS-IE) RESULTS: ELEMENTARY VERSION

Educators may use this sheet to record student names and SRSS-IE scores in the moderate and high-risk categories. Note: the moderate and high-risk category score ranges in this document for the internalizing subscale (Items 8-12) are only applicable to ELEMENTARY students.

* Download MS-Word format (22KB)
* Download PDF format (294 KB)

STUDENT RISK SCREENING SCALE - INTERNALIZING AND EXTERNALIZING (SRSS-IE) RESULTS: MIDDLE AND HIGH SCHOOL VERSION

Educators may use this sheet to record student names and SRSS-IE scores in the moderate and high-risk categories. Note: the moderate and high-risk category score ranges in this document for the internalizing subscale (Items 8-12) are only applicable to MIDDLE AND HIGH SCHOOL students.

* Download MS-Word format (25 KB)
* Download PDF format (254 KB)

SRSS-IE Coordinator Resources

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Systematic Screening: Considerations and Commitment to Continued Inquiry We are fielding questions coming from across the United States about systematic screenings designed to detect students with initial signs of internalizing (e.g., extremely shy, anxious, and/or social withdrawn) and externalizing (e.g., noncompliant, aggressive, and/or defiant) behavior patterns.

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PBISWorld.com Tier 2 Positive Behavior Interventions And Supports | PBIS World

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PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

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1a - Aligning Teaming Structures-Working Smarter, Not Harder for MV2 Final

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Center on PBIS | Resource: TIPS Meeting Minutes Template

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Word Doc: Meeting form to be used by school teams using the Team Initiated Problem Solving (TIPS) method. Useful for keeping the conversation focused to problem solving.

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A Team Using TIPS: Tier II-III Coordination Meeting

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TIPS Form- Advanced Tiers Completed Example

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TIPS Form- Advanced Tiers Completed Example

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MWPBIS_TIPS Meeting SAMPLE posted (2) (1).docx

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TIPS Form- Advanced Tiers Meeting Example

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TIPS Form- Advanced Tiers Meeting Example

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PaTTAN Learning Environment & Engagement (LEEI) Monthly Newsletter- SUBSCRIBE :)

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PaTTAN Learning Environment & Engagement (LEEI) Monthly Newsletter- SUBSCRIBE :)

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Here is the January edition! Make sure you subscribe to receive this newsletter in your email inbox each month.

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Meeting Minutes Template (Simple form of TIPS)

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Meeting Minutes Template (Simple form of TIPS)

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Training Template of TIPS Template in Sheets

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Systematic Screening: Considerations and Commitment to Continued Inquiry
We are fielding questions coming from across the United States about systematic screenings designed to detect students with initial signs of internalizing (e.g., extremely shy, anxious, and/or social withdrawn) and externalizing (e.g., noncompliant, aggressive, and/or defiant) behavior patterns. These data are used to plan positive instructional experiences, moving away from previous wait-to-fail approaches. We have provided guidance for selecting, installing, and using screening data within Comprehensive, Integrated, Three-Tiered (Ci3T) models of prevention on the page below and now, respectfully offer these considerations. Our sincere thanks to our trusted partners for engaging in this important inquiry with us for more than 15 years to date. - September 9, 2020

Stay tuned! Resources on this page related to COVID-19 considerations will be moved into this accordion soon.

The Student Risk Screening Scale - Internalizing and Externalizing (SRSS-IE) - is an adapted version of the SRSS (Drummond, 1994) and is available free-access. The SRSS-IE modifies the original 7-item SRSS with the inclusion of 5 new items characteristics of internalizing behaviors. The SRSS-IE includes the original seven items and the new five items with all items rated on the same 4-point Likert-type scale: never = 0, occasionally = 1, sometimes = 2, frequently = 3.

Cut scores for externalizing and internalizing behaviors are available for elementary and secondary (i.e., middle and high) schools (see table below). Please also see articles listed below for full details on how cut scores were established at the elementary and secondary levels. Please note the item peer rejection is included in the SRSS-E7 and SRSS-I6 when used at the middle and high school level. The two subscale scores are used for decision making.

