SRBI Manual- Final 2021

Guilford Public SchoolsScientific Research-Based Instruction

Response to Intervention

TABLE OF CONTENTS

Foreword…………………………………………………………………………………….. 4A Brief Overview of SRBI and the School SRBI Team…………………………………. 5SRBI Process - Overview ……...………………………………..……………………….. 6SRBI: Achievement Pyramid of Interventions …………………………………………. 7Tier I Instruction……………………………………………………………………………. 8Tier II Intervention………………………………………………… ……………………… 9Tier III Intervention……………………………………………………………………...…. 10Determining Eligibility for Special Education and Related Services…………………. 11Moving Students Through the Tiers.………………………………..……………………. 12Transferring of Student Records…………………………………………………………. 13Guilford SRBI Flow Chart………………………………………………………...………… 14An Explanation of the GPS SRBI Assessments…………………………..……………. 15Writing Measurable Objectives……...………………………………..………………….. 16Appendices ………………………………………………………………………………… 17A) SRBI Protocols and TimelineB) GPS Screening Assessments, Benchmark Assessments and Progress Monitoring for ReadingC) GPS Screening Assessments, Benchmark Assessments and Progress Monitoring for MathematicsD) Instructional and Intervention StrategiesE) Considerations When Selecting Intervention StrategiesF) Additional Suggestions to Access LearningG) Scientific Evidence Basis for Instructional StrategiesH) Instructional Delivery of Math InterventionI) Instructional Strategies and Scaffolds for Observable BehaviorJ) Glossary of TermsK) Sampling of Assessment Tools used in the GPSL) Progress Monitoring Tools

Forms1) Record of Tier I Instruction – Student Information Sheet2) GPS SRBI Student Success Plan (GPS-SSP)3) Parent Notification – Entering Student in SRBI (Tier II)4) Parent Notification – Moving a Student from Tier II to Tier III5) Parent Notification – Exiting a Student from SRBI

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GPS Mission StatementOur mission is to foster excellence in a respectful and challenging academic environment that leadsto a lifelong passion for learning and the realization of each individual’s highest potential for successin life.

Foreword

Guilford Public Schools’ expectations are grounded in providing all students with equal access tograde level standards through a rigorous curriculum supported by a variety of evidence basedstrategies and interventions. Aligned with the Connecticut state guidelines for SRBI, we providetiered support for students needing targeted assistance to achieve grade-level standards with anemphasis on supporting grades K through 3. Interventions provided rely on evidence of studentlearning to identify learning targets and monitor progress and to address specific areas that mayneed additional support. Intervention plans are developed by analyzing evidence of student learningin the areas of literacy, numeracy, and behavior. For students who may be performing below gradelevel expectations, teachers and support personnel use this evidence to develop intervention plansdelivered in the general education setting in flexible small groups and/or through individualizedinstruction. Additionally, for students requiring more intensive support, the SRBI process may designmore targeted interventions with progress monitoring that measure a student’s growth and progresstoward specific standards of achievement. The GPS SRBI process is grounded in an asset-basedapproach. The ultimate goal of SRBI is to support students strategically as they move towardincreasing self-awareness, self-management, and independence.

Updated by Guilford Public Schools District representatives:

Dr. Annine Crystal - Assistant Superintendent for Curriculum and InstructionJason Sconziano - Director of Pupil ServicesMandy Ryan - Principal, Guilford Lakes Elementary SchoolAshley Huckabone - Literacy Coach, Baldwin Middle SchoolDoug Hammel - Principal, Abraham Baldwin Middle School

District SRBI Committee:

Joyce Ann Piepenbring, Cox Kara Cebula, JonesKevin Buno, GHS Jeff Tims, LakesNancy Fisco, Calvin Leete Lisa Ricci-Boyle, BaldwinSarah Warchol, Adams

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https://portal.ct.gov/-/media/SDE/SRBI/SRBI_Full_Document.pdf

A Brief Overview of SRBI

Response to Intervention (RtI) is an initiative spurred by federal court action and educationresearch. It is both an educational process and a systematic approach for addressing the needs oflearners who may require additional supports. Its primary purposes are to establish the process bywhich we identify students with learning disabilities and support all students in achieving grade levelproficiency.

A standards-based core curriculum implemented with evidence-based teaching and learningpractices (e.g. communicating the learning objective, modeling, guided practice, flexible grouping,formative assessment, explicit feedback, choice, etc.) ensures grade level proficiency for moststudents. However, some students may struggle with this approach.

SRBI replaces the achievement-aptitude discrepancy model formerly used to demonstrate the needfor special services for students with learning disabilities. Readers may review the State Departmentof Education’s plan for SRBI at: Connecticut’s Framework for RTI

In place of the discrepancy model, schools create and implement general education strategies andinterventions and various layers, or “tiers” of student support in an attempt to help students achievegrade level standards. These interventions use assessment data to identify targeted learning needs.Then, educators develop incremental intervention plans. Teachers and support personnel use theseintervention plans in the general education classroom with individual students, with flexible smallgroups, and in support programs. The SRBI process uses assessment data to identify students whendata suggest that these students may be performing outside of course or grade level expectations. TheSRBI process also allows educators to identify high priority learning objectives, to design targetedinterventions, and to monitor student growth and achievement. While language arts and mathematicsare the primary focus for this initiative, we also incorporate behavioral interventions based on studentneed.

School SRBI TeamA school SRBI team is an interdisciplinary group of school professionals who meet on aregular basis to address concerns about students and to help design targeted interventionplans called Student Success Plans. The members of the SRBI team may look different ateach building level. Depending on the student under discussion, another school professionalmay be brought in on an ad hoc basis for consultation.

The purpose of the SRBI team is to be an effective problem solving group that...● Assesses teachers’ concerns about students’ academic and/or behavioral

difficulties;● Identifies student strengths, interests, and talents;● Reviews baseline data that has been collected;● Identifies desired outcomes and methods for measuring progress;● Designs and monitors specific individual Student Success Plans.

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https://portal.ct.gov/-/media/SDE/SRBI/SRBI_Full_Document.pdf

GUILFORD PUBLIC SCHOOLSSRBI Process-Overview

Tier IInstruction

Tier IIInstruction

Tier IIIInstruction

Setting Regular Classroom Regular classroom and/or relatedservice environment

Regular classroom and/orrelated service environment

Person (s)Responsible

(may be differentat each buildinglevel)

• General educationteacher• Grade level teams• Collaborative

Teams/PLCs• Interdisciplinary

Teams

• General education teacher• Support personnel (i.e.specialists or other trainedpersonnel)

• General education teacher• Specialized teacher• Support personnel (i.e.specialists or other trainedpersonnel)

Students

(Emphasis on K-3students)

• All students • Students not responding well toTier I instruction and who are notprogressing at a satisfactory ratetowards grade level standards

• Students not responding wellto Tier I or Tier II and who arenot progressing at a satisfactoryrate towards grade levelstandards

Instruction • Evidence-basedinstruction• Core classroomcurriculum for allstudents• Variety of groupingformats• Differentiation

• Homogeneous small group (3-5students)• Supplemental instruction• Differentiation

• Homogeneous small group(1-3 students)• Supplemental

instruction• Differentiation

Assessment/DataCollection

• Ongoing classroom/curriculum assessments• Screening assessments& benchmarks• Observations byteachers, psychologists,counselors, etc. others

• Frequent progress monitoring• Pre- and Post- assessmentsongoing classroom, andcurriculum assessments

• Frequent progress monitoring• Pre- and Post- assessmentsclassroom and curriculumassessments

Timeline Throughout theschool year, smallgroup teaching,individual instruction,and feedback isbased on studentneeds and goals

Additional support asneeded, within or outside ofthe general educationclassroom.(i.e., 15-30 additionalminutes 2-3 times per weekfor appropriate short termduration)

Additional support asneeded, within or outside ofthe general educationclassroom.(i.e., 30 additional minutes 4-5times per week for appropriateduration)

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Tier I Instruction

Description: The majority of school-aged students respond successfully to quality core instructionin the general education classroom. In Tier I general education, the classroom teacher implementsevidence-based practices and accommodations for all students, as needed. Tier I instruction takesplace in the general classroom setting. Tier I practices are monitored by measuring students’learning progress on an ongoing basis through classroom-based measures such as student worksamples, common assessments, benchmarks, and conferring notes. At times, a teacher mayidentify a student who is in need of additional support with the core curriculum or having difficultyself-regulating in the general education classroom. In addition, targeted assessments may identifystudents who exhibit gaps in critical skills and/or content knowledge and are in need of additionalsupports. The classroom teacher will implement accommodations to address concerns.

High quality Tier I instruction ensures that all students are provided with a rigorous and engagingcore curriculum that addresses grade-level standards. We do this by...

• Having a thorough understanding of content knowledge and child development;• Creating lessons that invite student effort and encourage high levels of

student engagement;• Setting clear learning goals for students focused on content standards and grade level

expectations;• Establishing clear academic and behavioral expectations for students;• Developing and maintaining positive relationships with all students;• Providing rigorous, evidence-based instruction;• Integrating technology to support and enhance learning and communication;• Creating authentic and relevant learning tasks;• Differentiating learning objectives, grouping formats, resources, tasks, teaching strategies,

and time allocations responsive to assessment information;• Offering specific, actionable, and timely student feedback;• Using assessment information to modify learning goals, tasks, and instruction whilemaintaining appropriate levels of challenge;• Encouraging students to self-assess;• Reflecting on lesson effectiveness;• Collaborating with colleagues in a professional learning community to review student work

and common assessment data;• Providing ongoing professional learning opportunities to ensure strong instructional

and classroom management skills;• Facilitating High Leverage Practices in all learning activities.

