hi lo risk assessment assignment

• Toolbox Talks

Risk Assessment Procedures

• by Afnan Tajuddin
• Risk assessment

Risk assessment is essential in ensuring safety and well-being in any organization. This process identifies, evaluates, and prioritizes potential risks in a workplace or activity, resulting in safer working environments, accidents prevention, and increasing safety awareness. The five steps to conducting a risk assessment involve identifying the hazard, assessing the risk, implementing controls and safeguards, reassessing the risk with control in place, and confirming the reduced risk. The article provides examples of risk control measures, techniques for effective risk control, and methods for evaluating risks.

Table of Contents

Understanding Risk Assessment

Risk assessment is a vital process that every organization must undertake to ensure the safety and well-being of its employees, customers, and the public. It is the process of identifying, evaluating, and prioritizing potential hazards or risks in a workplace or activity. A risk assessment is crucial because it helps organizations understand the level of risk and take appropriate measures to control or eliminate the identified risks.

The basic principles of risk assessment include the identification of hazards, the assessment of risks associated with these hazards, the identification of control measures to mitigate these risks, and the review and monitoring of these control measures.

Benefits of Conducting a Risk Assessment

Conducting a risk assessment provides several benefits to an organization. The primary benefit is the protection of employees and customers from harm. By identifying and controlling potential hazards, organizations can prevent accidents and injuries from occurring.

Conducting a risk assessment also increases safety awareness and promotes a safety culture within an organization. By involving employees in the risk assessment process, they become more aware of potential hazards and how to control them. This results in a safer working environment and reduces the likelihood of accidents and incidents.

In addition, conducting a risk assessment demonstrates legal compliance and due diligence. It is a legal requirement for employers to provide a safe working environment, and conducting a risk assessment is an essential step in fulfilling this requirement. It also helps to reduce insurance premiums, as insurance companies are more likely to offer lower premiums to organizations that have a thorough and effective risk assessment process in place.

5 Steps to Conducting a Risk Assessment

There are 5 steps to conduct a risk assessment:

• Identify the hazard.
• Assess the risk
• Put controls/safe guards in place
• Re-assess the risk with control in place.
• Confirmation of reduced risk.

1. Identify the hazard.

Hazard identification is the process of identifying all hazards at risk in your work environment.

Many hazards exist in the workplace. Some of these can be easily identified such as manual handling , but others are less obvious and may not even show up on accident reports or injury logs. Consider how people work with plant equipment to identify hidden hazards that could cause harm without being detected by existing records (such as a new cleaning solution). Identifying what hazardous substances are used is also important when thinking about potential health risks for workers who use them regularly or come into contact during maintenance operations. For example, many workplaces contain asbestos which poses severe dangers if inhaled over time due to its link to respiratory illnesses like lung cancer.

Four risk categories to be use to identify hazards: Extreme, High, Moderate, and Low.

2. Assess the risk

Once you have identified what hazards may be present. decide how likely it is that someone could be harmed by these and to what extent if so. This is assessing the level of risk for your business premises or workplace environment with regard to those potential hazards. Decide: who might be harmed; what action you’re already taking in order to reduce this harm happening again (control measures); any further steps needed-who will carry out this necessary action; when they need to do it by

Risk matrix ( Risk assessment matrix )

With all the risks that are out there, a risk matrix can be an easy way to assess the risk. The Risk Matrix is an incredible tool for quickly calculating the risk of a project. It helps identify what could go wrong (likelihood) and how much damage it would cause if these outcomes occurred (severity). This makes prioritizing issues quick and simple so you know which ones need attention.

Guidelines for assessing Severity

• Major:  Environmental Loss (Major pollution affecting life outside site), People (Fatality or Permanent disability.)
• Serious: Environmental Loss (Major pollution confined to the inside site), People (Long term absence / Offsite treatment)
• Moderate:   Environmental Loss (Significant pollution causing a shutdown of units), People (Moderate treatment / Shot term absence)
• Minor: Environmental Loss ( Pollution above limits / Small spills, emissions ), People (First aid case / No significant injury)

Guidelines for assessing Likelihood

• Very unlikely : Little or no chance of occurrence
• Unlikely     : Could occur, less than 50 / 50 chance
• Possible         : 50 / 50 chance
• Probable        : More likely to occur than not more than 50 / 50 chance

Methods for Analyzing Risks

• Qualitative analysis: simple and cost-effective approach that involves identifying and ranking hazards based on their likelihood and severity
• Semi-quantitative analysis: assigns numerical values to the severity and likelihood of risks to calculate a risk score
• Quantitative analysis: involves using statistical methods to quantify the probability of a risk occurring and its potential impact

Risk Evaluation

• Determining whether risk levels are acceptable or unacceptable based on the results of the risk analysis
• Methods for evaluating risks: risk severity matrix, risk priority number, and risk ranking
• Developing controls that reduce risk to an acceptable level, considering the organization’s priorities, resources, and overall business goals

3. Risk Control : Put controls/safe guards in place

1. definition of risk control:.

