Presented by: Megan Wolfinger & Julie Dignazio SRBI & STAT Presented by: Megan Wolfinger & Julie Dignazio

What is SRBI? SRBI (Scientific Research-Based Interventions) is a process for… Providing quality instruction and timely interventions matched to student need Monitoring student progress frequently to make ongoing instructional decisions Using student-response data to make important educational decisions Connecticut State Department of Education, 2011

SRBI Changes Schools Schools recognize that they can improve outcomes for students They find better ways, such as tiered service models, to allocate resources to help students They use scientifically based materials and practices to improve instructions They use problem-solving methods that use data to make educational decisions Connecticut State Department of Education, 2011

Four Essentials to Implement SRBI Multi-tiered model of service delivery Use of scientifically-based materials and practices Integrated data collection/assessment system Problem-solving method Connecticut State Department of Education, 2011

Three-Tier Model

Movement Through the Tiers Movement through the tiers is fluid Interventions/services in each tier are based on specific skills-based needs of students Needs are determined by assessment, starting with universal screening Data-based monitoring of progress allows the system to be responsive to the changing needs of students Connecticut State Department of Education, 2011

Assessment Purposes Screening Progress Monitoring Diagnostic Outcome Evaluating all students to determine those at risk. Often at the beginning of the year. Progress Monitoring Ongoing monitoring of general reading health to identify whether adequate progress toward critical benchmarks is being made. Diagnostic In-depth criterion-referenced assessment to identify specific skill gaps. Outcome At end of year or major instructional sequence. May be end of major units of study, or state or district assessments. Discuss the assessments that we use in relation to these Connecticut State Department of Education, 2011

Explicit Instruction What is explicit instruction? Sequence skills and strategies by difficulty, utility, and potential for confusion What does explicit instruction look like? Model explicitly (I Do) Practice (We Do and You Do) Independent Practice (You Do) Feedback (to cement or correct)

Phonological / Phonemic Awareness Big Ideas of Reading Comprehension Vocabulary Fluency Phonics Phonological / Phonemic Awareness

Phonological/Phonemic Awareness Phonemic Awareness – ability to notice, think about, and work with the individual sounds in spoken words. Rhyming, deletion, segmentation, blending All auditory – no sound/symbol correspondence Armbruster, B., et al., 2001

Phonics Teaches children the relationships between the letters and the individual sounds of spoken language Based on 6 syllable types Closed Open Silent e R controlled Vowel Teams Consonant –le Armbruster, B., et al., 2001

Fluency Ability to read text accurately and quickly. If the child’s reading is not accurate, assessment should be completed in phonics and phonemic awareness Armbruster, B., et al., 2001

Vocabulary Refers to words we must know to communicate effectively. Oral vocabulary Reading vocabulary Armbruster, B., et al., 2001

Comprehension Ability to understand and use information from the text Monitoring Using graphic and semantic organizers Answering questions Generating questions Recognizing story structure Summarizing Armbruster, B., et al., 2001

Sections of Binder Assessments Questions to consider Interventions What to bring when returning to STAT

Where do we go from here? Each grade level will meet with a designated person to discuss in more depth the assessments specific for each grade level and the interventions included in the folder during Thursday building PLC Our goal is to meet with each PLC by the end of December so everyone feels comfortable starting the new year 

Resources Connecticut State Department of Education. (2011). Scientific Research-Based Interventions. Retrieved from http://www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=322020. Armbruster, B., Lehr, F., & Osborn, J. (2001). Put Reading First: The Research Building Blocks for Teaching Children to Read Kindergarten through Grade 3.CIERA & NIFL