Before assuming the issue is solely with the child, teachers must look at their instruction. Teachersshould demonstrate that they have exhausted all of their approaches to instruction, brainstormedideas and techniques with colleagues, yet despite all of their efforts, the student is not makingprogress. If progress monitoring and assessment data indicate a need for more intensiveinterventions, a teacher or teachers may collect and present pertinent data to the school’s SRBI teamby completing a Student Information Sheet (Appendix-Form 1). All decisions with regard to the typeof intervention(s) applied should take into consideration the context of student learning and behavior.

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Tier II Intervention

Description: Tier II interventions are designed to provide supplemental, focused teaching andlearning opportunities for the students who are not making progress towards grade-level standardsor behavioral objectives even with Tier I practices and accommodations. Students who receive TierII interventions should also continue to receive Tier I instruction. Tier II interventions are designed bythe SRBI team to address the specific learning or behavioral challenges a student may be facing.

When Tier I progress monitoring and assessment data indicate a need for more intensiveinterventions, a teacher or teachers will collect and present pertinent data to the school’s SRBI teamusing the Student Information Sheet form (Appendix: Form 1). If the student’s progress monitoringdata warrant intervention, a GPS Student Success Plan (SSP) will be developed by the buildingSRBI team (Appendix: Form 2). Additionally, when a student is referred to SRBI the child’scumulative folder should be reviewed for a history of past intervention. A file review should be doneany time a student is referred to SRBI. The school SRBI team meets regularly depending oncaseload (at least every 6 weeks) to review student evidence of progress and to develop andmonitor new and existing Student Success Plans, which include specific interventions and progressmonitoring guidelines for individual students.

All students receiving Tier II intervention are provided with a Student Success Plan specifyingtargeted intervention practices. Parents are notified of their child’s involvement and progress, and acopy of the Student Success Plan will be placed in the student’s cumulative file, to be monitoredregularly and for a reasonable period of time until progress monitoring data indicates otherwise.Parent notification should include an in-person meeting and/or phone call preceding the sending ofthe parent notification form (Appendix M, Form 3). All decisions with regard to the type ofintervention(s) applied should take into consideration the context of student learning and behavior.We will ensure the above by employing Tier II intervention practices, which may include...

● Collaborative planning by the SRBI team and a student’s teachers;● Targeted academic and/or behavioral goals;● Highly focused supplemental teaching and learning opportunities of a predetermined

duration;● Consultation and/or direct service from specialists;● Frequent monitoring of student progress using assessments linked to curriculum based

measures;● Frequent analysis of assessment information to determine the need for continued

intervention, additional intervention, or a change of intervention.

If a student receiving Tier II intervention is not making adequate academic or behavioral progresstoward the specified goals within 18 weeks, the building SRBI team will modify the existing Tier IIStudent Success Plan before considering the next level of support. (Adequate progress isconsidered to have been achieved when a student is able to access grade level content and skillswith minimal intervention and support. The goal is for the students to function as independentlyas possible with the least amount of support.) Teams should follow the Plan, Do, Study, Actmodel with regard to making decisions about stopping or continuing existing interventions (Adopt,Adapt, Abandon). If the team decides to adapt the existing intervention, decisions about the timelinewill be contextual - based on the student, the nature of the intervention, and the extent to which ithas been adapted.

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https://drive.google.com/file/d/1JNuN2rMPDzQQOtY7vFomK7Hji27OXWNN/view?usp=sharing

Tier III Intervention

Description: Tier III interventions are designed by the SRBI team to provide a greater intensity ofsupport than Tier II, as characterized by more frequent, focused, individualized learningopportunities for students. These interventions might be for students who have not made sufficientlyaccelerated progress with Tier II interventions. In addition, a school SRBI team might determinethat assessment data shows that a student’s needs require greater immediate support. Tier IIIIntervention is implemented with a smaller student-teacher ratio, a longer duration of intervention,detailed attention to individual student’s learning needs and the social environment, a morespecialized facilitator, and/or more frequent progress monitoring. As in Tier II, students who receiveTier III Intervention remain part of the Tier I general education system. Furthermore, studentsreceiving Tier III interventions may require the implementation of multiple instructional andbehavioral supports from all three tiers in order to accelerate progress by the end of the interventionperiod. Instruction and Tier III intervention will be reflected in the Student Success Plan. As withTiers I and II, all decisions with regard to the type of intervention(s) applied should take intoconsideration the context of student learning and behavior.

All students in Tier III are provided with more intensive, individualized interventions. Parents arenotified of their child’s progression to Tier III by phone or in-person meeting prior to sending a noticehome (Form 4) and continually updated on their child’s progress. A copy of the Student SuccessPlan will be placed in a student’s cumulative file. Tier III intervention practices may include...

● Intensive collaboration among the student’s teachers and the building SRBI team to refinethe existing Student Success Plan and address the learning needs of each identified studentin Tier III;

● Administering more frequent progress monitoring linked to targeted goals andcurriculum;

● Highly focused, supplemental teaching and learning opportunities of a predeterminedduration;

● Consultation and/or direct service from specialists;● More frequent monitoring of student progress using assessments linked to curriculum based

measurements;● Analysis of multiple forms of assessment information to monitor student progress and

determine the need for continued intervention, additional intervention, or a change ofintervention.

If a student receiving Tier III interventions does not demonstrate adequate progress within 18weeks, the school SRBI team will carefully examine the root causes. (Adequate progress isconsidered to have been achieved when a student is able to access grade level content and skillswith minimal intervention and support. The goal is for the students to function as independentlyas possible with the least amount of support.) If the team decides to adapt the existingintervention, decisions about the timeline will be contextual - based on the student, the nature ofthe intervention, and the extent to which it has been adapted. It is important for the team to reviewthe effectiveness of prior interventions to determine if a different intervention direction would benefitthe learner. Based on these considerations, the SRBI team determines whether a referral to specialeducation is necessary.

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Determining Eligibility for Special Education and Related Services

Child Find: In accordance with federal regulations, state and local board of education policy, GuilfordPublic Schools assume responsibility for the location, identification and evaluation of all children frombirth through age 21 who require special education and/or related services. This obligation to identifyall children who may need special education services exists even if the school is not providingspecial education services to the child

Referral to Determine Eligibility for Special Education and Related Services: It must beemphasized that special education is not merely the end point of failure to respond to various tiers ofintervention. Generally, a student will receive Tier III interventions tailored to her or his needs.Through progress monitoring, a determination will be made by the SRBI team as to whether theinterventions have been successful before referring the student for special education eligibility. Thecurrent practice of ensuring the prompt referral to the PPT does not change with the implementationof SRBI. School personnel must act upon a referral by convening a PPT meeting to determinewhether a comprehensive evaluation is warranted based on progress monitoring data that have beenshared with families. At the point of referral, procedural safeguards provided by IDEA 2004 becomerelevant, such as parental consent for evaluation and adhering to various timelines. While beingevaluated for eligibility, all students continue to have access to the appropriate tiers of intervention.

In addition to the information gathered by a group of qualified professionals and the parent(Connecticut refers to this team as the PPT) to determine eligibility for a comprehensive evaluation,this team also should consider data gathered from the student's experiences in the various tiers ofinstruction. These data are relevant to evaluations involving all types of disabilities, because theycan provide important insights about the nature of individual student's difficulties and inform futureeducational planning, as well as help to rule out inadequate instruction or deficiencies in the schoolclimate as the primary cause of a student's learning problem(s).

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Moving Students Through the Tiers Based on Evidence

When deciding upon a tiered intervention for a particular student, the type, frequency, and intensityof the exhibited performance/behaviors must be examined in terms of what is grade-level andappropriate. It is possible to skip a tier if there is an issue which needs short-term triage or if theteam determines a student should move ahead in the process. Additionally, when a student isreferred to SRBI the child’s cumulative folder should be reviewed for a history of past intervention. Afile review should be done any time a student is referred to SRBI.

The core principles of SRBI remain the same regardless of the problem solving target. The SSTapproach is based on a continual application of a structured problem-solving process outlinedbelow.

Step 1: Problem Identification (Is there a problem? What’s the problem?)Problem Analysis (Why is it occurring?)

Step 2: Intervention Design (What are we going to do about it?)

Step 3: Response to Intervention (Is it working?)

EXCEPTION: If a student is in crisis, new to Guilford, or does not demonstrate proficiency in ALLTHREE of the following areas, the student may be referred for diagnostic screening at the start of thesix weeks, rather than waiting until the end.● In-Class Performance● Universal Screens/Benchmarks● Previous Intervention Support in Tier II or III

Adapted from: MPS K-8 Teacher Guide to Scientific Research-Based Intervention (2020)

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Student Records

It is important for SRBI records to be included in cumulative folders so if a student isreferred to SRBI, the child’s cumulative folder can be reviewed for a history of pastintervention. A file review should be done any time a student is referred to SRBI.

For students remaining in the same school, their cumulative folder (containing the StudentSuccess Plan) should be provided to the upcoming teachers.

Transfer of Student Records Between Schools

1. At the end of every school year, the SRBI team will review the progress of students currentlyreceiving Tier 2 and 3 support to determine the level of intervention services for the followingyear.

2. Principals will create a list of active SRBI students (Tier 2 and 3) that will be transferred toschools.

a. Sending principals share this list with receiving principals.

3. Students’ SRBI information should be provided to the appropriate personnel for the followingyear, whether or not the student remains in or exits SRBI.

a. All student SRBI records within the cumulative folder will be forwarded to the middleschool or high school.

b. Each building’s administrator(s) can determine the process for the transfer ofinformation (Google drive SRBI Folder for each building).