Student Risk Screening Scale - Internalizing and Externalizing (SRSS-IE)
Elementary School Middle and High School

SRSS-E7 SRSS-I5 SRSS-E7 SRSS-I6

(1) steal;
(2) lie, cheat, sneak;
(3) behavior problem;
(4) peer rejection;
(5) low academic achievement;
(6) negative attitude;
(7) aggressive behavior

(8) emotionally flat;
(9) shy, withdrawn;
(10) sad, depressed;
(11) anxious;
(12) lonely

(1) steal;
(2) lie, cheat, sneak;
(3) behavior problem;
(4) peer rejection;
(5) low academic achievement;
(6) negative attitude;
(7) aggressive behavior

(4) peer rejection;
(8) emotionally flat;
(9) shy, withdrawn;
(10) sad, depressed;
(11) anxious;
(12) lonely

0-3 = low risk
4-8 = moderate risk
9-21 = high risk

0-1 = low risk
2-3 = moderate risk
4-15 = high risk

0-3 = low risk
4-8 = moderate risk
9-21 = high risk

0-3 = low risk
4-5 = moderate risk
6-18 = high risk

School level teams use these scores along with other school-collected data (e.g., curriculum-based measures of reading, math, and writing; course failures; office discipline referrals; attendance patterns) to inform instruction and make decisions regarding student needs for more intensive supports (i.e., Tier 2 or Tier 3; see Lane, Oakes, Ennis & Hirsh, 2014).
Download the SRSS-IE in MS-Excel format.
Note: This file has been updated to include two recommended additional questions related to instructional delivery (in-person, hybrid, and remote) and attendance when screening in the COVID-19 era. These are not items, but two questions to consider when analyzing and interpreting your screening data (see the last two columns).
SRSS-IE Installation Resources
For more information about launching and conducting systematic screening efforts with the SRSS-IE, we invite you to access the Screening Coordinator Training Manual: A Guide for Installing the SRSS-IE in your School or District (available as downloadable PDF or browser-based eBook), as well as two accompanying screening protocols:

After screening, Ci3T Leadership Teams may wish to create screening reports to facilitate use of data and for sharing information with stakeholders in aggregate format. The below PowerPoint template provides a customizable structure to assist in reporting these data:

We also encourage you to read the following articles to learn more about how to use the SRSS-IE at elementary as well as middle and high schools.
Elementary School Level:
Lane, K. L., Oakes, W. P., Swogger, E. D., Schatschneider, C., Menzies, H., M., & Sanchez, J. (2015). Student risk screening scale for internalizing and externalizing behaviors: Preliminary cut scores to support data-informed decision making. Behavioral Disorders, 40(3), 159-170. https://doi.org/10.17988/0198-7429-40.3.159
Middle and High School Levels:
Lane, L. K., Oakes, W. P., Cantwell, E. D., Schatschneider, C., Menzies, H., Crittenden, M., & Messenger, M. (2016). Student Risk Screening Scale for internalizing and externalizing behaviors: Preliminary cut scores to support data-informed decision making in middle and high schools. Behavioral Disorders, 42(1), 271-284. https://doi.org/10.17988/bd-16-115.1

SRSS-EC

The Student Risk Screening Scale - Early Childhood (SRSS-EC) is a free-access screening tool modeled after the Student Risk Screening Scale (SRSS; Drummond, 1994) and the Student Risk Screening Scale - Internalizing and Externalizing (SRSS-IE; Drummond, 1994; Lane & Menzies, 2008). The SRSS-EC has 11 items split across two subscales representing characteristics of externalizing (SRSS-EC E7) and internalizing (SRSS-EC I4) behaviors of young children. To complete the SRSS-EC, educators independently rate each student on each item using the following 4-point Likert-type scale: never = 0, occasionally = 1, sometimes = 2, frequently = 3.

