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

2. 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

3. 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

4. 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

5. Three-Tier Model

6. 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

7. 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

8. 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)

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

10. 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

11. 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

12. 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

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

14. 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

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

16. 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 

17. Resources
Connecticut State Department of Education. (2011). Scientific Research-Based Interventions. Retrieved from
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