News & Events

Mission Statement

Menu separator

About the SSP

Who Uses the SSP

Administer the SSP

Use the SSP

Measures

Access SSP Data

Menu separator

About the Elementary SSP

Administer the ESSP

Access ESSP Data

Menu separator

About the SSP-LO

Administer the SSP-LO

Access SSP-LO Data

Menu separator

Publications and Research

Research Briefings

Analytical Tools

Menu separator

Training

SSP Team

Partners

Menu separator

Best Practices
SSP



SSP Red Star
Contact Us Site Map Search



Use the SSP
Profiles and reports available to clients

A site accesses the data online and views or prints the Individual Profiles, the Summary Group Profile, and the Detailed Group Report.

The Individual Profile

View a full-size sample Individual Profile (PDF file, 71K).

The Web-based Individual Profile includes information about 22 dimensions related to the student's social environment and individual adaptation. Each profile dimension is a summary scale that includes multiple items. The 15 social environment dimensions are labeled and defined as assets that students need for healthy development and school success. The seven indicators of individual adaptation are positively worded and are defined as attitudinal and behavioral indicators that evidence healthy development and success at school.

Student scores on each dimension are coded into three colors: red, yellow and green. The colors correspond to cutoffs that have been determined based on comparison to national norms, criterion analysis, and expert review. Each dimension reflects a continuum of protection from red (potential risk), yellow (some caution may be warranted), and green (potential asset). Reference information about the school and child is included on the left side of the profile form. The 15 social environment dimensions are results that can be targeted for intervention and prevention planning as a means to influence student results associated with individual adaptation. Individual Profiles provide a starting point for intervention planning and a baseline for tracking individual progress over time. Practitioners and students use the profiles to design the most appropriate interventions and to modify interventions as needed to facilitate student success.

The Summary Group Profile

View a full-size sample Summary Group Profile (PDF file, 112K).

The Summary Group Profile, also Web-based, is a composite summary of the Individual Profiles at a particular site. It helps school social workers, counselors, and psychologists identify areas that may represent particular strengths or concerns among students. A site may include a program, grade, school, district, county, or state. The Summary Group Profile looks identical to the Individual Profile with the exception that reference information includes summary statistics for the student group. The color code corresponding to each profile dimension reflects the average of scores for the student group. Such information is helpful in prioritizing group level interventions addressing the difficulties faced by groups of students. In this way, the Summary Group Profile is one means by which school professionals determine how to allocate their limited resources to maximize program effectiveness. A query tool is available that allows users to examine Summary Group Profile data for specific population subgroups.

The Detailed Group Report

View a full-size sample Detailed Group Report (PDF file, 331K)

SSP data are also aggregated into a Detailed Group Report that informs practitioners about students' risks and assets, and helping them demonstrate program needs to stakeholders and potential funders. The Detailed Group Report provides information on 20 indicators of contextual risks, 20 indicators of social capital, and 20 indicators of internal assets. These indicators have demonstrated good discriminate validity in prior studies of personal adjustment, school attitudes and behavior, and/or academic performance. Results are expressed in percentages (0 to 100%).

Contextual risks are situations and conditions in the social environment of youth that decrease their chances for positive developmental outcomes. Information about risk factors found in the neighborhoods, school, peer relationships, and families of youth, including risks related to the safety and social needs of students, are provided. Social capital refers to positive relationships, support, and opportunities within the family, school, neighborhood, and peer group. Within the family, warm relationships and parental time and attention represent social capital. Outside the family, social capital takes the form of adult, peer, and institutional support provided directly to youth, and the connections between parents and other adults, young people, and institutions in the community. Internal assets are those values, beliefs, and attitudes that reside within the individual. These assets serve as positive resources to youth as they interact with their environment. The 20 indicators of internal assets are arrayed across four dimensions: school engagement, health, self-regard, and social competency.



Copyright 2009 . Site design by Marshall M. Burkes .