Preliminary cut scores for externalizing and internalizing behaviors are now available (see table below). We have conducted four studies to date, published in Lane et al. (2015) and Lane et al. (in 2020). The latter study reports findings used to develop the current cut scores. Click here to download a research brief of current findings on the SRSS-EC. We will continue to post new lessons as they are learned.

Student Risk Screening Scale - Early Childhood (SRSS-EC)
SRSS-EC E7 (Externalizing) SRSS-EC I4 (Internalizing)

* Tantrums
* Active, restless
* Rejected by peers
* Ignores teacher and class rules
* Negative attitude
* Aggressive behavior
* Lies

* Shy, timid
* Sad, tearful
* Worried, fearful
* Physical complaints

0-5 = low risk
6-7 = moderate risk
8-21 = high risk

0-2 = low risk
3-4 = moderate risk
5-12 = high risk

Download the updated SRSS-EC in MS-Excel format.

Download the SRSS-EC Coaching Protocol, which provides instructions on how to set up and conduct systematic screenings in your early childhood center.

Download the updated SRSS-EC in MS-Excel format.

Download the SRSS-EC Screening Report Template, which provides a customizable template for using and sharing these data in an aggregate format.
Studies of the SRSS-EC:
Lane, K. L., Buckman, M. M., Common, E. A., Oakes, W. P., Lane, N. A., Schatschneider, C., Perez-Clark, P., Sherod, R. L., & Menzies, H. M., (2020). The Student Risk Screening Scale for Early Childhood: Additional validation studies. Topics in Early Child Special Education. https://doi.org/10.1177/0271121420922299

Lane, K. L., Oakes, W. P., Menzies, H. M., Major, R., Allegra, L., Powers, L., & Schatschneider, C. (2015). The Student Risk Screening Scale for Early Childhood: An initial validation study. Topics in Early Childhood Special Education 34(4), 234-259. https://doi.org/10.1177/0271121414544801

Student Risk Screening Scale (SRSS)

SRSS Video TRANSCRIPT

The STUDENT RISK SCREENING SCALE (SRSS) is a free-access tool, originally developed to detect elementary students at risk of anti-social behavior patterns (Drummond, 1994). Students are individually rated on seven items using a 4-point Likert-type scale: never = 0, occasionally = 1, sometimes = 2, frequently = 3. These items are: (1) steal; (2) lie, cheat, sneak; (3) behavior problem; (4) peer rejection; (5) low academic achievement; (6) negative attitude; and (7) aggressive behavior. Once the items are summed for each student, the student's total score falls into one of three categories of risk: low (0-3), moderate (4-8), or high (9-21). Supports (secondary, tertiary) are considered for students based on the category of their individual score. Students in the moderate or high risk categories should be considered by educators for additional supports and interventions at the school-site. Additionally, aggregated SRSS data can be utilized to monitor the level of risk over time within grade levels, school buildings, or a district (Lane, Kalberg, Bruhn, Mahoney, & Driscoll, 2008). Since its initial development, the SRSS has been validated for use at the elementary (e.g., Drummond, Eddy, & Reid, 1998), middle (Lane, Parks, Kalberg, & Carter, 2007) and high (Lane, Kalberg, Parks, & Carter, 2008; Lane, Oakes, Ennis, Cox, Schatschneider, & Lambert, 2013) school levels. Furthermore, this screening tool has been found to be socially valid (e.g., Lane, Bruhn, Eisner, & Kalberg, 2010) and psychometrically sound (Lane, Little, et al., 2009). Specifically, Lane, Little, et al., (2009) found the SRSS total scores improved chance estimates by 45% for detecting students with externalizing (e.g., aggressive, noncompliant) behavior patterns and 30% for detecting students with internalizing (e.g., anxious, socially withdrawn) behavior patterns. The SRSS has been used widely in studies to (a) determine the responsiveness of students within the context of multi-tiered models of prevention, (b) illustrate how a school's risk shifts over time, and (c) to identify students in need of secondary (Tier 2) or tertiary (Tier 3) supports.