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An Explanation of the Guilford Public Schools’ SRBI Assessments

There are four different kinds of assessments administered within our SRBI process. These four assessments include: screeningassessments, benchmark assessments, diagnostic assessments, and progress monitoring tools. See appendices for examplesof such tools.

Universal ScreeningA universal screening instrument is a “common” assessment tool that is administered to a group of students in order to identifythose who are achieving below grade level expectations. This screening process may occur at the end of the previous schoolyear or at the beginning of a new school year. The instrument and its administration directions, timeframe, and scoringprocedures are consistent across all teachers and students. Example: Easy CBM

Benchmark AssessmentsBenchmark assessments are also “common,” curriculum-based measurements which are administered to all students within agrade level. Their purpose is to determine how much each student is progressing within a given academic year and also toinform instruction. In some cases, the same assessment instrument could be used for both screening and to benchmarkindividual student progress over time. Example: Bridges End of Unit Assessments

Diagnostic AssessmentsThese tools help educators detect and identify specific important skills or concepts that may be lacking in a student’s learning.Once recognized, these explicit learning needs can be targeted for intervention and direct instruction. Example: RunningRecords

Progress Monitoring AssessmentsProgress monitoring assessments must be administered to students receiving Tier II or Tier III intervention to determine theextent to which the chosen intervention, focus objective, lesson plans, and teaching strategies are effective in helping a studentmake progress toward proficiency. Effective progress monitoring assessments are aligned with the curriculum and/or end ofyear grade level expectations and have been subjected to validation and research from one or more universities.Educators often administer progress monitoring assessments weekly or bimonthly and record data, displaying results in table orgraphic form. Example: Running Record, formative assessments

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Guide for Writing Measurable Objectives

Student goals should be conceptualized as similar in nature to PDSA aims (with broader focus) that may contain multiple smallerobjectives to be addressed over time.

1. Who is involved in the objective?Name of student, staff members involved.

2. What is the problem being addressed?Specifically state the nature of the problem including the evidence that led to its identification; identify and write the student’s current level of performance.

3. What are the desired outcomes?Specifically identify and write what the student should be able to do when the intervention period is completed. Outcomes should be defined and focusedon small, incremental improvements over time.

4. How will the desired outcome be achieved?Identify and list specific support strategies that would be most effective given the context of the educational setting. Fewer strategies at a time are lessoverwhelming for students and more manageable for teachers.

5. How will progress be measured?What and how will data be collected to demonstrate growth and achievement of the objective? (test, observation, performance data, etc.)

6. Proficiency levelIdentify and write the criteria for success.

7. What is the timeline?Identify the timeframe for intervention including the frequency of intervention sessions and frequency of data collection. Plan backwards from the end date.

8. How will the classroom teacher maintain student growth outside of the SRBI process?Delineate the transition of the student to successful performance in the classroom at the conclusion of the formal intervention process.

Examples:WritingAim: __________ will improve the quality of their writing.Objective: __________ will achieve 4 out of 5 points in the explanation category of the writing rubric.

Foundational SkillsAim: __________ will achieve all the skills for this particular microphase.Objective: __________ will be able to decode 15 out of 20 cvc words.

MathAim: __________ will be able to count and compare numbers.Objective: __________ will identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in anothergroup with 80% or above accuracy.

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Appendix A.SRBI Protocols

SRBI Meetings* – held regularly at least every 6 weeksOnly students who are at the 6-week review point should be discussed at each meeting

➢ Referral for new students:○ Classroom Teachers will complete a Student Information Sheet - Record of Tier I Instruction.○ Support staff review the Behavioral Support Referrals and create plans/provide updates for

specific students○ SRBI Case Manager/Point Person reviews all referrals prior to adding to SRBI Team Meeting

agenda to ensure the necessary requirements have been fulfilled○ Requests are added to SRBI Team Meeting agendas on an as-needed basis

➢ Prior to an SRBI meeting:○ Teachers referring students to SRBI should consult with other content area teachers and

related arts teachers to determine if the issue appears in all classes.○ The student’s classroom teacher and any intervention teachers will gather student work

samples, data, and anecdotal notes.○ Additional team members (support staff) should bring any relevant information about the child.○ The child’s cumulative folder should be reviewed for a history of past intervention (A file review

should be done any time a student is referred to SRBI).

➢ Essential Components of the Meeting:○ Student Update - Classroom teacher provides the team with an update on the student’s most

recent performance and progress monitoring data. The effectiveness of the interventions areevaluated and team members ask clarifying questions.

○ Student Success Plan Adjustments - The interventions in place are evaluated andnecessary adjustments are made to the Student Success Plan based upon evidence.

○ Determine if the intervention strategy will be adopted, adapted, or abandoned.○ If the intervention will be adapted or abandoned then a new date is set to review the student’s

progress at a future SRBI Meeting.○ Depending on the building’s caseload, the SRBI Team may meet monthly or twice a month.

Only students who are at the 6-week review point should be discussed at each meeting.○ SRBI meetings should not usurp PLC times and should meet the minimum number of

times necessary to review only those cases that are up for review based on designatedprogress monitoring timelines. Ongoing cases need not be reviewed at each meeting.

*A timekeeper and notetaker should be assigned for each meeting

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SRBI Timeline

Tiers Timeline

Tier 1 Ongoing

Tier 2 Check in at 6 week intervals; the maximum amount of timea child should remain in Tier 2 is 18 weeks.

Tier 3 Inclusive of Tier 2 supports. Check in at 6 week intervals;the maximum amount of time a child should remain in Tier3 is 18 weeks.

Note:The maximum amount of time that a student should be in SRBI is 36 weeks (9 months).Successful intervention(s) should be maintained within the classroom by the classroomteacher, outside of the SRBI process. A referral to special education should be consideredwhen a student requires additional and more intensive ongoing support that cannot beprovided in the classroom by the classroom teacher or when the student has not madeprogress in the achievement of the individually designed SRBI goals.

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Appendix B. READING: GPS Screening, Benchmark Assessments and Progress Monitoring forReading

Grade Screening Benchmark Assessments ProgressMonitoring

KeasyCBM

Observationalsurvey

Foundational Skills Block:Letter Name and Sound, Spelling, Decoding

Unit TasksCurriculum Based Measurements

Cycle & Snapshot (FSB)Unit Tasks

Formative AssessmentsOther Curriculum Based Measurements

1easyCBM Foundational Skills Block:

Spelling and DecodingUnit Tasks

Curriculum Based Measurements



2easyCBM Foundational Skills Block:

Spelling and DecodingUnit Tasks

Curriculum Based Measurements



3easyCBM Unit Tasks

Curriculum Based MeasurementsUnit Tasks


4 Grade 3 SBACUnit Tasks



5 Grade 4 SBACUnit Tasks



6Grade 5 SBAC Unit Tasks












10Common

AssessmentsUnit Tasks



11Common




12Common




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Appendix C. MATHEMATICS: GPS Screening, Benchmark Assessments and ProgressMonitoring for Mathematics

Grade Screening Benchmark AssessmentsProgress

Monitoring

KCommon

AssessmentsEnd of Unit Assessments



1Common




2Common




3Common




4Common

AssessmentsGrade 3 SBAC

End of Unit AssessmentsCurriculum Based Measurements

Unit TasksFormative Assessments

Other Curriculum Based Measurements

5Common





6Common


End of Unit Assessments CurriculumBased Measurements



7Common





8Common


End of Unit Assessments CurriculumBased Measurements



9Common





10Common





11Common




12 CommonAssessments




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Appendix D. Instructional and Intervention Strategies

Instructional Designs for All Tiers

ACADEMIC BEHAVIORAL

High Leverage PracticesPrinciples of Learning

Culturally Responsive TeachingUniversal Design for Learning

Inquiry Based LearningTRU Framework

Strategic small group instructionWorkshop modelDifferentiationPriority standardsStudent agency

Strategic small group workIndividualized instructionRemote optionsExecutive function skills

Suggested Tier 1 Instructional Strategies

NOTE: Codes are Elementary (ES), Middle School (MS), High School (HS). Tier 2 is inclusiveof Tier 1 strategies and Tier 3 is inclusive of Tier 2 and Tier 1 strategies. This list is notexhaustive and can be amended as appropriate.

ACADEMIC BEHAVIORAL

TIER I TIER I

Quality teaching practices:

● Differentiated Instructional Practices● Scaffolding (determined by teacher and

student)● Structured, diagnostic, and sequential

reading instruction (K-2)● Individual Feedback● Alternate assignments/assessments● Self-assessment● Homework accommodations● Assessment accommodations● Technology integration● Extended time/Wait time● Strategic seating

Quality management practices:

● Clear classroom/school expectations● Behavior management strategies● Positive feedback● Organizational strategies● Adjusting transition times● Recognition of accomplishment● Goal-setting in small, manageable chunks● Building students’ self-monitoring skills● Post daily/weekly schedules (ES/MS)● Parent/guardian communication● Teacher/Student conference● Teacher/Parent conferences● Strategic seating

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● Flexible grouping● Peer support● Use of rubrics and/or learning

progressions● Self monitor/assess work in progress

● Monitor absences/attendance/disciplinelog

Suggested Tier 2 and 3 Interventions

ACADEMIC BEHAVIORAL

TIER 2 TIER 2

● Push-in supports● Structured, diagnostic, and sequential

reading instruction● Academic Labs (HS)● Assistive technology● Specialized software● Varied formats of texts● Flexible schedule● Progress monitoring

● Staff observations● Individual student conferences● Modified arrival/dismissal times● Participation in Mentoring program● Social Skills groups● Consult related services staff/specialists● Home visits● Behavior contracts/intervention strategies● Collaboration w/outside agencies● Remote options● Counseling

TIER 3 TIER 3

● Pull out supports● Intensive small group supports● Supplemental reading/math● Increased progress monitoring● Specialized software● Assistive Technology● Access to Support Services (speech and

language, occupational therapy)● Smaller student to teacher ratio

● Functional Behavior Assessments● Intensive Counseling● Behavioral Intervention Plans● Remote options

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Appendix E.