Risk control refers to the implementation of measures or strategies to mitigate or eliminate the potential risks identified during the risk assessment process.

2. Importance of Risk Control in Risk Assessment:

Risk control is a crucial part of the risk assessment process because it helps to ensure the safety and health of workers and others who may be affected by workplace hazards. Effective risk control measures can prevent accidents, injuries, and illnesses, and can also minimize financial losses and damage to equipment and property.

3. Methods for Controlling Risks: There are several methods for controlling risks in the workplace, including:

• Elimination: Elimination involves completely removing the hazard or risk from the workplace. This may involve replacing hazardous equipment or substances with safer alternatives or modifying work processes to eliminate the risk altogether.
• Substitution: Substitution involves replacing a hazardous substance, material, or process with a less hazardous alternative.
• Engineering Controls: Engineering controls involve designing or modifying equipment, tools, or processes to minimize the risk of exposure to hazardous conditions. Examples include ventilation systems, noise reduction measures, and machine guards.
• Administrative Controls: Administrative controls involve implementing policies and procedures to control the risk of exposure to hazardous conditions. Examples include training programs, job rotation, and work scheduling.
• Personal Protective Equipment: Personal protective equipment ( PPE ) involves providing workers with protective gear to reduce their exposure to hazardous conditions. Examples include hard hats, gloves, respirators, and safety glasses.

4. Techniques for Effective Risk Control: To ensure the effectiveness of risk control measures, it is essential to follow these techniques:

• Involve workers in the risk assessment and control process
• Implement a hierarchy of controls (starting with elimination, substitution, engineering controls, administrative controls, and PPE )
• Regularly review and evaluate risk control measures and adjust them if necessary.

5. Examples of Controls Commonly Used in Workplaces: Examples of common risk control measures in workplaces include:

• Installing guards or barriers around machinery
• Providing personal protective equipment (PPE) to workers
• Implementing lockout/tag-out procedures to prevent accidental start-up of machinery
• Using ventilation systems to control exposure to hazardous substances
• Providing training programs to workers to increase their awareness of workplace hazards.

4. Re-assess the risk with control in place

After implementing control measures to reduce or eliminate the identified risks, it is essential to re-assess the risks to ensure that they have been adequately controlled. This involves reviewing the effectiveness of the control measures in place and evaluating whether they have reduced the level of risk to an acceptable level.

To do this, ask yourself the following questions:

• Have the control measures been implemented as planned?
• Have they effectively reduced or eliminated the identified hazards or risks?
• Are there any new hazards or risks that have emerged as a result of the control measures?
• Have the control measures introduced any new risks?

Based on the answers to these questions, you may need to revise the control measures or implement additional ones to further reduce the risks.

5. Confirmation of reduced risk

Confirmation of the reduced risk is a crucial step in the risk assessment process. It involves reviewing the control measures that have been put in place and assessing their effectiveness in reducing or eliminating the identified hazards. This step can be done through a range of methods, including:

• Regular inspections of the workplace to identify any new hazards or potential risks that may have arisen.
• Monitoring the workplace to ensure that the control measures are being implemented correctly.
• Reviewing the incident records to see if there have been any incidents or near misses related to the identified hazards.
• Seeking feedback from employees to identify any issues or concerns related to the control measures in place.

It’s important to regularly review and update the risk assessment to ensure that the control measures remain effective and that any new hazards or risks are identified and addressed promptly. By regularly reviewing the risk assessment, it’s possible to ensure that the workplace remains safe and healthy for all employees.

Who needs to do a risk assessment

The team will be led by the project manager, who is in charge of managing safety for a particular site. The Area Safety Engineer, Shift supervisors, and any other engineer if necessary. should have experience with risk assessment tools like MSHA’s HAZCOM or OSHA’s EH&S Toolkit to ensure they can properly assess risks at construction sites.

When should I do a risk assessment

Risk assessments are an essential step to prevent harm and accidents on site. risk assessment shall be prepared before starting any work & it is required for all activities.

When to Update Risk Assessment    

In order to keep up with the ever-changing world, it’s important that you update your risk assessment regularly. In the construction industry, there are many reasons for updating your risk assessment.

Changes to design or materials may demand a new hazard analysis.

After an accident has occurred that requires changes in safety protocol If key equipment changes. Even small company policies updates. A project suspension will also require a constant reassessment of what consequences this would have for workers’ lives. A new subcontractor who join in work process so it’s necessary for any risk assessment need to update too.

Common Mistakes to Avoid in Risk Assessment

1. failing to identify all potential hazards:.