For more information, examples, and a voiced-over PowerPoint presentation by Kathleen Lane, visit Michigan's integrated behavior and learning support initiative site.

Behavior Assessment System for Children 3rd Edition: Behavioral and Emotional Screening System (BASC-3: BESS)

The BEHAVIOR ASSESSMENT SYSTEM FOR CHILDREN 2ND EDITION: BEHAVIORAL & EMOTIONAL SCREENING SYSTEM (BASC-3: BESS; Kamphaus & Reynolds, 2007) is a brief, universal screening system for measuring behavioral and emotional strengths and weaknesses in children and adolescents preK-12 in a reliable, quick, systematic way. Forms can be scored by hand or completed as part of AIMSweb assessment and data management system. The BASC-2: BESS was designed to identify kids with behavioral or emotional patterns that impact academic achievement or social relationships. Keeping in mind that students behave differently for different people and in different settings or contexts, the BASC-3: BESS relies on multiple informants (teacher, parent, student) to obtain a comprehensive understanding of student strengths and weaknesses. Behavioral areas assessed include (a) Internalizing problems, (b) Externalizing problems, (c) School problems, and (d) Adaptive skills. The BASC-3: BESS includes three forms that can be used individually or in combination (Spanish-language versions available for parent and student forms): (a) Teacher: Preschool and Child/Adolescent, (b) Student self-report: Child/Adolescent, and (c) Parent: Preschool and Child/Adolescent.

Social, Academic, & Emotional Behavior Risk Screener (SAEBRS)

The SOCIAL, ACADEMIC, & EMOTIONAL BEHAVIOR RISK SCREENER (SAEBRS; Kilgus, Chafouleas, Riley-Tillman, & von der Embse, 2013) is a brief (1-3 minutes per student) universal screening tool for behavioral and emotional risk designed for use across the K-12 grade span. The measure consists of 19 items divided between 3 scales: social behavior (6 items), academic behavior (6 items), emotional behavior (7 items). Research suggests the SAEBRS may be used to evaluate overall general behavior, as assessed by the total of the items Total Behavior (19 items). Raters identify how frequently the student has displayed behaviors during the previous month using the following 4-point Likert-type scale: 0 = Never, 1 = Sometimes, 2 = Often, 3 = Almost Always. Prior to scoring, negatively worded items are reversed scored.

For more information, please consider reading the SAEBRS brief or review the provided PowerPoint Show.

- Strengths and Difficulties Questionnaire (SDQ)

The STRENGTHS AND DIFFICULTIES QUESTIONNAIRE (SDQ; Goodman, 1997) is a validated and widely used free-access systematic screening tool with elementary and secondary versions for use with students ages 2 to 17 (as of June 2014; based on the performance of the SDQ with 17-year-olds being similar to that in 15- and 16-year-olds and good psychometric properties in 2-year-olds; see SDQinfo.com for more information). Appropriate use of screening tools such as the SDQ allow schools to determine how students are progressing over time and to collect reliable data to draw accurate conclusions about how different types of students (e.g., students receiving general education, students receiving special education) are responding (Lane, Wehby, Robertson, & Rogers, 2007). The 25-item SDQ screening tool is available in many languages and assesses a broad set of behavioral domains and comes in an early years version (ages 2-4) and a standard version for elementary (ages 4-10) or secondary (ages 11-17). One page is completed on each student, asking for about 25 positive (e.g., "Considerate of other people's feelings") and negative (e.g., "Fears or easily scared") attributes rated on a 3-point Likert-type scale where 0 = not true, 1 = somewhat true, and 2 = certainly true to determine occurrence of each behavior during the last six months or the current school year. The 25 attributes divide between five scales:

1. Emotional Symptoms
2. Conduct Problems
3. Hyperactivity / Inattention
4. Peer Relationship Problems
5. Prosocial Behavior and Total Difficulties (sum of first four scales)

The SDQ considers input from multiple stakeholders, seeking teacher, parent, and student perspectives to assess a given individual's behavioral performance (Lane, Menzies, Oakes, & Kalberg, 2012).