Considerations When Selecting Intervention Strategies

1. Intervention strategy decisions should be based on individual student needs and context.

2. Select intervention strategies that address specific learning goals to access instruction and showprogress.

3. Document intervention strategies and progress monitoring evidence with integrity.

4. Become familiar with the types of intervention strategies that may be used for instruction andbehavior.

5. Be specific about the “where, when, who, and how” of providing intervention in measurable terms.

6. Commit to ongoing monitoring and evaluation of any intervention strategies used.

7. Gather input about intervention strategies from teachers, students, parents and use that input tomake decisions at SRBI Team meetings.

8. Select and apply intervention strategies by considering curriculum-based measures and thecontext of the educational setting.

9. Choose strategies strategically aligned to the areas of concern; Avoid overloading students withmultiple interventions at once.

10.Take an asset-based approach when choosing interventions.

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Appendix F.Additional Suggestions to Facilitate Progress

No single strategy is equally effective for all students.Apply continuous monitoring and assessment to evaluate how well a strategy is working.

Environment/SchedulingProvide clear work areaQuieter work spaceRemove distracting materialsProvide written or visual scheduleMulti-sensory presentation of informationPost assignments/homeworkGet class/student attention prior to speakingSlow down speech rateMake clear transitions during class activitiesMinimize or structure transitionsProvide motor breaksUse labels and visual representationsUse angled working surface (use of binder)Provide time to cool off at desk or other location

AssignmentsMonitor/check student workShorten tasksProvide assignment choicesHands-on-learning activitiesDo critical parts of assignment in schoolPrioritize task activitiesUse combination oral/written assignmentsGive additional practiceProvide word bank or personal dictionariesHave student paraphrase instructions or conceptsUse rubricsUse trackersBreak long-term projects into smaller componentsProvide alternative materialsTeach prioritization skillsUse uncluttered assignment formatsUse spatially cued formattingHighlight important words and conceptsUse colored overlays

Instructional StrategiesAnchor new concepts in prior knowledgeUse think-aloudsCue/PromptExtra practice / extra timeShorter independent work periodsHighlight/underlineUse graph paper/lined paperPersonalize examplesPre-teach/re-teach content and vocabularyUse flexible groupingProvide review / lesson closureUse manipulatives and modelsUse memory strategies - retrieval practicePractice with computer-supported instructionRestate information/directionsTeach note-taking/test-taking strategies

Student-created outlinesProvide scaffolded outlines/notesPurposefully group studentsProvide concrete examplesUse graphic/visual organizersColor codeChunk informationCompact curriculumAccelerate learningAnalyze task prior to beginning workProvide multisensory reading instructionUse tracking strategies for reading (ruler/finger/window)Provide templates for written workUse word retrieval prompts / word banksCreate/use trackers

OrganizationUse assignment book/padProvide extra space for workUse binder/organization systemUse folders to hold workKeep extra materials (pencils, etc.) in classPost assignmentsPost schedule and routinesList sequential stepsConduct binder/locker/cubby clean outProvide study outlinesEstablish reminder systems

Tests/Quizzes/AssessmentsProvide extra timeGive prior notice of testPreview/Review test proceduresRephrase test questions/directionsProvide test study guidesAccess to student notesProvide alternative tests that address the samestandardsComplete test sections at different timesComplete part of test in writing and part orallyProvide word bankSpatially cued formatAllow students to preview test questions for a limitedperiod of time

GradingAllow retakes and redosNo handwriting penalty; use technology optionsNo spelling penalty if appropriatePass/failSelf-assessmentUse 4-point scales instead of 0-100Use rubrics and/or qualitative descriptor

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Additional Suggestions to Access Learning

No single strategy is equally effective for all students.Apply continuous monitoring and assessment to evaluate how well a strategy is working.

Behavioral SupportsTeach class rulesUse team building activitiesStructured breaks between tasksCue expected behaviorProvide de-escalation strategiesPost class rules/expectationsUse of anxiety/stress reducerImplement Mindfulness strategiesModel desired behaviorProvide role play activitiesUse nonverbal signalsProvide verbal reminders of expected behaviorsUse planned ignoringUse verbal praise/private praiseProvide positive social reinforcementEstablish in class/in school reward systemUse contingency planUse privileges or responsibilitiesUse corrective feedbackUse peer supports/mentoringUse student self-monitoringInclude in lunch/social skill groupProvide social skills gamesAsk parent/guardian to sign homework/plannerAsk parent/guardian to sign behavior planRefer to support staffDevelop a Functional Behavior Assessment (FUBA) and implement a Behavior Intervention Plan (BIP)Student InterviewStudent Survey

25

Appendix G.Scientific Evidence for Instructional Strategies

General High Leverage Instructional Strategies

Strategy and Explanation Research Base

Student Goal Setting/Expectations: students reflect on what they’ve learned todetermine their goal/expectations for achievement. Teachers encourage students topush past their level of expectation and gain confidence in achieving more than theythought they could.

Fisher, D., Frey, N., & Hattie, J.(2016)

Teacher Clarity: clearly communicate the lesson intentions and success criteria tothe student, know how well the student is progressing, and what to teach next tomeet their learning needs.


Feedback: provide specific feedback regarding task, process, and self-regulation.Students provide the teachers feedback, making their learning visible and allowingthe teacher to plan for next steps.

Fisher, D., Frey, N., & Hattie, J.(2016)Wiliam, D. (2016)

ObservedBehavior


If the child : Then try:

Cannot decodewords

(K-2 teachers canrefer to EL SkillsBlock -DifferentiationPack and ActivityBank forresources andstrategies)

Three-part strategy: "Look for parts you know, sound it out,and check it"

Denton & Hocker (2006)

Morphology instruction: systematically teach the mostcommon prefixes, suffixes, and roots.

Carreker, S. (2005)

Wilson, B. A. (2005)Segmenting and Blending: use Elkonin Boxes to pushsounds/letters

Keesey, S., Konrad, M., &Joseph, L. (2014)

Explicit Instruction of Syllable Patterns: open and closedsyllables, vowel teams, vowel-consonant-silent e, r-controlled,or other final stable syllables (-le, -al, -el, -sion, etc.)

Bhattacharya, A. (2006)

Bhattacharya, A., & Ehri, L. C.(2004)


Cannot discernwhat is and is notimportant toremember in thetext;

Cannotdiscriminate themain idea

Nonfiction Reading Strategy: to complete a task requires asystematic approach.

McKeown, M., Beck, I., Blake,R. (2009)

Gaddy, S.A., Bakken, J.P., andFulk, B.M. (2008)

Bakken, J.P. (2005)Sorting Information Using Patterns and Criteria: memory isbased upon summarization and/or attachment to priorknowledge. The mind sorts information against patterns,mental mindsets, and paradigms to determine what is“important” and “unimportant” data. By teaching patterns within

Guastello, E.F., Beasley, T. M.,and Sinatra, R.C. (2000)

Hock. M., and Mellard, D.(2005)

Marzano, R. (2007)

26

data, students can find what is important more quickly andaccurately.Nonfiction Text Structures: compare/contrast,problem/solution, main idea/supporting detail, cause/effect,classification, persuasion/argument, sequence, anddescription.

Sinatra (2000)

Baxter & Reddy,(2007)

Fiction Reading Organizer: to summarize fiction one has toremember characters, plot development, setting, problemsand/or goals. Organizers (story maps and plot charts) facilitatesummarization and sorting.

Hall & Strangman, (2002)

Boulineau, Force,Hagan-Burke, & Burke (2004)

Stone, R.H., Boon, R.T., Fore,C., III, Bender, W.N., andSpencer, V. G. (2008)


Has troubleaccessing priorknowledge inorder to transferit to new learningsituations

Cues, questions, and advanced organizers: Usingscaffolding, tools, and memory joggers such as mnemonics, toincrease recall of information helps students use what theyalready know, especially for key vocabulary, to expand theirlearning and analytical thinking and to use information alreadylearned to solve new and/or novel problems.

Boulineau, Force,Hagan-Burke, & Burke (2004)

Fisher, D., & Frey, N. (2009)


ObservedBehavior


If the child: Then Try:

Cannot read withcomprehension;

Can read but doesnot understandwhat was read

Think-alouds Sönmez, Y., and Erkam Sulak,S. (2018)

DRTA (Directed-Reading-Thinking Activity: comprehensionstrategy that guides students to ask questions about a text,make predictions, and then read to confirm or refute theirpredictions.

El-Koumy, A. (2006)Readence, Moore, Rickelman(2000)

Anticipation Guide: comprehension strategy to activatestudents' prior knowledge and build their curiosity of the newtopic. Before reading, students listen to or read severalstatements about key concepts presented in the text thenchoose to agree or disagree.

Wood, K. D., Lapp, D., Flood,J., & Taylor, D. B. (2008)Marzano, Pickering, Pollock(2001)Buehl (2001)

Probable Passage: activates background knowledge byintroducing students to vocabulary they will read in the text.Students are asked to categorize words from the text and thenpredict the plot as they write a short story (probable passage)based on how they categorized the words before reading.

