What is SRBI?
K-5 SRBI
In July 2009, Connecticut adopted a mandate requiring early intervention for all students. This initiative is referred to as Response to Intervention, or RTI, on a national level. Connecticut has developed this initiative as SRBI, Scientific Research-Based Instruction, and requires each school district to have a systematic approach for implementation of support.
SRBI are a way to provide support and instruction to children who are struggling to learn. A child's progress is studied and findings are used to make decisions about teaching and other learning supports. SRBI are most commonly used in addressing needs in the areas of reading, math, and behavior. This model is....
- A systems approach that emphasizes instruction for all students comprised of research-based instruction and interventions for students who are experiencing academic, social/emotional, or behavioral challenges.
- Quality instruction that is differentiated utilizing responsive strategies for students based off of benchmark data
The SRBI model, also known as RTI, is comprised of 3 tiers of support:
- Tier 1: Core classroom instruction provided by the classroom teacher. All students receive this instruction which can include whole group, small group and differentiated instruction.
- Tier 2: Small group interventions in addition to tier 1 supports, designed to address specific areas of need both academically and socially.
- Tier 3: Small group interventions designed to be more individualized, more frequent and of greater intensity.
Throughout each tier of support, adults working with the student will frequently collaborate with the building SRBI team to develop effective targeted intervention practices. Data is collected frequently and the SRBI team meets to monitor and evaluate student progress and revise individualized plans, as needed.
Partnering with families is essential for the success of our SRBI model. Communication about student progress will be communicated frequently to families. Families are encouraged to reach out to the classroom teacher if they grow concerned or want to be updated about their students progress.
