Connecticut’s Framework for Response to Intervention (RTI) is a prevention and intervention model called Scientific Research-based Intervention (SRBI). The model was adopted by CT in 2008 (CSDE, August 2008) to provide rigorous intervention for students who might be struggling in reading or mathematics at any age. "The benefits of SRBI come from its emphasis on uniting scientific, research-based practices with systems approaches to education. Scientific evidence is substantial for areas central to children’s school success and well-being, such as reading, language development, some areas of mathematics and social-emotional learning." (CSDE, SRBI Framework, 2008).
To see the State's framework on SRBI, click here.
SRBI is based on the public health prevention model. Our focus on proven and effective teaching strategies and programs start first with the core school program, where many learning problems can be prevented. "Just as well-child visits to doctors benefit all children, not only those with health concerns, scientific, research-based general education curriculums and instructional strategies help all learners. Differentiation of instruction enables high-achieving children to be more appropriately challenged as well as addresses the needs of students who are struggling." (CSDE, SRBI Framework, 2008).
Three Primary Practices
The model is built on three primary practices used in public health re-designed for education.
Routine screening in reading and mathematics to identify any students who would benefit from additional support. Similar to a blood pressure screening, this procedure helps quickly identify those students that require further assessment and possible intervention. In Wallingford, we screen all students in grades K-8 three times per year and high school students in grade 9 and 10. At the high school level, students can be referred by the student assistance team if problems arise.
- Immediate, ambitious, and highly focused intervention efforts that have a high probability of accelerating student growth in reading and mathematics. In Wallingford, we provide a minimum of two to three 45 minute intervention periods per week. If students do not respond to this level of intervention, we increase the frequency, duration and intensity of supports.
- Frequent progress monitoring using measurements that are "risk indicators." Based on national norms, these brief, easily administered measures provide a "quick check" that ensures students are progressing. These frequent checks help teachers adjust instruction according to student growth. Like a blood pressure reading, these measures provide a general indication of "well being" in reading and mathematics. In addition, lengthier, more diagnostic tests can be used at any time to gather more information about student learning.
The Wallingford Public School District is deeply committed to this model. Every school in our district has reading and mathematics intervention classes that provide additional support (above and beyond core instruction) in English/ Language Arts and Mathematics.
To learn more, view our presentations above or Connecticut's document for SRBI, as well as the Family Guide to SRBI. For more in-depth information:
Visit the Connecticut State Department of Education website at http://www.sde.ct.gov/sde/cwp/
Review the IES Practice Guides for Response to Intervention at http://educationnorthwest.org/
Contact your child's Principal