• Risk assessments must identify all potential hazards to accurately evaluate the risks.
• Skipping or overlooking some hazards can lead to incorrect risk assessment and ineffective controls.

2. Underestimating the Likelihood or Severity of Harm:

• Assessing the likelihood and severity of harm is critical to effective risk assessment.
• Underestimating these factors can lead to ineffective controls and increased risk exposure.

3. Failing to Implement Appropriate Controls:

• The purpose of risk assessment is to identify the appropriate controls to reduce risk.
• Not implementing the appropriate controls or implementing ineffective controls can result in unnecessary risk.

4. Failing to Review and Update Assessments Regularly:

• Risk assessments must be reviewed and updated regularly to ensure that controls remain effective.
• Failing to do so can result in outdated assessments and ineffective controls.

5. Examples of Common Mistake:

• Failing to identify all potential hazards: A warehouse risk assessment fails to identify the risk of slips and falls from a wet floor.
• Underestimating the likelihood or severity of harm: A machine operator fails to recognize the potential danger of a malfunctioning machine.
• Failing to implement appropriate controls: A company identifies the hazard of a chemical spill but fails to implement proper storage and handling procedures.
• Failing to review and update assessments regularly: A construction company conducts a risk assessment for a new project but fails to review and update the assessment as the project progresses.

6. Techniques for Avoiding Common Mistakes:

• Use a comprehensive hazard checklist to identify all potential hazards.
• Use objective criteria to assess the likelihood and severity of harm.
• Use the hierarchy of controls to identify the most effective controls for the identified hazards.
• Establish a regular review schedule and ensure that assessments are updated as necessary.

Challenges of Conducting a Risk Assessment

• Lack of resources: Conducting a comprehensive risk assessment requires adequate resources such as time, funding, and personnel. Inadequate resources can lead to a rushed or incomplete risk assessment, which may miss crucial risks or hazards.
• Lack of knowledge and expertise: Conducting a risk assessment requires a certain level of expertise and knowledge. Without it, identifying potential hazards and assessing risks can be challenging, leading to inaccurate assessments and inadequate risk management.
• Difficulty in identifying all potential hazards and risks: It can be challenging to identify all potential hazards and risks in a complex work environment. Some risks may not be apparent, and others may be overlooked, leading to incomplete or inaccurate risk assessments.
• Resistance to change: Conducting a risk assessment may require changes in the work environment, work practices, and procedures, which may be met with resistance from employees or management. This can make it challenging to implement and maintain a risk management plan.
• Changing work environment: Work environments are continually changing, and risk assessments must be updated accordingly. This can be a challenge, particularly in industries with rapidly evolving technologies, processes, or equipment. Failure to keep up with these changes can lead to outdated or inaccurate risk assessments.

Tools and Resources for Conducting Risk Assessment

1. risk assessment templates.

• Templates are pre-designed forms that can help to streamline the risk assessment process
• They provide a framework for identifying and assessing risks in a consistent manner
• Templates can be customized to fit the specific needs of an organization

2. Online Risk Assessment Software

• Online software can be used to conduct and manage risk assessments
• They provide a centralized location for storing risk assessment data
• Some software can automate the risk assessment process, including generating reports and recommending controls

3. Government Resources and Guidelines

• Governments often provide resources and guidelines for conducting risk assessments
• These resources can be a valuable source of information on best practices and legal requirements
• Examples of government resources include the Occupational Safety and Health Administration ( OSHA ) in the United States and the Health and Safety Executive ( HSE ) in the United Kingdom

4. Other Useful Tools and Resources

• There are many other tools and resources available for conducting risk assessments, such as checklists and decision-making frameworks
• Organizations can also seek the expertise of consultants or industry associations for guidance on conducting risk assessments

5. Examples of Successful Use of Tools and Resources

• A manufacturing company successfully used a risk assessment template to identify hazards in their production process and implement appropriate controls
• An online retailer used risk assessment software to centralize their risk assessment data and automate the process of generating reports for regulatory compliance
• A construction company used government resources and guidelines to ensure compliance with legal requirements and improve their safety record.

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TSLP—6–12—Assessment—A2—Identifying Students At Risk

Action step and orientation.

A2 . Use assessment data to identify students at risk for literacy difficulties.

This lesson focuses on how educators can use assessment data to identify students who are at risk for literacy difficulties.

Part 1 gives an overview of the process for identifying students at risk for literacy difficulties as part of a response to intervention (RTI) framework.

In Part 2 , you will consider what instructional decisions are made when students are identified as at risk and the criteria used to make this determination.

In Part 3 , you will explore the issues of reliability and validity in using data to identify students who are, and are not, in need of literacy intervention instruction.

To get started, download the Implementation Guide for this component and refer to the Action Step for this lesson. Examine the Implementation Indicators for each level of implementation and note the Sample Evidence listed at the bottom of the chart.