Beers, K. (2003)

27

KWL

Clustering

Ariana, Ariana & Umar,Rahmawati. (2013)Fikri, A. (2012)Lismayanti, D. (2014).

Explicit instruction of reading strategies: activating priorknowledge and making predictions, self-monitoring forunderstanding, asking and answering questions, makinginferences, and summarizing or retelling.

Sönmez, Y., and Erkam Sulak,S. (2018)Shanahan T, Callison K,Carriere C, Duke NK, PearsonPD, Schatschneider C,Torgesen J.(2010)

Transactional strategies instruction: strategies areintroduced individually through explicit instruction then overtime strategy choices shift from the teacher to the students.

Pearson, P.D., & Duke, N. K.(2002)Stahl (2004)

It Says/I Say/And So Beers, K. (2003)

Mapping: story structure elements (setting, characters,problem, sequence of events, outcome, and theme)

Boulineau, T., Fore, C.,Hagan-Burke, S., & Burke, M.D. (2004)Readence, Moore, Rickelman(2000)

Reciprocal Teaching: summarize, question, clarify, predict Purwoko, Y. D., Pudjobroto, A.H., & Setyaningsih, E. (2014).

Spörer, N., Brunstein, J. C., &Kieschke, U. L. F. (2009).

Hattie, J. (2012)

Note Taking Template: focus on metacognition Kauffman, D. F. (2004)

Shang, H. F. (2010)


TRAP (SRSD instructional approach):

- Think about what I’m about to read.

- Read a paragraph.

- Ask myself, what was the main idea and two details of thisparagraph.

- Paraphrase or Put it into my own words.

Sanders, S., & Jolivette K., etal. (2021)

Likert ScalesSemantic Differential ScalesRetellingMost Important WordSomebody Wanted But SoPost-reading KWL/RAN chart to summarize

Beers, K. (2003)

Guthrie, J. T., & Taboada, A.(2004).

Mursyida, M., Samad, I. A., &Muslem, A. (2020).

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ObservedBehavior


If the child: Then Try:

Has trouble withvocabulary;

Has trouble withword recognition,automaticity, andfluency.

Repetition and Multiple Exposure of VocabularyWordsTask RestructuringText TalkSemantic Map

Stahl, S.A. (2005)

Kamil, M.L., and E.H. Hiebert (200)5

Vacca, Vacca, and Gove (2000)

Hirsch, E.D. (2003)

Beck, I.L., M.G. McKeown, and L.Kucan. (2002)

Reading Text Rich in New Words Cunningham A. (2005)

Shanahan, T. (2005)

Explicit instruction in DecodingWord Recognition Instruction

Pullen, P. C., Lane, H. B., Lloyd, J.W., Lloyd, J. W., Nowak, R., & Ryals,J. (2005)

Chall, J.s. & Jacobs, V. A. (2003)

Readers’ Theater Honig, Diamond, and Gutlohn (2000)

Stahl (2005)

ObservedBehavior


If the child’s: Then Try:

Writing samplesare disorganized

Mental Models: drawings, stories, and analogies thattranslate ideas into sensory representations orexperiences that help make sense of information andincrease memory of information.

Baghban, M. (2007)

Marzano, R. (2007)

Donovan, M. S., and Bransford, J.D.(2005)

Guastello, E. F., Beasley, T.M., andSinatra, R. C. (2000)

Self-Assessment Rubrics: evaluation is at the highestlevel of Bloom’s Taxonomy in thinking. Criteria tell whatis important and what is not important. When youprovide rubrics for students to self-assess, they canthen embed those criteria into learning.

Andrade, H., & Boulay, B. (2003)

Bloom, B. (1976)

Bransford, J.D., Brown, A. L., andCocking, R,R. (Eds.) (2000).

Writing Organizers: To write, one must organizeaccording to the purpose for writing and the structure oftext. Teaching basic text patterns helps students sortwhat is important and less important.

Guastello, E. F., Beasley, T.M., andSinatra, R. C. (2000)

Chalk, J.C., Hagan-Burke, S., andBurke, M.D. (2005)

29

Writing samplesare short, withlimited vocabulary

Sketching for vocabulary Apperly, I.A., Williams, E. andWilliams, J. (2004)

Marzano (2007)Word MapsWord Webs

Jones, R.C., & Thomas, T.G. (2006)

Joshi, R. M. (2005)

Boulware-Gooden, R., Carreker, S.,Thornhill, A., & Joshi, R. M. (2007)

Writing Organizers (teacher and/or student created) Guastello, E. F., Beasley, T.M., andSinatra, R. C. (2000)

Chalk, J.C., Hagan-Burke, S., andBurke, M.D. (2005)

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Appendix H.Instructional Delivery of Math Intervention

The 3 Elements of the Math InterventionInstructional Platform are:

1. Explicit Instruction2. Precise Language3. Multiple Representation

Instructional Strategies to be included in everyintervention session:

● Fluency Building● Problem Solving Instruction● Building Motivation

Instructional PlatformExplicit Instruction Precise Language Multiple Representation

Modeling1. Clear Explanations

a. Share the goaland theimportance of it

b. Model steps(engage indiscussion withstudent(s))

2. Planned Examplesa. Show examplesb. Show

non-examples

● Use formal math language● Use terms precisely

*listening, speaking, writing, andreading are all tied together byvocabulary

● Abstract● Concrete● Pictorial

Practice1. Guided Practice: teacher

and student practicetogethera. Examples of ways to

engage students inguided practice:

i. Whiteboardsii. Partneriii. Jamboardsiv. Shared

manipulativesv. Think Alouds

2. Independent Practice:student practicesindependently withteacher support

Introduction to Material

modeling practice

supports

Examples of Precise Language

Instead of…. Say...

Answer Sum, product,difference, quotient

Go up/down Increase/decrease

Improperfraction

Fraction or fractiongreater than 1

ExamplesAbstract

● Numerals● Symbols● Words

Concrete● Manipulatives

Pictorial● 2D images used to

express mathconcepts andfeatures

○ Apps i.e.virtualmanipulatives

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vs.Review of Material

modeling practice

supports

Supports● Asking the right questions

(assessing andadvancing questions)

● Eliciting frequentresponses○ Ask questions

frequently to engagestudents every 30-60seconds:

■ Turn and Talk■ Thumbs

up/down■ Whiteboards■ Show with

manipulatives● Providing immediate,

specific feedback(affirmative andcorrective)

● Maintaining a brisk pace(planned and organized)

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Math Instructional StrategiesFluency Building Problem Solving Motivation

● Brief● Focused● Daily (during every

intervention session)

Components of Fluency(interrelated)

● Efficiency○ Can carry out easily○ Makes sense for the

numbers (choosesappropriate strategy)

● Accuracy○ reliably produces the

answer● Flexibility

○ Knows more thanone approach

○ Choosesappropriate strategy

○ Can use onemethod to solve andanother to doublecheck

● Appropriate strategyselection○ Knows when to

apply a particularprocedure

Methods of Fluency Building● Worksheets● Flashcards● Games● Fluency Journal● Differentiated by student

Evidence-based strategies● Have students practice word

problems by operation i.e.subtraction problems

● Student should figure out theoperation

○ In real word problem solving,not told the type of problemit is (subtraction, addition,etc.)

● Teaching key words is ineffective

How to teach students problem solvingduring intervention

1. Teach them an attack strategy, i.e.a. RIDEb. RIDGESc. SOLVEd. 3 Readse. R-CUBES

i. Read the problemii. Circle the key #siii. Underline the questioniv. Box action wordsv. Evaluate the steps

vi. Solve & Checkf. UPS ✓

i. Understand (Read &explain)

ii. Plan (How will you solve theproblem?)

iii. Solve (Set up and do themath)

iv. ✓ Check (Does your answermake sense?)

2. Teach word problem schemasa. Totalb. Differencec. Changed. Equal groupse. Comparisonf. Ratios/proportions

● Foster a Growth Mindset● Indicate the usefulness

of a topic; relevance inreal world situations

Share with students:Jo Boaler’s How to LearnMath: Four Key Messages:

● Everyone Can Learn Mathto High Levels

● Believe in Yourself● Struggle & Mistakes are

Really Important● Speed is NOT Important

Eugene Geist’s list of sevencharacteristics ofmathematicians as they goabout solving problems.Mathematicians—

● often work for a long timeon a single problem;

● collaborate with theircolleagues and study thework of others;

● must prove for themselvesthat their solutions arecorrect;

● work on complexproblems;

● get satisfaction from theprocess;

● gain a sense of pride inattaining solutions;

● use unsuccessful attemptsas stepping stones tosolutions.

Powell, S. (2020). What Works in Math Intervention. Global Math Department.https://www.bigmarker.com/GlobalMathDept/What-Works-in-Math-Intervention

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https://www.bigmarker.com/GlobalMathDept/What-Works-in-Math-Intervention

Appendix I.Instructional Strategies and Scaffolds for Observable Behaviors

Adapted from: SPS K-8 Scientific Research-Based Interventions Handbook (2019)

When the focus area for improvement is organization/preparedness, consider:

Instructional Strategy Scaffold

● Develop an organizational system in collaboration with thestudent.

● Provide clear, routine transitions between activities.● Use labels/supplementary visuals.● Develop a routine that is taught, modeled, and reinforced daily.● Ensure clear directions are given.● Communicate with parents about steps at home to support

preparedness and organization.● Develop weekly/monthly calendars to keep track of important

events, assignments, and due dates.● Set a goal with the student and create a

monitoring/self-monitoring system to track progress toward thegoal.

