What is Scientific Research Based Intervention (SRBI)?

New requirements by the Connecticut State Department of Education focus on methods to address student learning needs. All Connecticut school districts are required to use a framework entitled Scientific Research Based Intervention (SRBI) to address this mandate.

As stated in Using Scientific Research-Based Interventions: Improving Education for All Students, SRBI is the practice of providing scientific, researched-based instruction and intervention matched to students’ needs, with important educational decisions based on students’ levels of performance and learning rates over time.  Avon Public Schools are committed to using the SRBI framework to help schools focus on classroom instruction and interventions that meet the needs of all students. 


 Components of SRBI

Access for all to quality curriculum that address the essential competencies of each academic area.

Classroom instruction delivered by skilled practitioners employing research-based effective teaching strategies.

Differentiated instruction within the classroom that benefits all students.

The use of universal common assessments of all students that monitor academic progress and identify students who are experiencing difficulty.

A tiered system of support for all students that applies data driven decision making in determining the need for interventions.

Interventions for students experiencing academic difficulty that target deficit skills and prevent the development of more significant gaps of achievement.

Frequent progress monitoring of students receiving interventions that inform educational decision making for these students in regards to content, intensity and duration

Instructional Tiers of Support 

Tier I: (Core) the on-going general education curriculum, instruction and social/behavioral supports for all students, with adequate differentiation of instruction.

Tier II: (Targeted) short-term (e.g., 8 – 20 weeks) targeted interventions provided in small group settings for students who are not making progress with the Core instruction; it is part of the general education system. Student progress should be assessed weekly or biweekly.

Tier III: (Intensive) more intensive and/or individualized short-term (e.g., 8 – 20 weeks) interventions for students who fail to respond adequately to the supplemental/targeted interventions; it is part of the general education system.

 

 

 Resources

For additional information on SRBI visit the Connecticut State Department of Education’s website for the access to the full document reference above, as well as A Family Guide: Connecticut’s Framework to RTI.

The SRBI Framework that describes the state's perspective on SRBI can be found at http://www.sde.ct.gov/sde/cwp/view.asp?a=2604&Q=321716.

Connecticut's framework for the Response to Intervention (RTI) model for identification of children with specific learning disabilities can be found under the heading of Resources for Parents and Families on the SDE website (http://www.sde.ct.gov/) under the heading Publications/Resources-Best Practices, entitled A Family Guide: Connecticut's Framework to RTI.