Part 1—Identifying Students At Risk

RTI is often referred to as a preventative model because the aim is to identify students who are at risk for reading difficulties in the future by providing needed support early to help students before difficulties arise or get worse.

At the heart of this process is assessment. Within an RTI framework, assessment takes many forms. Action Step A2 focuses on assessment for the purpose of identifying students at risk for literacy difficulties. This kind of assessment is commonly called universal screening.

Literacy screenings are similar to medical screenings in many ways. They focus on key indicators of risk. For example, blood pressure screening is done at most doctor visits because blood pressure is one of the factors shown to indicate risk for coronary artery disease (heart disease), a major cause of death in our country. Doctors can identify patients who are at risk by reviewing blood pressure readings. If a patient has a reading outside the range determined to be healthy, the doctor can begin to take appropriate steps to address the patient's possible risk for heart disease. Without the blood pressure reading, the patient's condition would likely go undetected until it was much more difficult to treat.

Similarly, reading screenings focus on skills that are related to a student's literacy development. Screening in secondary school often looks very different than screening in elementary school. For example, in the early grades, letter-naming fluency is often a target skill assessed because it has been shown to indicate future success in learning to read. Therefore, screening and identifying students who struggle with this skill as early as possible alerts school staff to begin intervening with these students before they fall behind their peers in their reading development.

However, in secondary school, the screening process is very different. A common method of screening in secondary school is looking at cut scores and student performance on state-level assessments. State-level assessments are a good use of data for screening at the secondary level because they are comparable across grades (i.e., one can look at performance from 7th–10th grades and compare changes). State-level assessments provide a data source that is useful for all districts and can provide valuable information when screening a student for whom you have no other accessible data.

By the time students reach middle or high school, most with learning difficulties have already been identified. Many may have received intervention or remedial instruction for the length of their academic careers. Instead of using a single skill-based screening measure (e.g., word reading, letter naming, etc.) as one might in the early grades, secondary students are screened in other ways. These may include having the students read grade-level passages and asking them to answer questions. While these types of assessments may help confirm those students at the secondary level who are in need of continued intervention, they will also help identify any students in need of extra support who have thus far gone unidentified. While this is rare at the secondary level, it is an important step in the screening process.

Within RTI, screening is called "universal" because all students are assessed. Just as the doctor will want her patients to have their blood pressure reading taken at least once every year, universal reading screening should also take place on a regular basis as well. In the early grades, schools conduct screening at the beginning of the year (BOY), middle of the year (MOY), and end of the year (EOY) to catch reading problems that can occur in those intervals.

In secondary schools, MOY assessments are less common. Often schools give mid-semester evaluations, end-of-course exams, and 6- or 9-week tests. These assessments are typically informal—produced without the benefit of professional analysis—and their purpose is to measure mastery of the curriculum that has been taught. However, these assessments can provide valuable screening for older students to identify those who are struggling to master basic literacy skills. Secondary schools often have a system in which low grades or assessment scores trigger action such as participation in tutoring or meeting with counselors or mentor teachers. This approach fits well with the goal of screening within an RTI framework: to call attention to a potential need for intervention as early as possible and seek the appropriate way to address that need. Determining how to address that need is the focus of Lesson A3— Determining instructional needs .

If you do use formal screening assessments, they need to be relatively inexpensive and quick to administer. This is the case because of the need to administer them to all students. In order to produce valid and reliable results, the procedure for administration of screening measures should be standardized, and training for those who conduct the assessments is essential. Just as the nurse or assistant must learn to use equipment properly and listen for the systolic and diastolic pressure, whoever administers the literacy screenings at your school must be well trained in the standardized assessment procedures and be able to demonstrate reliable assessment administration.

A health screening can lead to lifesaving treatment. Similarly, screening students on target literacy skills and intervening with students who struggle with these target skills can lead to not only saving students' academic careers, but also ensuring they have the literacy skills needed for a happy and fruitful future beyond the classroom.

Part 2—Using Data to Make Instructional Decisions for Students Identified as At Risk

The purpose of each assessment should be closely related to the instructional decision that will be made using the data from that assessment. The Action Steps in the Assessment component of the TSLP are organized around these purposes and provide a key reminder to educators to keep the purpose in mind when using assessment data. In the medical analogy, to save both resources and time, we would like our doctors to have in mind how they will use the results of tests they order for us.

You and your team can use your Assessment Audit to guide your discussion about the instructional decisions made from the screening assessments administered at your campus. For each instrument, discuss these questions:

• What are the data from this instrument used for? In other words, what decisions will be made based on this data?
• Are the criteria for this decision defined?
• If yes, are the criteria communicated to teachers and other stakeholders?
• Are the criteria implemented routinely?

You can refer to the third column of the Assessment Audit form for this discussion.

What decisions will be made based on this data?

