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Teaching & Learning

SRBI

(Scientific Research-Based Intervention)

The majority of students respond successfully to quality core instruction in the general education classroom. However, at times, a student may struggle to learn the core curriculum or have difficulty maintaining appropriate behavior in the general education classroom. Scientific Research-Based Interventions (SRBI) may be developed in response to students’ needs to assist them in reaching their academic potential.

SRBI consists of tiered interventions that vary in intensity and frequency. If a student is identified as struggling through collection of assessment data, the school-based SRBI team will typically recommend a student for a Tier I intervention that has been crafted as the result of a diagnostic assessment that targets the student’s specific skill deficit. The interventions are designed to prevent or alleviate challenges a student may be facing.

In Tier I, the classroom teacher implements the intervention for the identified student. Tier I interventions are monitored for effectiveness by measuring the students’ learning progress toward desired outcomes on an ongoing basis. If progress monitoring indicates a need for more intense interventions, the student will receive a Tier II intervention in addition to Tier I.

Tier II interventions are designed to provide supplemental, focused teaching and learning opportunities for the small percentage (5-15%) of students who do not respond to Tier I interventions. Effective Tier II interventions include the use of frequent progress monitoring assessments, collaborative planning, and specifically focused objectives. The school-based SRBI team (i.e., school principal, classroom teachers, special education teachers, literacy and math specialists, school social workers, school psychologist, speech and language pathologist, guidance counselor and any other appropriate staff) meets to design interventions and monitor progress regularly and frequently. The team reviews individual student data at the conclusion of each four to six week intervention cycle.

If the data indicates the gap between the expected outcome and the student’s progress is not closing, then the student will receive a Tier III intervention in addition to Tier I and II in order to accelerate progress. Tier III interventions are designed to provide more individualized instruction, and intense teaching and learning opportunities for students who are not achieving grade level expectations and continue to fall further behind their peers (less than 5% of students). One of the primary purposes of Tier III is to find and use instructional strategies that are best suited for that individual student’s progress.

School-based SRBI teams make decisions on the effectiveness of interventions on closing the achievement gap. When a student succeeds in reaching a goal by mastering a skill, the school-based SRBI team will dismiss the student from interventions for that skill. A student who is dismissed for one skill may reenter the SRBI process for a different skill. If the data indicates that the achievement gap is not closing, teams will consider if a referral for a special education evaluation is needed.

More information about SRBI can be found on the Connecticut State Department of Education web site.

It is the mission of Hamden Public Schools to ensure all our students learn to the best of their potential each and every day they are entrusted to our care.

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