Systematic Screening for Behavior Disorders (SSBD, 2nd Edition)
SSBD Video TRANSCRIPT
The SYSTEMATIC SCREENING FOR BEHAVIOR DISORDERS (SSBD; Walker, Severson, & Feil, 2014) 2 nd edition is validated for grades PK-9 and a widely used multi-gated universal screening tool designed to find students who have either internalizing or externalizing patterns of behavior. Many consider the SSBD to be the "gold standard" in screening. This teacher completed tool has three stages: (1) nomination and rank ordering, (2) behavior scales, and (3 optional for universal screening purposes) the School Archival Records Search (SARS) and direct observations of student behavior (classroom and playground). With the updated 2014 2 nd edition, screening with the SSBD is available online or in a paper format. Screening a class of students takes less than one hour to complete. In stage one, the classroom teacher considers all students' behavior patterns using the descriptions of internalizing and externalizing behavior dimensions, selecting the three students with behaviors most like the each description. These six students (three for externalizing and three for internalizing) pass through Gate 1 on to stage two. In stage two, the six students are then rated by the teacher on behavior scales: Critical Events Index and Combined Frequency Index of Adaptive and Maladaptive Behavior. Students who exceed normative criteria on these two indices pass through Gate 2 on to stage three. In stage 3, a trained professional directly observes students in an instructional settings (academic engaged time) and on the playground (positive social behavior). The preschool scales (Early Screening Project, ESP) vary slightly in terms of behavior scales and observation setting.

Social Skills Improvement System - Performance Screening Guide (SSIS-PSG)

The SOCIAL SKILLS IMPROVEMENT SYSTEM - PERFORMANCE SCREENING GUIDE (SSiS-PSG; Elliott & Gresham, 2008) is an efficient screening tool for Preschool-Secondary. The SSiS-PSG is one tool in a family of products for screening, assessment, instruction, and intervention. The SSiS-PSG screens four skill domains: Prosocial Behavior, Motivation to Learn, Reading Skills, and Math Skills. Educators rate each student's skills using a 5-level descriptive criterion. Educators are able to quickly assess results corresponding to the color band for each domain - green band indicating the student is at or above expected levels of functioning for their age, yellow band indicating moderate concern, and red band indicating a high level of concern. Then educators list, on the last page of the screening tool, the students in each of the yellow and red risk band and determine appropriate interventions with the support of their school teams.

STUDENT RISK SCREENING SCALE - INTERNALIZING AND EXTERNALIZING (SRSS-IE)
SETTING UP TO SCREEN IN YOUR DISTRICT OR SCHOOL

* Download MS-Word format (24 KB)
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STUDENT RISK SCREENING SCALE - INTERNALIZING AND EXTERNALIZING (SRSS-IE)
SITE-LEVEL COACHING PROTOCOL

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STUDENT RISK SCREENING SCALE - INTERNALIZING AND EXTERNALIZING (SRSS-IE)

* Download MS-Excel format (53 KB) Note (08/05/2020): This file has been updated to include two recommended additional questions related to instructional delivery (in-person, hybrid, and remote) and attendance when screening in the COVID-19 era. These are not items, but two questions to consider when analyzing and interpreting your screening data (see the last two columns). This file contains 3 tabs, one for elementary schools, one for middle/high schools, and one containing important notes.
* The SRSS-IE retains the original 7 items of the SRSS (Drummond, 1994). For more information on the SRSS, examples, and a voiced-over PowerPoint presentation by Kathleen Lane, please visit Michigan's integrated behavior and learning support initiative site.
* Please exercise caution when using the preliminary cutting scores for internalizing behaviors. Please review currently available information to guide your implementation decisions. For more information on the new secondary level (middle and high school) preliminary cut scores, please consider reading the SRSS-IE MS HS Brief.