Once screening is completed, the most important decision you and your colleagues need to make is what to do for students who are identified in the screening process as at risk for reading difficulties. This graphic shows a guide to one way of using screening data in an RTI framework:

Students are identified as at risk based on their scores on the screening assessment compared to the expected level of performance for students in their grade level (i.e., norm-referenced). This expected level of performance is called a cut score. Cut scores (which will be discussed further in the next section) are used to identify which students are not at the target level for a particular skill. The severity of the gap between the cut score and a student's score should determine what steps you take next.

As in the example, you may decide to simply monitor students who scored close to the cut score to see if Tier I instruction alone has sufficiently provided the support needed to get back on track for meeting end-of-year goals. For students who fall further below the cut score on the screening assessment, you may decide to conduct additional assessments to determine the students' specific intervention needs. This kind of assessment is the focus of Action Step A3 and is discussed in Lesson A3— Determining instructional needs .

Throughout this process, teachers making decisions about how to intervene with students identified through the screening as needing additional support may want to look at additional data such as results from previous years (when available), English language proficiency, and educational history. Often this kind of data is limited when students are in early grades, but by secondary school, there should be a considerable amount to view. Looking at multiple sources of information about a student's literacy achievement and needs is the most effective way to ensure valid data and valid decisions.

The example mentioned above is just one way the decision-making process can work for using screening data. Some schools may do things differently, such as providing intervention instruction immediately to all students whose screening results place them in the at-risk level. There are acceptable variations in the implementation of RTI. The guiding principle is to use reliable data in valid ways to help students avoid or reverse the educational equivalent of heart disease: problems in reading that become more and more difficult to overcome as each year goes by.

What criteria will be used for these decisions?

For screeners to be helpful, they have to classify students as either at risk or not at risk. The score that separates "at risk" from "not at risk" is the cut score (mentioned earlier) and is typically established by the publishers of the screening instrument. Some districts decide to set cut scores themselves if they feel the scores based on national norms do not reflect the local student population. The Center on Response to Intervention (2013) cautions, however, that "this process requires a sufficient sample of students and someone with statistical expertise to conduct the analysis" (Brief #2, p. 3).

When implementing universal screening as a part of RTI, many schools find that the screening results identify large percentages of students in the at-risk category. This can occur for several reasons.

Because the goal of screening within an RTI framework is to catch a gap between target skill levels and a student's performance that is just in the making—unnoticed in regular classroom performance—the cut scores tend to be more stringent than lenient. Test publishers, and most school leaders, would rather err on the side of identifying too many students than miss students who need assistance (Center on Response to Intervention, 2013, Brief #2, p. 3). If you do have a significant number of students who fall below the screening cut scores, it will be important to look at individual students and use other data sources, mentioned above, to help determine if they are at risk or if there may have been other issues interfering with either the students' performance or a reliable administration of the assessment.

On the other hand, a large percentage of students scoring in the at-risk category may actually show a true picture—that there really are many students with gaps in key reading skills. This situation points toward a need for improvement in the general education classroom, for example, Tier I instruction in language arts. You may use this information for the purpose of evaluating your literacy instruction program, which is discussed in more detail in Lesson A5— Evaluating overall literacy performance .

In both cases, a school with a large number of students identified as at risk will need to take a closer look using multiple sources of information to make decisions about how to best use its resources to help each student succeed.

More complex than simple cut scores, decision trees show a series of questions or criteria to determine the best route to serving a student's instructional needs. The decision tree might unite the at-risk cut scores for multiple assessments, as described in this report on using evidence-based decision trees instead of formulas to identify at-risk readers . Or a decision tree may show the use of different kinds of data that inform the RTI process, such as in this locally developed process . One of the main advantages of decision trees is that they can integrate multiple sources of data into the process as they clearly outline the criteria to be used and the possible decisions that can be made based on those criteria. Decision trees can also help in prioritizing and differentiating among students when a large group is identified as at risk.

Part 3—Ensuring Validity and Reliability of Screening Data

The decisions that you make depend upon valid and reliable data. For each instrument you use to acquire screening data, you and your team will want to discuss the following questions:

Is this data valid for identifying students at risk? Is the data reliable? Is the instrument appropriate for students at this grade level and age? Is the instrument appropriate for all students' language proficiency and language of instruction?

You can refer to the fourth column of the Assessment Audit form for this discussion.

An important source of information for this discussion is the instruction manual for each assessment. Publishers typically provide descriptions of the intended use and application of the assessment instruments. To obtain data that is valid , the construct of the instrument should match your purpose—in this case, to identify students at risk. You can also use the screening tools chart from the Center on Response to Intervention, accessible from the link in the To Learn More section below, to learn about the reliability, validity, classification accuracy, and other features of many commonly used screeners,

Test administration, scoring, and data management are the main concerns with regard to reliable data (Center on Response to Intervention, 2013, Brief #4). An inconsistency in the administration of screeners can seriously compromise your ability to identify students in need of intervention. As mentioned previously, regular training for everyone who administers screeners should be mandatory. Again, refer to the assessment manual for guidance. For assessment instruments that require some subjective judgment, you may consider more intensive trainings that include mock testing and feedback. Such training may be available through the test publisher.

