Read SRSS Results - Standard Ed Knowledge Base

What This Article Covers

This guide walks you through interpreting SRSS (Systemic Screening for Behavior Disorders) screening results in your Standard Education dashboard. You'll learn how to read risk scores, understand tier classifications, and use the dashboard visualizations to identify students who may benefit from additional support or intervention.

Prerequisites

Before reading this guide, you should:

Have access to the SRSS screening dashboard for your school or district
Be familiar with the basic structure of the SRSS assessment (see SRSS Overview for details)
Understand your role's permissions for viewing student data

Understanding SRSS Scores and Risk Tiers

SRSS-IE Scoring (Elementary and Secondary)

The SRSS-IE (Internalizing-Externalizing) produces two separate scores for each student:

Externalizing Score – measures behaviors like aggression, disruption, noncompliance, and hyperactivity
Internalizing Score – measures behaviors like anxiety, depression, withdrawal, and somatic complaints

Each score independently maps to a risk tier based on the following cutoff ranges:

Externalizing Risk Tiers (K-12)

Low Risk (Green): 0–1
Moderate Risk (Yellow): 2–8
High Risk (Red): 9–21

Internalizing Risk Tiers (K-12)

Low Risk (Green): 0–1
Moderate Risk (Yellow): 2–3
High Risk (Red): 4–15

SRSS-EC Scoring (Pre-K)

The SRSS-EC (Early Childhood) produces a single Externalizing score only:

Low Risk (Green): 0–3
Moderate Risk (Yellow): 4–8
High Risk (Red): 9–33

A student can have different risk levels on the two subscales. For example, a student might be High Risk on the Externalizing subscale but Low Risk on the Internalizing subscale. This distinction is important for understanding the specific support needs of each student.

Reading the Dashboard Visualizations

The SRSS dashboard uses three main visualization types to help you understand your screening results:

Pie Charts (Overall Risk Distribution)

Pie charts show the proportion of students in your school or district who fall into each risk tier. At a glance, you can see whether most of your students are low risk, or if a significant portion are flagged as moderate or high risk.

What to look for: In a typical school, most students (often 70–80%) fall into the Low Risk category. If your pie chart shows a much higher proportion in Moderate or High Risk, it may indicate a need for universal (Tier 1) interventions.

Bar Charts (Risk by School or Grade)

Bar charts break down risk distribution across schools (for district-level views) or across grade levels (for school-level views). This helps you identify which buildings or grade bands have higher proportions of students in Moderate or High Risk tiers.

What to look for: Look for schools or grades that stand out with higher concentrations of Moderate or High Risk students. These areas may benefit from additional support resources or targeted professional development.

Student List Table (Individual Scores)

The student list displays each student's name, score, and tier classification. Color coding (Green, Yellow, Red) makes it easy to scan for students who may need follow-up.

Columns you'll typically see:

Student Name
Externalizing Score (and Tier)
Internalizing Score (and Tier, for SRSS-IE only)
Screening Term (Fall, Winter, Spring)
Status (Complete, Pending)

Steps to Interpret Results

Follow these steps to make the most of your SRSS results:

1. Start with the Pie Chart for Overall Context

Begin by reviewing the pie chart that shows your school or district's overall risk distribution. This gives you a high-level snapshot of your screening population.

Most students in Low Risk? That's typical and suggests your universal support systems are working well.
Significant proportion in Moderate or High Risk? Consider whether whole-school (Tier 1) support may be needed, in addition to individual interventions.

2. Examine Bar Charts to Identify Hotspots

Next, look at bar charts that break down risk by school or grade. These help you spot where students are concentrating in Moderate or High Risk tiers.

If a particular grade (e.g., middle school or a specific elementary grade) shows elevated risk, it may warrant attention.
If one school in your district shows notably higher risk levels, consider whether there are environmental factors or staffing changes that might explain the difference.

3. Use Filters to Narrow Your View

The dashboard includes filters for:

School – Zoom in on a single building's results
Grade – Compare risk across grade bands
Demographic Group – View results by race/ethnicity, gender, or other demographics to identify disparities
Term – Select a specific screening period (Fall, Winter, or Spring)

Use these filters to answer specific questions. For example:

"What percentage of third graders are in the High Risk tier?"
"Are there demographic disparities in risk levels?"
"How have results changed from Fall to Spring?"

4. Review the Student List for Individual Details

Scroll through the student list table to see individual scores. This is where you shift from trend analysis to individual-level action.

Students in the High Risk tier (Red) are candidates for immediate follow-up and possible referral for further assessment.
Students in the Moderate Risk tier (Yellow) may benefit from Tier 2 targeted interventions or increased monitoring.
Students in the Low Risk tier (Green) can typically benefit from universal supports alone.