● Model organizational strategies for the student.● Scaffold tasks and schedule check-ins.● Create an organizational plan with the student prior to beginning

an assignment.

● Provide a clear work area,written/visual schedule, quiet workspace, post assignments/homework.

● Develop a checklist for the student fornecessary materials.

● Give the student one task and/or onepaper at a time.

● Limit the student’s access to materials.● Use a color-coded organizational

system.● Provide extra time for organization

Focus Area Sample SMART Goal Sample Tier 2 Intervention Plan

Organization/Preparedness

Student will improve in his/her ability tocome prepared for the class by bringingall necessary materials (books, papers,homework, and writing tools), being ontime, and handing in homework andassignments as requested by the teacherfrom ___ of the time to ____of the time asmeasured by a checklist by _______.

With the student, create an organizationalplan, such as creating a checklist of neededmaterials. Monitor closely then fade thesupport when the student gains greatersuccess. Then add a checklist for thestudent’s binder to help organize him/her forbeginning class, such as handing inhomework and completing the do now.Incentivize success as needed.

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When the focus area for improvement is time management, consider:


● Help the student to break a task down into smaller componentsand set completion goals

● Create an organizational plan with the student prior to beginningan assignment.

● Provide the student with time referenced count –downs. E.g.“There are 5minutes left. You should be ____.”

● Determine with the student the conditions under which he/sheworks best. E.g. Work for 20 minutes then take a 5 minute break.

● Have the student create a task list and check off when items arecomplete.

● Develop a system for what students should do while waiting forassistance or the next task.

● Develop weekly/monthly calendars tokeep track of important events,assignments, and due dates.

● Provide the student with a timer forclass assignments.

● Give the student one task/paper at atime.


Time Management Student will estimate correctly howlong it takes to complete homeworkassignments and will make andfollow a written homework scheduleat least _____ nights per week from___% of the time to ___% of thetime by _____.

1. Create a plan/set of steps that need to be completedin order to accomplish the task2. Have the student estimate how long each step will take3. Have the student work through the steps, noting howmuch time the step actually took and problems anddistractions that may have impacted completion4. Coach the student through strategies to reducedistractions and/or work through problems5. Set goals for amount of time needed to complete eachstep of future tasks

When focus area for improvement is sustained attention, consider:


● Monitor/check student work in progress.● Help the student to break a task down into smaller components

and set goals related to completion of the smaller components.● Use a combination of written/oral assignments.● Do critical parts of assignments during class.● Have the student self-monitor whether he/she is on task.

Reinforce the student when he/she is on task.● Begin with having the student work on a task with which you

know he/she can be successful.● Teach the student to break tasks into chunks for which they can

maintain attention for the entire chunk.● Teach the student to make a work plan which not only chunks

tasks (see below), but also identifies motivational strategies andenvironmental cues. Gradually release the responsibility formaking the plan to the student.

● Provide the student with scaffolded orcompleted notes.

● Provide assignment choice.

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Sustained Attention Student will improve in his ability toremain on task (e.g. looking at histask, thinking about the steps neededto complete it, focusing attention on it,only stopping task when teachergives permission, and ignoringdistractions and interruptions byothers) from __% time on task to___% time on task by ______.

1. Work with the student to identify observable signsthat a student is paying attention and develop adescription of paying attention for him/her2. Choose a particular time/type of activity for focus3. Determine how this will be monitored (e.g. a timer onset or random intervals, a checklist). Student monitorswhether he/she was meeting the definition.4. Practice5. Set a goal and reinforce

When the focus area for improvement is planning/prioritization, consider:


● Prioritize task activities and teach the student to prioritizehis/her own tasks.

● Shorten assignments. Gradually lengthen assignments overtime.

● Have the student create a task list and check off when itemsare complete.

● Be explicit about the amount of time to complete a task.● Teach the student to follow the

Goal-Obstacle-Plan-Do-Review Script:● What do you want to accomplish? What will it look like when

done?● This might be hard because…● We need a plan. First we’ll do this, then this, and so on.● Do it● Review it. How did it work out? How could we make it better?

● Highlight important words/concepts.● Specify the expectations for completion to

the task.● Provide a checklist or a rubric to scaffold

completion.● Provide the student with one task/page at a

time.● Provide a written list of the steps to

completing the task.


Planning/Prioritization Student will improve in planning for acomplex task by organizing the task onpaper, including the materials needed,the steps to accomplish the task, and atime frame for completion from ___tasks to ___ tasks by _______.

1. With the student, develop a sequencedchecklist that outlines the steps to planning for aparticular outcome2. Teach the student the specific steps3. Fade the checklist

When the focus area for improvement is peer relations/working with others, consider:


● Ensure that cooperative learning includes positive interdependence,face-to-face promotive interaction, individual and group accountability,opportunities for interpersonal skills. Group processing. Teachinterpersonal skills: communication leadership, developing trust,decision making and conflict resolution.

● Keep cooperative groups to 3-4 students.

● Allow the student to choose peerpartners

● Allow the student an “opt out” fromgroup/partner work underpre-established conditions.

36

● Create situations in which the student must interact with others.Scaffold the task and interaction.

● Establish group roles and ask the student what role he/she would liketo fill.

● Establish routines and expectations for dealing with interpersonalconflict.

● Establish a behavior/participation contract with the student thatexplicitly details expectations and reinforcement for meeting theconditions of the contract.

● Teach students a variety of ways to resolve conflict.● Allow a student to be present during group activities, but do not

require active participation.● Allow the student to make choices related to working with others:

what, where, with whom, etc.● Ensure the student can be successful with the task/concept

independently and individually before requiring this in a small group.● Work with the student to develop a personal cue to alert the teacher

that he/she is having a problem with a peer or with a group.

● Vary seating, partnerships, andgroupings.

● Avoid tasks that have a competitiveaspect to them.


Peer relations Student will improve in her ability towork collaboratively with a group(e.g. discussing what goal needs tobe achieved with group, decidingwhat her role is, giving andaccepting help with peers, followingrules and sharing materials, givingpraise to others in group) tosuccessfully complete a task from___ times to ____ times asmeasured by observation by ____.

Provide roles for students to use when working in a group.Determine which role is the one the student can mostsuccessfully fulfill. Teach components of completing the role.Provide a cue card to the student to guide that role (e.g. iftime keeper, student may be cues to write down the start andend times and then set a timer for every five minutes toensure he/she is monitoring throughout).

When the focus area for improvement is flexibility/difficult transitions, consider:


● Develop a cue with the student to alert him/her to an upcomingtransition.

● Signal a transition for all students with the same cue eachtime.

● Provide the student with time to settle into the classroom or toprepare for exiting the classroom.

● Give the student choices where possible and be clear whenthings are not negotiable.

● Establish clear and consistent routines and procedures fortransitioning within the classroom.

● Prompt the student prior to the end of an activity

● Have the student transition one minutebefore the rest of the class to allow formore time and fewer distractions.

37


Flexibility Student will improve in his ability tochange activities without demonstratingdisruptive or refusal behaviors from ___%of the time to ___% of the time by _____.

1. Teach student to recognize signs and feelings ofinflexibly, as well as situations that typically provokeinflexibility2. Teach the student coping strategies3. Identify a cue to use when student needs to use thestrategy4. Model, practice, provide feedback, and generalize toreal settings

When the focus area for improvement is disruptive behavior, consider:


● Work with the student to create a self-monitoring plan.● Engage the class in developing clear and explicit rules for the

classroom.● Provide the student with engaging, meaningful tasks.● Teach the student self-management/calming/coping strategies.● Assess skill gaps that may be contributing to behavior and teach the

skills associated with those gaps.● Give the student specific roles during small group work.● Strategically seat the student within the classroom.● Structure assignments so that the student can be successful.● Work with the student to complete a behavior contract that explicitly

details the expectations, consequences for not meeting the contract,as well as rewards for meeting the terms.

● Structure the environment andtasks with little wait time

● Allow the student to takecontrolled breaks.

● Provide the student with a studycarrel or alternative space forindependent work.


EmotionalControl/ImpulseControl

Student will improve in her ability touse coping methods (e.g. breatheslowly and deeply, relax tense bodyareas, and ask calmly to be byyourself) when upset from ___% ofthe time to ___% of the time asmeasured by frequency count by_____.

1. Work with student to identify strategy to helpregain/prevent loss of control2. Identify a cue to use when student needs to use thestrategy3. Practice the strategy in simulated or calm situations4. Reinforce when used when needed

38

Appendix J.

GLOSSARY OF TERMS

baseline: the student’s current level of performance in his or her focus area for improvement priorto the implementation of an intervention.

benchmark: important student outcomes or goals for a grade within a particular domain thatstudents should be achieving during the course of a school year in order to be on target forend-of-grade performance by the end of that school year. Benchmarks are not to be used asendpoints to instruction. They are to be utilized as a means to collect evidence to determine theneed for intervention.

common formative assessments: assessments conducted during the process of studentlearning that are used primarily to inform instruction.

comprehensive system of social-emotional learning and behavioral supports: a system thataddresses a range of needs for all students in the social-emotional and behavioral domain, suchas directly teaching important social-emotional skills, making behavioral expectations clear andconsistent, and having a continuum of procedures by encouraging appropriate behaviors anddiscouraging inappropriate behaviors; the approach should be systemic (schoolwide anddistrictwide), have a preventive and positive orientation, and use empirically validated practices.

curriculum-based measures (CBMs): measures for ongoing monitoring of students’ progressthrough a curriculum.

diagnostic assessments: additional assessments used both by general educators andspecialists to clarify and target the needs of individual students when the information providedby other types of assessments, such as universal common assessments, is not sufficient or toobroad.

differentiated instruction: an approach to teaching that emphasizes ways to meet the differingneeds of a group of students within the general education setting, for example, through the use offlexible small groups, or different ways of presenting the same content; differentiation of instructionis an integral part of Tier I.

integrity of implementation: use and delivery of curriculum, instructional strategies, behavioralsystems and interventions in the manner they were designed and intended to be used, forexample, adhering to the treatment time and key features required for a particular intervention.

flexible grouping: grouping of students that is changeable based on the purpose of theinstructional activity and on changes in the instructional needs of individual students over time.

focused area of improvement: the specific skill that a student needs instruction in based onevidence from multiple types of formative and summative assessments.

goal line: the line connecting a student’s baseline level of performance with his or her long-rangegoal; the slope of the goal line shows the expected rate of improvement if the student is going tomeet the long-range goal.

