A Brief Overview of Scientific Research-Based Intervention (SRBI)

This overview explains the definition and purpose of the SRBI service delivery system in Hebron. Hebron Public Schools has developed a Scientific Research-Based Intervention Plan based on Connecticut's SRBI Framework. Prerequisites as well as the components and strategies that Hebron Public Schools uses for each aspect of the SRBI process will be described. Both elementary schools in Hebron have detailed SRBI plans for the areas of mathematics and reading that contain specific names of assessments, dates of administration, established entrance and exit criteria, and a wealth of resources to inform intervention programs.

Since 2008, Connecticut has implemented a multi-tiered system of support (MTSS) known statewide as Scientifically Research Based Interventions (SRBI). In an SRBI framework, students who are not performing adequately based on standards receive interventions at the time of need. This school-wide framework allows our schools to systematically and effectively identify student need and match evidence-based supports to meet those needs. The framework includes three tiers of progressively more intensive levels of support for academics and behavior. Our SRBI framework involves regular data collection, monitoring, and use practices to drive programmatic decision for our learners. Effective data use practices allow for informed and timely decision-making and help support consistent staff practices. Staff receive support and training to implement targeted student interventions with fidelity and, in turn, routinely assess a student's level and rate of growth.

While our staff practices support student achievement, our SRBI framework also has a number of interwoven systems in place to support staff efforts. Comprehensively, this structure provides an ongoing support mechanism for our students to achieve grade-level standards by proactively supporting needs across learning environments.


Four Essential Components of SRBI:

Core Curriculum → common, standards-based curriculum; design and delivery of high-quality research-based instruction for All students (Tier I); analyzed through universal common screens administered across the school year which determine the percentage of students not meeting benchmarks

Progress Monitoring → ongoing data collection for the purpose of making timely decisions about whether students are benefiting from a specific intervention

Multi-tiered, Instructional Interventions → provides increasingly intense levels of intervention and support - time, duration, frequency (Tier II: targeted, small-group Tier III: intensive, individualized)

Fidelity of Implementation → ensures that instruction/intervention is delivered as it was designed

How do students enter and exit different tiers?

At Gilead Hill and Hebron Elementary, universal common assessments and grade level assessments are used to identify students who may need additional instruction. Every student is screened three times a year (Fall, Winter, Spring). Teachers may also administer additional brief assessments to gain more information about specific areas of concern. Depending on student performance on these assessments, student need and level of support are determined and subsequent intervention and supports are provided. Across the school year, students regularly move in and out of flexible instructional tiers depending on their performance across time. Students receiving Tier II or Tier III instruction are monitored with progress monitoring assessments more frequently. These quick assessments demonstrate how well the teaching strategy is working or if it needs to be adjusted or changed for each student. Learning rates can differ from one child to another. Some learn quickly what they were missing and no longer need intervention, while others take longer. Clear student decision rules and ongoing data-based conversations allow for informed student grouping, appropriate supports, and efficient monitoring.

How do you know when a struggling student needs to be considered for special education services?

In order to determine eligibility for special education services under the primary disability category of learning disabled (LD), the student must demonstrate a persistent performance discrepancy at two points in time -- before an intervention has started and after the intervention has been implemented with fidelity for a reasonable amount of time. This identification model is called the dual-discrepancy model and it hinges on a student's initial level of performance compared to typically performing peers as well as the students' rate of growth over time. By examining the student's gap in performance as compared to expected targets, a school team is able to determine if referral to special education is appropriate.

At this point, the SRBI process may be helpful in providing previously collected data to help inform the decision making process involved in determining initial eligibility for special education supports and services.

Related Terms and Descriptions
Universal Screening A universal screening instrument is a standardized, common assessment tool that is administered to all students in a grade level to identify those who are achieving above, at, and below grade level expectations. This screening process occurs three times a year in Hebron (Fall, Winter, Spring) and the tools, directions, timelines and scoring procedures used are consistent across all teachers and students.
Diagnostic Assessment Diagnostic assessments help educators detect and identify important and specific skills or concepts that may be missing in a student’s learning. Once recognized, these explicit learning needs can be targeted for intervention and direct instruction. Diagnostic assessments are used by educators in an on-going manner across each school year.
Benchmark Assessments Benchmark assessments are also common or standardized, and administered to all students in a grade level, but their purpose is to determine how much each student is progressing within the academic year. In some cases, the same assessment instrument may be used for both universal screening and to benchmark individual student progress over time.
Progress Monitoring The SRBI Model recommends frequent monitoring of student progress by tools that are sensitive to small increments of growth in learning. Progress monitoring assessments must be research-based and standardized, and are administered to students receiving Tier II and Tier III intervention to determine the extent to which the selected intervention, focused objective, lesson plan and teaching strategy helped the student make progress toward grade level proficiency. Progress monitoring assessments are administered bi-weekly (Tier II) or weekly (Tier III). Collected data are recorded, graphed, and used by our staff to inform programmatic decisions across the school year.
Best Practice A technique, methodology, or innovation that has reliably demonstrated desired result through teacher experience.
Evidence-Based Practice A technique, methodology, or innovation which has undergone rigorous exploration through sound experimental procedures and has demonstrated replicable, desired outcomes through research.
Data Teams Teams of educators that participate in collaborative, structured, scheduled meetings which focus on the effectiveness of teaching as determined by student achievement. Data Teams adhere to continuous improvement cycles, analyze trends, and determine strategies to facilitate analysis that result in action. Data Teams can occur at the state, district, school, and instructional level.
Differentiated Instruction (DI) An approach to teaching that emphasizes ways to meet the differing needs and learning styles of students within the general education setting, for example through the use of flexible small groups, different instructional materials, or different ways of presenting the same content.
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