SRBI is a framework that schools use to meet the needs of all children in Connecticut. The framework is based on a continuum of support, including effective core instruction and interventions for students struggling to learn. Most commonly, SRBI addresses students’ needs in the areas of reading, writing, math, and behavior. All public schools, grades PreK-12, were required to implement this framework by July 2010.
There are three tiers of support in CT’s SRBI Framework:
- Tier 1 is the high-quality instruction that all students receive. The core curriculum and system of instruction need to be based in research, differentiated according to student need, and culturally relevant. Tier 1 instruction should meet the needs of most students, and educators continually review practices to improve teaching and learning outcomes.
- Tier 2 instruction is targeted instruction for students who are in need of additional support. Instruction is supplemental to core instruction and is typically delivered in a small group. Intervention is designed to accelerate learning in both academic and behavioral realms; creating the need for educators to monitor student progress more regularly. Tier 3 is more individualized instruction for students needing more intensive supports. The instruction occurs in small groups or individually and includes frequent progress monitoring.
Families are an important part of student learning and should be invited to inform planning of interventions. Some ways parents can participate include:
- Sharing students’ interests, learning history, and strengths. This will assist school staff to select the best instructional approaches to meet your child’s needs.
- Asking for and reviewing progress reports and work samples, and reaching out to school staff when your child is struggling.
Teachers and administrators implement a variety of practices to support students in school. Common ‘look-fors’ include:
- An assessment calendar outlining what assessment tools are used for what purpose, including timelines for administering and analysis. School-level and grade-level or content area meetings to discuss teaching and learning outcomes at regular intervals, but at least twice per month. Teachers engaging in professional development and seeking resources to provide all students with the supports they need.
- All staff actively involved in the development of school-wide practices to create a positive and safe learning environment
For further information, please contact:
Judy Carson, Ph.D.
Connecticut State Department of Education Phone: (860) 807-2122