Training is also needed to avoid inconsistencies in scoring. To avoid unintended bias, your process could include replacing student names with ID numbers or, when possible, assigning evaluators who are unfamiliar with the students whose assessments they are scoring. Providing written scoring procedures, guidelines, and rubrics can also help address this issue. When using the state assessment as a screener, many of these issues of administration and scoring are taken care of. However, you and your staff will need to address these concerns about reliability and validity in the other sources of data to confirm and clarify students’ instructional needs.

After taking steps to ensure reliability and validity of your data, it is worth thinking about how you can find and reduce errors that might come from data entry. For example, consider these questions:

• Where might human error take place?
• If scores are manually entered into a system at some point, how can you test samples to check for accuracy?
• What procedures could help ensure accurate data entry?
• What might necessitate verifying the scores for an individual or group of students, and how might you do that?

Finally, your team will need to consider the appropriateness of each assessment for the age and languages of your students. Typically, screeners identify the age or grade level at which they are designed to be used. If you work with high school students and the screener is valid for grades below and including the high school level (grades 7–9, for example), that screener is valid for the 9th grade students but not students above that level. Often this information is challenging to find for those professionals working with secondary school students, so make sure you double check that what you’re using actually measures outcomes for your specific students. If your staff is following these guidelines and screening all students in each grade with the appropriate instrument, you can check off this item in your audit.

Experts encourage using the same screening processes for English learners that are used for their English-proficient peers, but you may need to look at the data differently (Echevarria & Hasbrouck, 2009; Esparza Brown & Sanford, 2011). Research suggests that using screening data together with other sources of information about the English learners' ability to learn and rate of learning may be a more accurate way to identify English learners who are and are not in need of literacy intervention beyond linguistically supportive and differentiated Tier 1 instruction (Project ELITE, Project ESTRE 2 LLA, & Project REME, in press).

TO LEARN MORE : There are many sources of information about screening students for reading difficulties in secondary schools. Here are some of the best sites for research and resources:

Within the extensive website of the Center on Response to Intervention is a section dedicated to universal screening . Online modules and articles, several cited in this lesson, can be accessed from the Featured Resources bar. One of the many resources there is the center's Screening Tools Chart .

The RTI Action Network has a broad range of resources and articles related to RTI implementation. These in particular can support additional learning about screening for reading difficulties:

• Universal Screening for Reading Problems: Why and How Should We Do This?
• Data-based Decision Making (webinar)
• Screening for Reading Problems in an RTI Framework
• How the EBIS/RTI Process Works in Secondary Schools

NEXT STEPS : Depending on your progress in using assessment data to identify students at risk for literacy difficulties at your campus, you may want to consider the following next steps:

• Discuss how screening data is used to make instructional decisions and how you ensure the validity of the data. You may use the third and fourth columns of the Assessment Audit as described in Part 2 and Part 3 of this lesson.
• Gather and review the administration manuals and procedures for each screening assessment used at your campus.
• Determine which staff members have been trained in administering and scoring the various assessments used at your campus.
• Determine procedures for gathering and sharing additional data to support valid decisions for English learners.

With your site/campus-based leadership team, review your team’s self-assessed rating for Action Step A2 in the TSLP Implementation Status Ratings document and then respond to the four questions in the assignment.

TSLP Implementation Status Ratings 6-12

As you complete your assignment with your team, the following resources and information from this lesson’s content may be useful to you:

• Refer to Part 1 for an overview of the process of identifying students at risk for literacy difficulties.
• Refer to Part 2 for information about the instructional decisions and criteria used in identifying and addressing the needs of students at risk.
• Refer to Part 3 for information about reliability and validity in identifying students who are, and are not, in need of literacy intervention instruction.

Next Steps also contains suggestions that your campus may want to consider when you focus your efforts on this Action Step .

To record your responses, go to the Assignment template for this lesson and follow the instructions.