5. Identify High-Risk Students for Follow-Up

For students flagged as High Risk:

Note their scores on both subscales (Externalizing and Internalizing).
Review their screening history (if available) to see whether they were also high risk in previous terms.
Consider whether classroom observations align with the screening results.
Plan next steps: additional assessment, parent communication, intervention planning, or referral to special education evaluation if appropriate.

6. Compare Externalizing and Internalizing Scores

Look at both subscale scores to understand the whole picture of a student's needs:

High Externalizing, Low Internalizing – Student may benefit from behavior support focused on impulse control, compliance, and social skills.
Low Externalizing, High Internalizing – Student may benefit from social-emotional support, anxiety reduction strategies, or counseling.
High on Both – Student has broad behavioral and emotional support needs; comprehensive intervention planning may be required.

Expected Results and What They Mean

After completing the steps above, you should be able to:

Describe your school or district's overall risk profile and compare it to typical expectations
Identify which grade levels or schools have the highest concentration of students needing support
Name specific students who are flagged as High Risk and prioritize them for follow-up
Understand the distinction between externalizing and internalizing needs for individual students
Make data-informed decisions about universal, targeted, and intensive interventions

Notes and Edge Cases

Important Reminders

The SRSS is a screening tool, not a diagnostic instrument. High-risk scores indicate a need for further assessment and support—they do not constitute a diagnosis of a disability or mental health condition. Use SRSS results alongside classroom observations, teacher input, and other assessment data to make decisions about intervention and referral.

Regular Monitoring

Students should be screened at regular intervals (typically Fall, Winter, and Spring) to track progress and detect changes over time.

Use the Term filter to view results from a specific screening period.
Look at trends – Is a student's score improving, declining, or remaining stable? Improvement suggests interventions are working; decline may warrant a change in approach.
Watch for new arrivals – Students who are newly High Risk may need rapid assessment and support planning.

MTSS Framework Context

SRSS results are designed to fit into a Multi-Tiered System of Supports (MTSS) framework:

Tier 1 (Universal): Support all students with positive school climate and clear expectations. If your pie chart shows a typical distribution (most Low Risk), Tier 1 is likely adequate.
Tier 2 (Targeted): Provide small-group interventions for students in the Moderate Risk tier. Examples include social skills groups or check-in/check-out programs.
Tier 3 (Intensive): Provide individualized assessment, behavior plans, and support for students in the High Risk tier. Consider referral to special education or mental health services as appropriate.

Interpreting Overall Distributions

Typical SRSS results might look like this:

70–80% Low Risk
15–20% Moderate Risk
5–10% High Risk

If your distribution differs significantly, consider:

More students than expected in Moderate/High Risk? This could indicate a need for strengthened Tier 1 supports or better classroom management strategies. Alternatively, it may suggest that your screeners are identifying students who genuinely need support (which is the tool's purpose).
Fewer students in Moderate/High Risk than expected? This is generally positive, though ensure that screening was completed with fidelity and that teachers feel comfortable honestly reporting concerns.

Data Privacy and Compliance

SRSS scores are confidential student data protected by FERPA (Family Educational Rights and Privacy Act) and your district's data governance policies. When reviewing results:

Only share student-level data with staff who have a legitimate educational need to know.
Avoid discussing specific students' scores in public or informal settings.
Use secure, authorized platforms (like Standard Education) to access and discuss results.
Follow your district's policies for sharing results with families and for requesting parent consent or input.

Handling Incomplete Screening

Some students may not have completed the screening for various reasons (absence, withdrawal, late enrollment). The dashboard will show these students with a "Pending" or "Not Completed" status. You may:

Follow up with the teacher or administrator responsible for screening to ensure the rating is completed if the student is still enrolled.
Exclude incomplete screenings from your trend analysis.
Prioritize completing screenings before making intervention decisions for the entire class or grade.

Quick Analysis Tip: Start by looking at the proportion of students in the High Risk tier. If it's higher than expected (e.g., more than 10–15%), zoom into bar charts and filters to find where the concentration is. Often, you'll find that one or two grade levels or schools account for a large share of high-risk identifications, which can help you focus resources and support planning.

For more information about SRSS screening and data use, see:

SRSS Overview – General information about the SRSS assessment and its purpose
SRSS-IE Screening – Detailed guide to administering the SRSS-IE to K-12 students
SRSS-EC Screening – Detailed guide to administering the SRSS-EC to Pre-K students
Score Interpretation Reference – Comprehensive technical reference for all SRSS scales
Track Screening Completion – How to monitor which students have been screened and follow up on missing data