MTSS Universal Screener - Behavior

The Student Risk Screening Scale (SRSS-IE)

Created by Behavioral Health UnitOakland Unified School DistrictChristina McClain, Data AnalystKathy Bennett, LCSW, PPSC

Introductions - Who are we?

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Christina McClainData Analyst II

Kathy BennettBehavioral Health Program Manager

Turn to Elbow Partner: SEL Warm Up!

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What is a a workshop you are looking forward to at

this conference?

Naming the Complexity of Systems, Schools, and Needs of Students We Serve in Oakland

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Budget Cuts and

Systemic Issues

Poverty/Community

Violence

Limited Resources

Implicit Bias

Trauma/Historical Trauma

Institutional Racism

Gentri

ficati

on Organizational Stress:

High turnover

About OUSD

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Vision:All OUSD students will find joy in their academic experience while graduating with the skills to ensure they are caring, competent, fully-informed, critical thinkers who are prepared for college, career, and community success.

● 87 TK-12 Schools serving 36,286 students● 73.5% Eligible for Free or Reduced Price Lunch● 12.7% Special Education● 33% English Language Learners● 42% Latino; 24% African American; 12% Asian● 7% Newcomer OUSD Fast FactsNote: Preliminary data from the first Wednesday in October

Strategic Regional Analysis

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Why is Trauma Informed Care Important for Schools?From California Health Kids Survey Oakland students that have had at least one family member die by violence:38% of high schoolers34% middle school students 32% of elementary students

Adverse Childhood Experiences26.0% of the 17,337 people in this study had at least one adverse childhood experience.

ACES Higher in Urban Neighborhoods85% of youth in urban areas have witnessed violence and70% report direct victimization.

US National Library of Medicine ACES Data

Promoting Equity & Conditions for Learning

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OUSD Programs & PracticesMulti-Tiered Systems of Support

Family Engagement, Office of EquityRestorative Justice (2009 Adopted)

Positive Behavior Interventions and SupportsSocial Emotional Learning

Trauma Informed Practices

Objectives

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● Understand the purpose of a Universal Screener and why it could be helpful for your school or district.

● Share lessons learned

● Provide examples of universal screener data

● Recommendations on implementation

What Is the SRSS: Student Risk Screening Scale?

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● Universal Screening tool for behavior (internal/external behaviors)

● Done by teachers for each of their students

● Done in a spreadsheet at staff meeting/training

● Used for early intervention/prevention

● Every single student is thought about!

● Completed 3 times a year

How did Oakland Unified School District Come to Utilization of SRSS?

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Key Concepts of MTSS:

1. Multiple Tiers of Support2. Evidence-Based Practices 3. Universal Screening Practices 4. Progress Monitoring 5. Fidelity of Implementation 6. Data-Based Decision Making 7. Problem-Solving Process

SRSS

OUSD: Moving toward Multi Tiered Systems of Support Model

MTSS: Multi Tiered Systems of Support Needed to Sustain Next Steps for SRSS

SRSS data can be used to connect

students to supports, but you will need to know: what are all

supports in all tiers, to be most efficient.

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MTSS Informed Decision Making

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Where to Start?Tier 3 (Ok, now we need to offer the most intense interventions we only have so many slots, but this student should definitely be prioritized.)

Tier 2(We showed them and tried some classroom/general school supports, we’ve noticed a group of kids still having challenges.)

Tier 1 (Did we speak with the student and show them directly what we were asking for and practice with them?)

Tier 1 (80%)Example: Teacher teaches and

re-Teaches Be Safe, Be Respectful Be Responsible in all settings.

Tier 2 (10-15%)Example: Student still

needing help= Social skills group.

Tier 3 (1-5%)Example: Student still

struggling=Behavior Plan

MTSS Informed Decision Making

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Tier 1

Tier 2

Tier 3

❑ Individual treatment using evidence-based therapeutic approaches

❑ Crisis response (harm to self & others)❑ Referrals to mental health agencies❑ Individual academic assessments❑ 1:1 tutoring/academic conferencing❑ Community referrals

❑ Social Emotional Learning❑ School-wide academic, behavior &

social skills development❑ Teacher, staff & parent consultation

/conferencing❑ Classroom academic participation

strategies❑ Restorative Practices (for all tiers)❑ In classroom presentations in any

area

❑ Social & Study skills development

❑ Violence reduction, anger management groups

❑ Family support workshops❑ Check In Check Out❑ ELA, Math, Science small

group instruction❑ Mentoring programs

Check-In / Check-Out in an OUSD Elementary Schools

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Elementary school classroom teacher spends first and last 30 minutes of the day checking-in and out with her students.

Elementary school CICO table. Many staff take shifts at the table. Teacher on Special Assignment, Inclusion Teacher, Principal etc.

Activity to go!

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● Using MTSS Triangle Template, name several Tiered Supports at your site.

● What supports are needed?

● Who could creatively provide?

Template

Important Part of MTSS: Coordination of Services Team (COST)

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COST is a multi-disciplinary school-based team composed of teachers, administrators, school partners and support staff working together to develop and manage academic and social emotional interventions for students.

COST Goals and Vision

● Reduce number of students getting referred to Special Education who may not need it, especially African American students.

● Using Multi Tiered supports to provide appropriate interventions for students.

● Limit the number of students referred to Tier 3 services who can potentially get support with Tier 1 or 2.

● To make sure all students get connected to support they need.