39

homogeneous grouping: grouping of students with similar instructional needs who are at similarlevels, such as students who all require instruction in basic spelling skills.

local norms: average patterns of performance defined in relation to a local population orsubgroup, such as that of a school or district.

long-range goal: an academic benchmark, academic outcome or behavioral goal for a studentreceiving intervention; if the intervention is effective, it will bring the student to his or herlong-range goal.

multidisciplinary evaluation: the process of gathering both formal and informal information froma variety of sources to determine whether a student is eligible for special education services andto provide information about his or her current levels of functioning.

national norms: average patterns of performance defined in relation to a national population.

progress monitoring: using data to track students’ progress toward a goal.

reliable: the consistency and accuracy of a test or other measure.

school climate: the nature of the interrelationships among the people in the school physically,emotionally and intellectually; how the people within the school treat one another (adult to adultinteractions, adult and student interactions and student to student interactions) through theiractions of verbal and nonverbal exchanges, tone of voice and the use/abuse of inherent poweradvantages.

screening: assessments that are given routinely to a group of students in a grade that are thesame for all students in that grade within a school or district. The screening assessmentsdetermine how each student is progressing within a given academic year and also informinstruction.

slope: the slope of the trendline is compared to that of the goal line to measure a student’s rate ofimprovement; if the slope of the trendline is less than that of the goal line, the student is notprogressing at a rate sufficient enough to meet the goal in the time allotted.

SRBI: instructional practices and interventions in a school or district that have been backed byevidence and determined to be effective for improved student outcomes or proven to excelstudent learning as evidenced by data.

SRBI team: team of educators that are responsible for data analysis and decision making andthat function at the level of the school, and grade (or content area) as well as across grade levelsin the same content area; they include interdisciplinary members as needed: schooladministrators, school psychologists, grade/content area general educators, various specialistsand other behavioral/mental health personnel; they include certain core members (e.g., principal,school psychologist) as well as other members that may rotate on and off the team depending onthe needs of the student under consideration (e.g., specialists, ELL tutor or school social worker).

standardized testing: test results (i.e., SBAC, NGSS, PSAT and SAT) that are considered whenmaking school or district decisions. See Summative Assessments

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summative assessments: assessments that are employed mainly to assess cumulative studentlearning at a particular point in time (e.g., the Smarter Balanced Assessment, the ConnecticutSAT). See Standardized Testing

systemic approach: an approach that is schoolwide or districtwide, with the same corecurriculums, instructional strategies, universal common assessments and social/behavioralsupports within a grade, and effective coordination across grades (as opposed to approaches inwhich different teachers within the same grade may differ widely in curricular emphases,instructional strategies, behavior management practices, etc.)

Tier I: the general education core curriculums, instruction and social/behavioral supports for allstudents, with differentiation of instruction as a norm. Staff will record keeping of focus area ofconcern, progress monitoring,

Tier II: short-term interventions for students who have not responded to the general educationcore curriculums and differentiation of instruction; it is part of the general education system.

Tier III: more intensive or individualized short-term interventions for students who fail to respondadequately to Tier I and/or Tier II interventions; it is also part of the general education system.

trend: the trajectory of response of a student undergoing intervention; if the intervention iseffective, the trend will show improvement toward the student’s goal, whereas if the intervention isineffective, the trend will show no improvement toward the goal or even worsening of performance(further away from the goal).

trendline: the single line of best fit when the student’s successive scores during intervention areplotted on a graph; the slope of the trendline shows the rate of improvement.

universal common assessments: a term for assessments that are given routinely to all studentsin a grade and they are the same for all students in a grade within a school or district; universalcommon assessments may be summative or formative and include, but are not limited to,benchmark assessments.

Universal Design for Learning (UDL): guidelines for instructional design that offer a set ofconcrete suggestions that can be applied to any discipline or domain to ensure that all learnerscan access and participate in meaningful, challenging learning opportunities.

valid: the extent to which a test actually measures what it is intended to measure.

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Appendix K.ASSESSMENT TOOLS IN GPS

TYPES OF ASSESSMENTS/EVIDENCE

SRBI Teams need to analyze a wide range of data in order to develop an effective StudentSuccess Plan. Examples of the data include but are not limited to:

● Report Cards – provide a summary of student progress toward learning standards, aswell as an indicator of behavior.

● Standardized Test Results – provide comparative data on a state-wide or national level.Some tests measure achievement while others are more diagnostic.

● Formative Assessments – provide ongoing information for the teacher and the studentduring the student’s learning process in order to modify teaching and learning activities tomeet the student’s needs.

● Teacher/Parent/Student Ratings Scales – assist in the measurements of areas that arenot easy to assess through the use of tests, such as attitude, behavior, interests, etc.

● Classroom Work Samples – are actual examples of students’ work such as writingassignments, projects, homework, etc., can provide insight.

● Curriculum Based Measurement (CBM) – is a standardized procedure for teachers totrack and record student progress in a specific area, using brief and simple tests.

● Screening Data – provides general information on student skill and abilities. Its purposeis to identify potential “at-risk” students.

● Classroom Observation – provides valuable information, not only on how the studentresponds to instruction, but also on the effectiveness of the “match” between thecurriculum/instruction and student learning.

● Disciplinary Referrals – are another important means of determining the extent to whichclassroom learning is being affected by disciplinary conduct.

● Attendance Data – is an important component of a comprehensive assessment. Dataon both excused and unexcused absences and tardies are critical.

● Functional Behavioral Assessments – observations and team analysis of studentbehavior.

● Behavioral Data Collection-observing a student directly and collecting data on how longor how often a certain behavior occurs to provide a very precise picture of the behavior’sregularity or severity.

● Anecdotal notes-objective notes that record observations of students i.e. behaviors,skills, attitudes, performance, and classroom incidents.

Sampling of Benchmark Assessments used in Guilford Public Schools:

▪ Unit Tasks (literacy and math)▪ Foundational Skills Block Benchmarks (beginning, middle, and end of year)▪ Spelling Inventory▪ Interim Assessment Blocks (IABs)▪ End of Unit Math Assessments

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Appendix L.Progress Monitoring in GPS

Progress Monitoring is using data to track students’ progress toward a goal.

THREE USES OF PROGRESS MONITORING1. To collect direct and frequent measures of student progress.2. To use this data to establish individual instructional goals for students in need.3. To use this data to make instructional changes.

PROGRESS MONITORINGIs an ongoing systematic process for gathering data to measure academic, social, orbehavioral performance of a student using a variety of methods including but not limited to:

● Running Records● Teacher made tasks and assessments (K-12)● Quick Reads● Foundational Skills Block assessments (K-2)● Observation Survey (K-1)● Priority Words Assessments (K-4)● Phonological Assessments● Formative Assessments● Student Writing Samples● Classroom Observations● Behavioral Observations (K-12)● Disciplinary Records● Behavior Plans

PROGRESS MONITORING ON TIER 1, TIER 2, TIER 3Tier 1: Use evidence to assess the student response to core instruction and identify

students who require more intensive intervention.Tier 2: Use evidence to determine whether sufficient response occurred during

supplemental instruction.Tier 3: Use evidence to determine when a student’s response in an upper tier is

sufficient to permit successful re-entry to a lower tier.

HOW PROGRESS MONITORING WORKS● The student’s current level of performance is determined and goals are identified for

learning to take place over time.● The student’s academic performance is measured on a regular basis

(weekly/monthly).● Progress toward meeting the student’s goal is measured comparing expected and

actual rates of learning.● Teaching is adjusted as needed.

CHARACTERISTICS OF EFFECTIVE PROGRESS MONITORINGMeasurement should be frequent, consistent, accurate, reliable, and sensitive to short termchange.Monitoring measures should be :

● easily and commonly collected● easy to use in the classroom setting and that limit disruptions● easy for teachers to interpret

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● easy to compare● easy to chart and graph

Benefits of Progress Monitoring● Accelerated learning because students are receiving more targeted

instruction.● More informed instructional decisions.● Documentation of student progress for accountability purposes.● Higher expectations for students by teachers.