Center on Response to Intervention (2013). Brief #2: Cut scores. Screening Briefs Series. Washington, DC: U.S. Department of Education, Office of Special Education Programs, Center on Response to Intervention. Retrieved from http://www.rti4success.org/resource/screening-briefs

Center on Response to Intervention (2013). Brief #4: Ensuring fidelity of assessment and data entry. Screening Briefs Series. Washington, DC: U.S. Department of Education, Office of Special Education Programs, Center on Response to Intervention. Retrieved from http://www.rti4success.org/resource/screening-briefs

Echevarria, J. & Hasbrouck, J. (2009). Response to intervention and English learners. CREATE Brief. Retrieved from http://www.cal.org/create/publications/briefs/response-to-intervention-and-english-learners.html

Esparza Brown, J., & Sanford, A. (2011). RTI for English language learners: Appropriately using screening and progress monitoring tools to improve instructional outcomes . Washington, DC: U.S. Department of Education, Office of Special Education Programs, National Center on Response to Intervention. Retrieved from http://www.rti4success.org/sites/default/files/rtiforells.pdf

Fuchs, L., Kovaleski, J. F., & Carruth, J. (2009, April 30). Data-based decision making. RTI Action Network [Forum]. Retrieved from http://www.rtinetwork.org/professional/forums-and-webinars/forums/data-based-decision-making

Jenkins, J. R., & Johnson, E. (n.d.). Universal screening for reading problems: Why and how should we do this? RTI Action Network. Retrieved from http://www.rtinetwork.org/essential/assessment/screening/readingproblems

Johnson, E. S., Pool, J., & Carter, D. R. (n.d.). Screening for reading problems in an RTI framework. RTI Action Network. Retrieved from http://www.rtinetwork.org/essential/assessment/screening/screening-for-reading-problems-in-an-rti-framework

Johnson, E. S., Pool, J., & Carter, D. R. (n.d.). Screening for reading problems in grades 1 through 3: An overview of select measures. RTI Action Network. Retrieved from http://www.rtinetwork.org/essential/assessment/screening/screening-for-reading-problems-in-grades-1-through-3

Johnson, E. S., Pool, J., & Carter, D. R. (n.d.). Screening for reading problems in grades 4 through 12. RTI Action Network. Retrieved from http://www.rtinetwork.org/essential/assessment/screening/screening-for-reading-problems-in-grades-4-through-12

Koon, S., Petscher, Y., & Foorman, B.R. (2014). Using evidence-based decision trees instead of formulas to identify at-risk readers (REL 2014-036). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from http://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_2014036.pdf

Project ELITE, Project ESTRE2LLA, & Project REME. (in press). Assessment and data-based decision making within a multitiered instructional framework . Washington, DC: U.S. Office of Special Education Programs.

Reed, D., Wexler, J., & Vaughn, S. (2012). RTI for reading at the secondary level . New York, NY: The Guilford Press.

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Related Items

What is Risk Profiling?

HiLo’s risk profiling isn’t just about paperwork . We go beyond traditional methods to truly understand your unique operations and potential hazards. Our experts analyze your existing data, risk assessments, and processes, painting a clear picture of where vulnerabilities lie. Think of it as a personalized safety roadmap, highlighting the specific areas where intervention can have the biggest impact. This targeted data analytics approach helps you protect your crew, improve your self-assessments , and ultimately increase the commercial appeal of your fleet .  

How does HiLo do risk profiling for your unique company?

Gone are the days of manually sifting through mountains of data. HiLo does the heavy lifting for you, automatically collecting and standardising all your internal records to paint a crystal-clear picture of your operations. But we don’t stop there. We feed this info into our world-leading statistical models, designed to sniff out where catastrophic incidents might be brewing. Think of it like having a sixth sense for danger, one that understands the intricate cause-and-effect of maritime accidents.  

Our actionable risk profiles don’t just tell you there’s a problem. These web-based SaaS tools pinpoint exact hotspots and show you the way to intervene. Our data analytics guide you towards proactive measures that can stop incidents in their tracks before they ever become headlines.  

Why should you choose HiLo?

People have been trying to improve safety in the maritime industry for hundreds of years. What makes the HiLo approach so successful?   Our customers have saved over $130 million in the past year by avoiding incidents, and have prevented over 2000 incidents across the HiLo fleet. How have we made that happen?

Maritime Expertise

Our team of maritime experts has over 200 years’ experience on board ships. Not only that, each model was built on hundreds of hours of workshops , so our risk profiling is grounded in reality.   Our maritime experts know self-assessments inside out, so you can improve your self-assessment performance by up to 48%.

Statistical Know-How

HiLo statistical models predict risks with over 98% accuracy, trained on 6 years of internal data from 10 top shipping companies and 10,000+ real-world accidents. De veloped by LR Consulting and p eer-reviewed by Imperial College London, our analysis lets you navigate with confidence.  

Data Wizardry

HiLo analytics unlock the power of your maritime data. Not just collecting it, but understanding it. Our data experts cleanse and standardise your data, turning a mass of statistics into something you can actually act on. Risk profiling shows the true picture hiding behind the numbers.  

Technology ( AI/ML)

Access proven actions from industry experts, tailored to the risks of your unique fleet.

Our Products

HiLo Maritime Risk Management provides all the web-based SaaS tools you need to unlock your data. Save time, save lives, and improve profitability by using HiLo today.  