SRSS Rationale● Evidence–based screening tool (Drummond, 1994)

● Identify students who may struggle without preventative

supports.

● Equitable access to additional behavioral/academic resources.

● Tier I Classroom Management Assessment is used to cross

reference with SRSS data.

● Is updated 3 times across the school year (Fall, Winter and Spring)

● The SRSS is not intended to:

○ Be evaluative or a formal assessment

○ Stigmatize students

○ Create a diagnosis

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SRSS Rationale• All children engage in problem behavior as a natural

part of growing up.

• Children exposed to trauma may display more intense

forms of these behaviors.

• Although problematic, they may serve to help the

student meet basic needs and can be considered

“survival skills”.

• Screening for these behaviors is intended to help with

earlier intervention.

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SRSS Items: Externalizing

Educators screen for risk by scoring each student on the following 7 items:

• Steal • Lie, cheat, sneak • Problem behaviors • Peer rejection• Low academic achievement • Negative attitude • Aggressive behavior

SRSS Items: Internalizing

Educators screen for risk by scoring each student on the following 5 items:

• Emotionally Flat• Shy; Withdrawn• Sad; Depressed• Anxious• Lonely• Peer Rejection (MS & HS Only)

Brain Break!

1. Stretch break

2. Grounding Exercises:

● Find one thing you see● One thing you hear● One thing you can feel

MIndfulness Does not Always Fit with Trauma Informed Practices

SRSS Scoring

• The user inputs a score for each of the 12 (13 for MS & HS) items on the electronic spreadsheet

• A 4-point Likert scale is used:0: Never1: Occasionally2: Sometimes3: Frequently

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Be sure to score all the way across, one student at time.

SRSS Results:

The electronic form automatically divides students into three risk levels:

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Score Risk Level0-3 Low4-8 Moderate

9-21 High

Score (ES Only)

Score (MS & HS)

Risk Level

0-1 0-3 Low2-3 4-5 Moderate

4-15 6-18 High

Externalizing

Internalizing

SRSS Example: Externalizing

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Individual Classroom Class Average by Scoring Indicator

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Self Reflect on your own classroom practices: ● What strategy can I re-teach my students to address the

highest scoring average? What SEL concept might support? Use this guide!

Whole School SRSS Data

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Grade Level SRSS Data: Internalizing

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Grade Level SRSS Data: Externalizing

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Externalizing Behavior Data Across All Grades

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Internalizing Behavior DataAcross All Grades

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Process Break

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Turn to an elbow partner and reflect on:

● What are your initial thoughts about the Student Risk Screening Scale tool?

● Could you see this as a beneficial tool for your site or district? In what ways?

*Each partner gets one minute to share!*

SRSS Dashboard

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Purpose: ● Share information broadly with district leadership● To help inform decisions around services academic,

mental, and behavior schools may need

Audience:● District Leadership● School Leaders● Central Office Staff (Behavioral Health, PBIS)

Information● Internal and External scores combined and separate● Scores by grade level, teacher, school, network

SRSS Dashboard

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Development Process:

● Multiple iterations of how the data is presented in the dashboard○ External and Internal behaviors

show separately or together?

● Student Profile - What information do school leaders want to see?

● Who should have access to the dashboard?

SRSS Dashboard - Grade Level View

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SRSS Dashboard - Behavior & Risk Level Plus Teacher View

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SRSS Dashboard - Student Profile

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URF (Universal Referral Form): Submitted and completed for students who do not follow expectations. The infractions, major and minor are aligned with the district’s discipline code.

COST (Coordination of Services Team):Students are referred to COST for academic and/or behavior reasons. Referrals are made by the team to support the student.

Activity!

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Look at SRSS example data, and think about which interventions the student can be matched to.

Use other data sources listed to pair student to interventions with fidelity!

● Referrals to Office/Suspensions● SRSS● PBIS Tier 1 Classroom Tool ● Attendance

Activity

SRSS Data for Activity

Reflect...

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● What are some reflections or noticings you had about the data?

● What interventions did your team come up with? Tier 1, 2, or 3?

SRSS Pilot Year OverviewObstacles:

➢ Some schools are not ready and need more systemic support first.

➢ Site level staff do not always follow through due to capacity and the data is unused.

Successes: ➢ Some school are creative and use the data is awesome

ways. ➢ Some teachers really love the classroom intervention

support ideas. Clever way to steer back to tier 1!

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SRSS Pilot Year OverviewLessons Learned:

➢ Digital sharing can be tricky➢ Tier 1 is a high need. High need for academic support➢ Defining best scoring times in the school year➢ Some sites need a lot more coaching on using data.➢ Sites need support with the spreadsheet. (Deleting

classroom tabs changes how data is represented.)

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Questions? Comments?

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Thank you for attending and for your hard work with students and families!

Resources

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● SRSS/PBIS Website (tool at bottom of page)

● SRSS Slides for Presenting to Teachers

● SRSS/PBIS Aligned Interventions for Teachers

● SRSS Data Dive Sheet for COSTs (Coordination of Services Teams)

● Decision Rules Sheet (for triangulating student data)

● COST Website

Acknowledgements

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Thank you to our OUSD team for their support in making this happen!

Barb McClung, Director | Behavioral Health

Ilene Fortune, Program Manager | Positive Behavioral Support Systems

Aleja Rambonga, Positive Behavioral Support Systems Coach

Mario Montesino, Positive Behavioral Support Systems Coach