Examples of Progress Monitoring Tools Used in Guilford Public Schools:

● Foundational Skills Block Cycle Assessments● Foundational Skills Block Snapshots● IRI – Informal reading inventories● Running Records● Fluency data● Writing Samples (quickwrites, stepbacks, etc.)● Writing from Reader's Response or Writer’s Notebooks● Unit Tasks – Reading and Math● Orton Gillingham assessments● Wilson Assessments● Summer Learning Pathway data● Anecdotal notes● easyCBM● Exit Slips● Student Self-Reflections (Teacher Created)● Math fluency assessments

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FORM 1 PAGE 1 of 2

Guilford Public SchoolsStudent Information Sheet - Record of Tier I Instruction

*Pages 1 and 2 to be completed by the general education teacher(s) prior to development of a Student Success Plan by the School SRBI Team

Student Name: Date of Birth: Grade:

Parent/Guardian Name(s): Parent Contact Information:

Student’s Teacher(s): Date of Parent/Guardian Notification of Concern:

Date of Referral to SRBI Team:

Student Attendance to Date:_____Absences _____Tardies

Has the Student Ever Been Retained? ☐No ☐YesIf yes, grade/year(s) repeated:

Academic/Behavioral Strengths (check all that apply)Reading Skills☐Fluency☐Decoding☐Comprehension☐Vocabulary

Writing Skills☐Fluency☐Content☐Organization☐Mechanics/Spelling

Math Skills☐Application☐Numeracy☐Algebraic Reasoning☐Geometry☐Statistics

Organizational Skills☐Organized area☐Easily finds materials☐Effective use of planner

Memory Skills☐Short term items☐Long term☐Multiple step directions

Academic Habits☐Persists for a long time☐Works well independently☐Completes assignments☐Works well with others☐Actively participates

Language Skills☐Articulation☐Expressive☐Receptive☐Pragmatic

Behavior☐Interactions with peers☐ Interactions with adults☐ Motivated☐ Enthusiastic

Academic Concerns/WeaknessesReading Skills☐Fluency☐Decoding☐Comprehension☐Vocabulary

Writing Skills☐Fluency☐Content☐Organization☐Mechanics/Spelling

Math Skills☐Application☐Numeracy☐Algebraic reasoning☐Geometry☐Statistics Writing

Organizational Skills☐Messy area☐Loses materials☐Ineffective use ofplanner

Memory Skills☐Short term items☐Long term☐Multiple step directions

Academic Habits☐Gives up easily☐Does not work wellindependently☐Incomplete assignments☐Does not work well with others☐Does not actively participate

Language Skills☐Articulation☐Expressive☐Receptive☐Pragmatic☐ Acquisition (ELL)

Behavioral Concerns

Inattentive☐Easily distracted☐Excess motor activityDefiant☐Toward adults☐Toward peersPoor Attendance☐Cutting Class☐Skipping the School Day

Withdrawn☐With adults☐With peers☐Not liked by peersArgumentative☐When criticized☐With directives

Disruptive to Others☐Verbally☐PhysicallyAggressive☐Verbally☐Physically☐Toward self☐Toward others

Miscellaneous☐Destroys property☐Steals☐ Lies☐Poor coping skills☐Seems anxious☐Avoids Tasks

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Form 1 - Student Information Sheet - Record of Tier I Instruction PAGE 2 of 2

Student Name: Date of Birth: Grade: Teacher(s):

Description of Teacher(s) Concerns

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

_________________________________________________________________________________________________________

Data Illustrating Concerns (e.g. Screeners, District Benchmarks in Math-Reading-Writing, DRA, Assessments for Essential Learning

Outcomes, Disciplinary Referrals, Attendance Record) Attach documentation and work samples if appropriate

Data Source Date(s) Student Score Notes

Tier I Instructional Practices ImplementedWe must look at our instruction before assuming the issue is solely with the child. This section should demonstrate that you haveexhausted all of your approaches to instruction, have brainstormed ideas and techniques with your colleagues, yet despite all ofyour efforts, the student is not making progress.(If needed, refer to the accommodations and instructional strategies in SRBI Handbook appendix)The colleagues that I have consulted with are: ☐Reading Teacher ☐Math Specialist ☐Literacy Coach ☐Math Coach

☐School Social Worker ☐School Guidance Counselor ☐School Psychologist ☐Administrator ☐Other

____________

Description of Instructional Practice or Strategy Concern Targeted Student Response and Evidence

Revised March 2021

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Form 2. GUILFORD PUBLIC SCHOOLS – STUDENT SUCCESS PLAN (SSP)(This is a rolling, cumulative document. Only one form is completed per student; math and reading goals can be on the same form)Student Name: Date of Birth: Grade: Student Success Plan #

Parent/Guardian Name(s): Parent/GuardianContact Information:

Date ofParent/GuardianNotification:

Date Current Success PlanDeveloped & Implemented:

SRBI Team Point Person(s): □Tier 2 □Tier 3Review Date for Current Plan(in 6 weeks):

Current Goal(s) for Intervention stated in clear and measurable terms:

STRATEGIES FOR INTERVENTIONThe SRBI Team determines and records the strategies to be implemented and the student’s responseto intervention. (Ongoing Tier 1 Classroom Strategies can also be noted)

Specific Measurable Interventions(description of practices and strategies)

Frequency& Duration

Person(s)Responsible

Progress Monitoring Evidence (see chartbelow)

Progress Monitoring (attach work samples)

Date of Goal Goal(s) Assessment Tool Progress Monitoring Data

Student Response to Intervention and SRBI Team Action* Date:________________________

_____ Adopt (Continue intervention in the classroom; the student may exit SRBI)

_____ Adapt (Intervention is having some positive effects but needs adjustment)

_____ Abandon (Student is not responding; determine new goal or intervention strategy)

*SRBI Team meets, analyzes evidence, and determines (with parent input) if a referral tospecial education is suggested by the preponderance of evidence.

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https://drive.google.com/file/d/1JNuN2rMPDzQQOtY7vFomK7Hji27OXWNN/view?usp=sharing

If Adapting or Abandoning then complete this next page to update the dates, goals, and interventionstrategies.

Date Current Success Plan Developed & Implemented: Review Date for Current Plan (in 6 weeks):

SRBI Team Point Person(s): □Tier 2 □Tier 3Review Date forCurrent Plan (in 6 weeks):

Goal(s) for Intervention stated in clear and measurable terms:

STRATEGIES FOR INTERVENTIONThe SRBI Team determines and records the strategies to be implemented and the student’s response to intervention

Specific Measurable Interventions Frequency& Duration

Person(s)Responsible

Progress Monitoring Evidence (attachassessment documentation and work samples)

Progress Monitoring

Date of Goal Goal(s) Assessment Tool Progress Monitoring Data

Student Response to Intervention and SRBI Team Action* Date:________________________

_____ Adopt (Continue intervention in the classroom; the student may exit SRBI)

_____ Adapt (Intervention is having some positive effects but needs adjustment)

_____ Abandon (Student is not responding; determine new goal or intervention strategy)

*SRBI Team meets, analyzes evidence, and determines (with parent input) if a referral tospecial education is suggested by the preponderance of evidence.

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This information has been shared with:

Related Arts Teachers (list names) __________________________________________________

Receiving Teacher(s) (includes school counselors, social workers, and psychologists whenappropriate) __________________________________________________________

Date Strategy Adopted Adapted Abandoned

Cc: Student Cumulative File

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Form 3. Entering a Student in SRBI (Tier II)

GUILFORD PUBLIC SCHOOLS

PARENT NOTIFICATION OF STUDENT SUCCESS PLAN

Date:

Dear Parents/Guardians of _________________________________________________

In the Guilford Public Schools, services are available to provide support and instruction to students who

are experiencing difficulty with grade-level learning or experiencing social, emotional or learning needs . A

student’s progress in these areas is monitored and these findings are used to make decisions about teacher

and learning support. This process is referred to as “Response to Intervention” (RTI) and in Connecticut as

Scientific Research Based Instruction (SRBI). Your child will be entering Tier II in SRBI.

Previous assessments and/or observations indicate that your child had experienced difficulty in the

following area (s): _________________________________

Their goal is

_________________________________________________________________________________________.

Your student’s teacher is working with additional school staff and has developed a plan to address your

child’s goal. If you have any questions or would like additional information, please contact your child’s teacher

or me.

Sincerely,

Principal

Pc. As applicable:

Classroom teacher/Intervention Teacher

School Counselor


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Form 4. Moving a Student from Tier II to Tier III


PARENT NOTIFICATION OF TIER CHANGE

Date:



are experiencing difficulty with grade-level learning or experiencing social, emotional or learning needs. A


and learning support. This process is referred to as “Response to Intervention” (RTI) and in Connecticut as

Scientific Research Based Instruction (SRBI). Your student has already been receiving additional instruction in

Tier II of SRBI and would benefit from more frequent and targeted support in Tier III.

Previous assessments and/or observations indicate that your child had experienced difficulty in the

following area (s) and now requires more intensive support: _________________________________

Their goal is

_________________________________________________________________________________________.

Your student’s teacher is working with additional school staff and has developed a plan to address your

child’s goal. If you have any questions or would like additional information, please contact your child’s teacher

or me.

Sincerely,

Principal

Pc. As applicable:

Classroom/Intervention teacher

School Counselor


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Form 5. Exiting a Student from SRBI


PARENT NOTIFICATION OF EXITING SRBI

Date:



are experiencing difficulty with grade-level learning or experiencing social, emotional or learning needs. A


and learning supports. This process is referred to as “Response to Intervention” (RTI) and in Connecticut as

Scientific Research Based Instruction (SRBI).

While your student was in SRBI, they have made substantial progress toward their goal and have been

able to access the grade level content. Therefore, we are pleased to share that your student will be exited from

the SRBI process. Successful interventions will be assimilated into daily classroom instruction. If you have any

questions or would like additional information, please contact your student’s teacher or me.

Sincerely,

Principal

Pc. As applicable:

Classroom/Intervention teacher

School Counselor


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SRBI Manual- Final 2021

Documents

Transcript of SRBI Manual- Final 2021