STUDENT RISK SCREENING SCALE - INTERNALIZING AND EXTERNALIZING (SRSS-IE) RESULTS: ELEMENTARY VERSION

Educators may use this sheet to record student names and SRSS-IE scores in the moderate and high-risk categories. Note: the moderate and high-risk category score ranges in this document for the internalizing subscale (Items 8-12) are only applicable to ELEMENTARY students.

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STUDENT RISK SCREENING SCALE - INTERNALIZING AND EXTERNALIZING (SRSS-IE) RESULTS: MIDDLE AND HIGH SCHOOL VERSION

Educators may use this sheet to record student names and SRSS-IE scores in the moderate and high-risk categories. Note: the moderate and high-risk category score ranges in this document for the internalizing subscale (Items 8-12) are only applicable to MIDDLE AND HIGH SCHOOL students.

* Download MS-Word format (25 KB)
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SRSS-IE Coordinator Resources

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Systematic Screening: Considerations and Commitment to Continued Inquiry We are fielding questions coming from across the United States about systematic screenings designed to detect students with initial signs of internalizing (e.g., extremely shy, anxious, and/or social withdrawn) and externalizing (e.g., noncompliant, aggressive, and/or defiant) behavior patterns.

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Center of PBIS: Guidance on Behavior Screening Tools

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Center of PBIS: Guidance on Behavior Screening Tools

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Center on PBIS | Resource: Psychometric Properties of Behavior Screening Tools

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PDF: Psychometric properties reflect the overall quality of behavioral screening tools. Understanding such concepts helps you select a behavioral screener that best fits your district or school context and provides accurate and valuable information for data-based decision-making. This brief describes key elements of reliable screening tools.

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Selecting a Universal Behavior Screeners: Questions to Consider

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Selecting a Universal Behavior Screeners: Questions to Consider

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As part of using discipline data in decision making, Office Discipline Referral (ODR) data can be used as a screener to identify students in your building who could benefit from targeted behavioral supports in addition to what is offered at the universal level.[1],[2] Using ODR data as a screening measure in October is a technique we call The October Catch.

Consider your data from last year: If you knew by the end of October you could have identified half of the students who ended the year with 6 or more referrals, wouldn't you? The number of ODRs students receive by the end of October is a highly accurate predictor of their cumulative ODR trajectory through the remainder of the year. Research shows 50% of students who received 6 or more total ODRs during the course of the year already received 2 or more ODRs by the end of October; 79% had 2 or more ODRs by the end of December.[3] See Figure 1.

You may already have processes in place to refer students for additional supports: teacher referral, even ODR counts. This research suggests you have the ability, right now, to identify and refer some students well before they have the time to accumulate​ 4, 5, 6 or more referrals. As you generate the SWIS Referrals by Student report this October, pay close attention to the students in your building with 2 or more referrals. Consider what you know about each student. Look at additional screening data available to you. Talk about what targeted supports you have available in your building and which students would benefit from enrollment.

Again in November and December, generate the Referrals by Student report. This time, check to see if there are new students with more than 2 referrals. Remember, 79% of students who ended the year with 6 or more referrals had at least 2 referrals by the end of December. Be sure you also check in on the students you referred for targeted supports; how has their referral trajectory changed or not? If your school has a Check-In Check-Out program, were any students enrolled in October and have data in your CICO-SWIS account? If not already, consider tracking these students in CICO-SWIS to better use their point data in decision making.

As a team, you have multiple resources informing your decision-making process. Use the ODR data you've collected as a piece of puzzle to predict earlier which of your students would benefit from additional supports.

1. Tobin, T. J., Sugai, G., & Colvin, G. (1996). Patterns in middle school discipline records. Journal of Emotional and Behavioral Disorders, 4, 82-94
2. Tobin, T. J., & Sugai, G. M. (1999) Using sixth-grade school records to predict school violence, chronic discipline problems, and high school outcomes. Journal of Emotional and Behavioral Disorders, 7, 40-53
3. McIntosh, K., Frank, J. L., & Spaulding, S. A. (2010). Establishing research-based trajectories of office discipline referrals for individual student. School Psychology Review, 39, 380-394.​​​​​​​​​​​​​

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PBISApps | News-The October Catch: Changing ODR Trajectories

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Waiting until students receive 6 or more ODRs to identify them for additional supports may mean you're waiting too long. Learn how to use SWIS to interrupt this trajectory in the fall.