Our gap analysis and digitalisation tools can raise your self-assessment performance by up 48%. To know more…

Juniper is a central data platform for companies with multiple data collection systems. It digitalises and streamlines data collection and empowers you with analytics from your central data source.   To know more…

Say goodbye to guesswork, say hello to confident action with Pinpoint. HiLo’s risk profiler doesn’t just tell you what’s wrong, it empowers you to fix it. Forget generic warnings – get actionable steps tailored to your fleet, minimizing risk and maximizing safety. To know more…

HiLo’s Pulse identifies what is driving your crew’s human errors, based on your existing data pool. Understand your crew’s vulnerabilities, target interventions, and navigate with confidence. Use Pulse for smoother, safer voyages. To know more…

Available as part of Pulse or Pinpoint, HiLopedia leverages technology to analyse all safety-related data, giving you a clear understanding of issues and trends behind your fleet incidents.

Build Resilience with HiLo's Powerful Risk Profiling

Every voyage begins with a dream: safe crew, smooth operations, and minimal environmental impact. HiLo’s risk profiling helps you turn that dream into reality. Set sail with peace of mind , knowing you’ve done everything to protect what matters most.  

Protect your Crew

Grow your business, reduce incidents, improve reputation.

Choose the right plan for your business

Every voyage deserves smooth sailing. Choose the HiLo plan that fits your needs.

Charting a safer course for your fleet doesn’t have to be complicated. At HiLo, we understand that every shipping company is unique, with different needs and resources. That’s why we offer a variety of flexible plans designed to empower you to maximize safety, minimize risk, and ultimately navigate towards a brighter future.

No matter your fleet size, operating area, or budget, we have a risk profiling solution that fits. Take a moment to explore our plans below and discover the powerful risk management SaaS tools and insights that can transform your maritime safety game.

• Data aggregation
• Data standardisation
• Multi-format collection
• Frequency analytics
• Data Aggregation
• Predictive analytics
• Benchmarking
• Human Error analytics

Ready to Get Started?

Discover how HiLo ’s risk profiling can transform your safety. Request a demo of our risk management tools and unlock your fleet’s growth potential .  

• Industry Initiatives

RA: Risk Assessment

Ra-1: policy and procedures, baseline(s):.

Develop, document, and disseminate to [Assignment: organization-defined personnel or roles]: [Assignment (one or more): organization-level, mission/business process-level, system-level] risk assessment policy that: Addresses purpose, scope, roles, responsibilities, management commitment, coordination among organizational entities, and compliance; and Is consistent with applicable laws, executive orders, directives, regulations, policies, standards, and guidelines; and Procedures to facilitate the implementation…

RA-2: Security Categorization

Categorize the system and information it processes, stores, and transmits; Document the security categorization results, including supporting rationale, in the security plan for the system; and Verify that the authorizing official or authorizing official designated representative reviews and approves the security categorization decision.

RA-3: Risk Assessment

Conduct a risk assessment, including: Identifying threats to and vulnerabilities in the system; Determining the likelihood and magnitude of harm from unauthorized access, use, disclosure, disruption, modification, or destruction of the system, the information it processes, stores, or transmits, and any related information; and Determining the likelihood and impact of adverse effects on individuals arising…

RA-5: Vulnerability Monitoring and Scanning

Monitor and scan for vulnerabilities in the system and hosted applications [Assignment: organization-defined frequency and/or randomly in accordance with organization-defined process] and when new vulnerabilities potentially affecting the system are identified and reported; Employ vulnerability monitoring tools and techniques that facilitate interoperability among tools and automate parts of the vulnerability management process by using standards…

RA-6: Technical Surveillance Countermeasures Survey

(Not part of any baseline)

Employ a technical surveillance countermeasures survey at [Assignment: organization-defined locations] [Assignment (one or more): [Assignment: organization-defined frequency] , when the following events or indicators occur: [Assignment: organization-defined events or indicators] ].

RA-7: Risk Response

Respond to findings from security and privacy assessments, monitoring, and audits in accordance with organizational risk tolerance.

RA-8: Privacy Impact Assessments

Conduct privacy impact assessments for systems, programs, or other activities before: Developing or procuring information technology that processes personally identifiable information; and Initiating a new collection of personally identifiable information that: Will be processed using information technology; and Includes personally identifiable information permitting the physical or virtual (online) contacting of a specific individual, if identical…

RA-9: Criticality Analysis

Identify critical system components and functions by performing a criticality analysis for [Assignment: organization-defined systems, system components, or system services] at [Assignment: organization-defined decision points in the system development life cycle].

RA-10: Threat Hunting

Establish and maintain a cyber threat hunting capability to: Search for indicators of compromise in organizational systems; and Detect, track, and disrupt threats that evade existing controls; and Employ the threat hunting capability [Assignment: organization-defined frequency].