1. RTI & SRBI What Are They and How Can We Use Them?

2. What Do They Mean?
RTI- Response to Intervention SRBI- Scientific Research- Based Interventions

3. THEY ARE BOTH THE SAME THING!!
CT just uses the name SRBI (who knows why they have to be different!)
All public schools in CT are using SRBI- we need to at least have an understanding of what it is and how to use it!!

4. Goals/Mission Positive outcomes for all students
Proactive prevention and intervention activities
Provides continuum of instructional supports
All educators responsible for all students-accountability
Focus on positive outcomes
Engage students and families in educational process

5. Key Elements/Characteristics
Use of research-based teaching methods and interventions that have been proven to work
Tracking of progress of students receiving interventions
Use of data derived from monitoring student progress to make important decisions about students including providing more intensive interventions when progress is not adequate and considering additional resources of special education when a student does not respond to intervention or increasing intensity
Universal common assessments
Early intervention for students experiencing academic, social-emotional and/or behavioral difficulties to prevent the development of more serious educational issues later on

6. How Does SRBI Benefit CT Students?
Helps districts meet expectations of NCLB, IDEA 2004, and state legislation and policy
Provides a coordinated, comprehensive, high quality system of education for all students
Can transform how schools function to provide a much more effective, prevention- oriented system

7. Key Terminology
Fidelity- delivery of scientific research-based instruction in the way in which it is designed to be delivered
Progress Monitoring- continuous measure of student performance growth and provides objective data to evaluate the effectiveness of instruction and intervention
Key components: brief assessments conducted frequently, assessments occur throughout intervention, results are evaluated to determine whether a student’s response is adequate, results are charted/analyzed to determine student progress
Common Assessments-broad term for assessments that are routinely given to all students in a grade that are the same for all students (can be summative or formative)
Benchmark Assessments- interim summative assessments administered periodically to measure student’s mastery of standards-based curriculum objectives
Common Formative Assessments- same across a grade level used to inform and adjust instruction and monitor progress
Diagnostic Assessments- used to clarify and target needs of individual students when other information is not sufficient or too broad

8. Terminology cont.
Teacher Support Team (TST) (or Data Team)- purpose is to improve quality of teaching and learning by:
Overseeing implementation of universal screenings and review results
Identifying students needing interventions
Design appropriate instructional interventions and assign responsibilities for implementation
Analyze and interpret data
Monitor intervention effectiveness and student progress
Monitor instructional fidelity and implementation of interventions through collection of data
Provide the process to be utilized to resolve issues, problems, or concerns
Who should be on TST?
Principal/asst principal, general ed teachers, school counselors, instructional consultants, intervention specialists, other specialists ( speech/language, special ed teacher, psychologist, social worker)

9. Two Big Ideas
Big Idea #1- Degree of unresponsiveness determines intensity of intervention
Big Idea #2- Multi Level 3- Tiered Model (next slide)

10. 3 Tiered Model (Basis of SRBI)

11. Tier 1 (Core) Most of school population is in this tier
Comprises core general education curriculums and instruction
Core curriculums should develop the full range of competencies that research has shown to be important to achievement in a particular domain at specific grade levels
Comprehensive system of social- emotional learning and behavioral supports including explicit teaching of social skills, ethical teaching practices, clear behavioral expectations for all students
Differentiation of instruction and instruction relevant and responsive to culturally and linguistically diverse students
All core practices must be systematic and implemented with fidelity

12. Assessments in Tier 1 Obtain/develop universal common assessments
Benchmarks should be established as to where a student should be functioning at different points in the year in order to be on target to attain grade level competencies and standards by the end of the school year
Curriculum based measures (CBMs) are recommended to establish benchmarks and monitor
Selection of appropriate progress- monitoring assessments is vital to ensure that assessments are reliable and valid
Diagnostic assessments on certain students may be necessary to clarify the nature of a students difficulties
Student data should be analyzed collaboratively by groups of educators (ie data teams and early intervention teams)
If 80% of student population within a grade is not meeting benchmark, the analysis of core general education practices is necessary

13. Tier 2 (Strategic)
Students who fail to make adequate progress in Tier 1 should receive Tier 2 instruction
Tier 2 interventions provide more intensive instruction through the use of smaller groups
Instruction is highly focused on a specific skill and/or learning strategies
More frequent monitoring of progress and social development
Interventions are short term (8-20 weeks)
Interventions are supplemental to the core academic instruction and behavioral supports that are part of Tier 1 (so they receive Tier 1 and Tier2)
Tier 2 interventionists can be general ed teachers, specialists, or other educators with appropriate certification/training

14. Tier 2 cont.
Accurate pinpointing of individual student’s focus areas for improvement and alignment of research-based interventions are critical
Student’s progress should be monitored during intervention period and changed or modified
Assessments for monitoring progress in Tier 2 must target the student’s specific skill in area of concern, be reasonably quick to administer, and be reliable and valid
Data analysis and decision making should be again determined by teams of educators

15. Tier 3 (Intensive)
Interventions in Tier 3 are more intense and more individualized with more progress monitoring
Tier 3 interventionists can be general educators or specialists, but they may need additional professional development to make sure they have the skill-set to implement and monitor the intervention with fidelity
Interventions are short term
Receive all 3 tiers with supports
If student is still struggling the team needs to examine why the student is not making progress even with all the supports- based on this team determines whether a comprehensive evaluation for special ed is necessary

16. SRBI and Special Education
Students may be referred for an evaluation for special ed at any time and in any Tier
Referral for special ed eval would not occur until appropriate academic/behavioral interventions have ensured that the student’s difficulties are not due to insufficient instruction, unhealthy school climate, or inadequate practices I the areas of social-emotional learning or cultural relevance
Spring 2008, state guidelines require use of SRBI as part of the id procedures for learning disabilities
July 1, 2009 use of IQ achievement discrepancy formula replaced by evidenced based analysis of identified gaps between student performance and expected outcomes
SRBI benefits students with all disabilities because it makes general education practices more responsive to student’s needs-students will be included more and be more successful

17. Making SRBI Work Several Factors to make SRBI work:
Effective leadership
High quality teaching and professional development
Access to and use of technology

18. Bibliography
Information is from the CT State Dept of Ed website and Windham Public Schools website
chers/forms/SRBI%20Manual pdf
Picture on Slide 10
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