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Universal Screeners- Cost Information Included

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Universal Screeners- Cost Information Included

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Tiered Decision Guidelines & Referral Triggers

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Tiered Decision Guidelines & Referral Triggers

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Check & Connect High Risk Guidelines Examples for Considerations for Tier 3

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Check & Connect High Risk Guidelines Examples for Considerations for Tier 3

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What Works Clearinghouse - Intervention data base

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What Works Clearinghouse - Intervention data base

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National Center on Intensive Intervention

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National Center on Intensive Intervention

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The effect size is a measure of the magnitude of the relationship between two variables. Specifically, on this chart, the effect size represents the magnitude of the relationship between participating in a particular intervention and an academic outcome of interest. The larger the effect size, the greater the impact that participating in the intervention had on the outcome.

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The CA evidence-based ClearingHouse for Welfare

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The CA evidence-based ClearingHouse for Welfare

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The California Evidence-Based Clearinghouse for Child Welfare

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The mission of the California Evidence-Based Clearinghouse for Child Welfare (CEBC) is to advance the effective implementation of evidence-based practices for children and
families involved with the child welfare system.

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Blueprints Programs – Blueprints for Healthy Youth Development

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A Stop Smoking in Schools Trial (ASSIST)

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PBISWorld.com Tier 2 Positive Behavior Interventions And Supports | PBIS World

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PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

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Sample/Template: Examples of CICO point cards from preschool to high school.

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Tier 2   Tier 3 Intervention Tracking Tool Suite for posting v6.12.24_MidwestPBISNetwork

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MWPBIS_TIPS Meeting SAMPLE posted (2) (1)

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Sample/Template: Annual PBIS summary example showing how and what to share with teachers, staff and families at the end of the year.

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SEB Groups Data Analysis & Action Plan Worksheet

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2c - School Level Intervention Mapping Tool for MV2 Final

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Direct Behavior Rating (DBR) - Resources 

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Direct Behavior Rating (DBR) - Resources 

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This module focuses on behavioral progress monitoring within the context of the DBI process and addresses: (a) methods available for behavioral progress monitoring, including but not limited to Direct Behavior Rating (DBR), and (b) using progress monitoring data to make decisions about behavioral interventions.

The module is intended to be delivered by a trained, knowledgeable professional who has experience with behavioral progress monitoring. It includes a PowerPoint presentation with speaker notes and handouts. A coaching guide, intended for coaches supporting school or district implementation of DBI, is also included and provides suggested activities to facilitate planning and application of training content.
PowerPoint Slides (508 Compliant Version) PowerPoint Slides and Notes Handout 1: Student Qualification Sheet Handout 2: Target Behavior Questionnaire Handout 3: ABC Checklist Handout 4: Anecdotal Recording Form Handout 5: Target Behavior Definition Practice Handout 6: Direct Behavior Rating Individualization Form Case Sample 1 Case Sample 2 NCII DBR Graphing Template Coaching Guide V 1.3 DBR Standard Form - Fill-in Behaviors V 1.4 DBR Standard Form with 3 Standard Behaviors
Related Resources

Learn about progress monitoring and find additional professional development resources
DBI Professional Learning Series Progress Monitoring Behavioral Progress Monitoring Tools Chart

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Monitoring Student Progress for Behavioral Interventions (DBI Professional Learning Series Module 3)

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This module focuses on behavioral progress monitoring within the context of the DBI process and addresses: (a) methods available for behavioral progress monitoring, including but not limited to Direct Behavior Rating (DBR), and (b) using progress monitoring data to make decisions about behavioral interventions.

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Reverse Request for Assistance Form - TEMPLATE

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Reverse Request for Assistance Form - TEMPLATE