Scientific Research-Based Interventions (SRBI)

Scientific 

Research-Based 

Interventions (SRBI) 

Connecticut’s Framework for RTI 

2009-2010 Services and 

Professional Development 

Technical Assistance and 

Brokering Services (TABS)

Scientific Research-Based Intervention Services 

CREC is uniquely poised to provide training, professional development, and technical assistance for districts and 

schools in the implementation of a SRBI framework. CREC’s Two Rivers Magnet Middle School, in its fifth year of 

implementation, is an SRBI model school site. Our educational specialists can work with your district or school, to 

provide the following SRBI support: 

• SRBI Readiness Assessment for Schools and Districts 

• Introduction to SRBI – The Academic and Behavioral Domains 

• SRBI Action Planning and Roll Out – District-wide and School-Specific Components 

• SRBI Support to School and District Leaders 

• SRBI Methods and Structures for Primary, Elementary, Middle and High School Levels 

• Strengthening Tier 1 – Best Practices in Curriculum, Instruction, Assessment, and Data Driven 

Decision Making 

• Best Practices in Universal Screening and Progress Monitoring 

• Building Intervention Systems in Grades Pre K-12 

• Effective Reading and Math Intervention Strategies for all Tiers 

• Special Education Staff – Complimentary Roles in SRBI and Special Education 

• Building a Positive School Climate Using the RTI Model 

• Effective Behavior Interventions for Small Student Groups and Individuals at all Tiers 

• Early Childhood Recognition Response 

We offer dynamic professional development designed to provide a blueprint for implementing RTI. Participants 

may take one or all of the modules. We can customize training and technical assistance and deliver it in your 

district to meet local needs. 

CREC Publication – Response to Intervention: A Planning and 

Implementation Guide for School Practitioners 

Copies of this CREC publication are available for $27 per copy or $24 per copy for 

ten or more copies. To order, please e-mail: jszewczak@crec.org 

For information on SRBI services and products, contact Margaret (Peg) MacDonald 

at 860-524-4037 or mmacdonald@crec.org or Ellen Cohn at elcohn@crec.org. 

For detailed information on workshops and to register please visit our web 

site: www.crec.org/TABS and click on EVENTS or contact Jeanne Szewczak at 

860-524-4022 or jszewczak@crec.org. 

RTI is the practice of providing scientific, research-based instruction and intervention matched to students’ 

needs, with important educational decision based on students’ levels of performance and learning rates over time 

(NASDSE,2005). The basic principles underlying RTI have been endorsed by the Connecticut State Department of 

Education (CSDE). An internal state-level leadership team charged with operationalizing these principles decided 

to refer to this process in Connecticut as SRBI (scientific research-based interventions) because the language 

is contained in both NCLB (Section9101(37) of ESEA) and IDEA Regulations (Section 300.307 (a)(2)). This 

publication refers to RTI and SRBI interchangeably with both terms placing emphasis on the centrality of general 

education and the importance of using interventions that are scientific and research-based. 

CREC Scientific Research-Based Interventions (SRBI) 1

Scientific Research-Based Intervention: The Basics 

SRBI Framework – Model Site Observation And Training 

September 29, 2009, 9 a.m. - 3 p.m., Presenter: Ellen Cohn 

This overview of the SRBI framework will teach participants about the theoretical and practical aspects of 

implementing SRBI. It includes tours of Tier 1, 2, and 3 classrooms where participants will experience SRBI 

in practice. 

SRBI Basic Training—CALI 

To register, click here 

October 20 and 21, 2009, 9 a.m. - 3 p.m., Presenters: Ellen Cohn, Lisa Fiano, Sonya Kunkel, and Peg MacDonald 

Participants will examine current practices to determine which SRBI components are currently being implemented 

in their school and/or district and which need to be improved or developed. They will be introduced to the 

components and key elements of the SRBI framework, examine current beliefs that foster student learning, and 

establish priorities and goals for the implementation of SRBI. 

A Leadership Model for School Change in Response to SRBI 

Date and time TBD, Presenter: Michael Regan 

Administrators play a key role in creating opportunities for change at both the district and school level. This 

training will examine the leadership required for successful implementation of the SRBI framework and provide 

a forum to address barriers to implementation. Specific topic areas include leadership attitudes that are congruent 

with SRBI, key leverage points that make Tier 1 the primary prevention it should be, clarity in intervention goals 

and programming, scheduling and finding time for collaboration to support SRBI, and harnessing the creative 

problem solving of a committed school staff. 

The Changing Role of the Student Support Services 

Professionals in a Successful SRBI Framework 


This training will focus on the changing role of the school psychologist, social worker, speech pathologist, and 

occupational therapist within the SRBI framework. Emphasis will be given to the application of consultation skills 

within the group process and assisting teams in analyzing data for educational decision making. 

Tier 1 Primary Prevention of Learning Problems 

Tier 1 – The Foundation of Your School 

October 14, 2009, 9 a.m. - 3 p.m., Presenter: Ellen Cohn 

This module explores the critical components to Tier 1 such as a strong core curriculum, research-based effective 

teaching strategies, a comprehensive common assessment plan, the importance of becoming a data-andinformation-rich 

school, and data-driven decision making. 

Common Summative and Formative Assessment 

for Rapid Gains in Student Performance 

October 26, 2009, 9 a.m. - Noon, Presenter: Ellen Cohn 




This module focuses on the single greatest leverage point to improving the strength of Tier 1, the power of common 

summative and formative assessment to drive continuous improvement of curriculum, instruction, and ultimately 

student performance. Participants will learn how to work together to analyze data and assessment results, and 

develop a collaborative culture of data-driven decision making and continuous improvement. 

2 CREC Scientific Research-Based Interventions (SRBI)

Tier 1 Primary Prevention of Learning Problems 

What Every School Leader Needs to Know About 

Good Literacy Teaching and Effective Literacy Coaching 

September 29 and 30, October 1, December 1 and 2, 2009, 8:30 a.m. - 3:30 p.m., Presenter: Irene Fountas 

This dynamic professional development seminar is designed for leaders who are interested in examining the roles 

of effective teaching, student assessment, coaching, and supervision in improving student achievement in reading 

and writing. Participants will use observational tools to examine the classroom environment and best teaching 

practices, including developing a sound foundation of literacy theory, assessment, and best practices such as 

guided reading, interactive writing, genre study, and word study. 

Progress Monitoring and Implementation Fidelity 

Research-Based Universal Screening and Progress Monitoring 

November 2, 2009, 9 a.m. - 3 p.m., Presenters: Ellen Cohn and Sonya Kunkel 

This training helps participants understand and develop a system of universal screening and progress monitoring 

that effectively identifies struggling students and monitors their learning during intervention. Participants will 

learn about the administration, scoring, graphing and interpretation of curriculum based measures for reading and 

math. They will be able to evaluate district or grade level assessments as potential screening and monitoring tools. 

Using Technology to Assist in Data Management and Decision Making 


Participants will learn how to use technology at the school or district level to assist in analyzing and managing 

data within an SRBI framework. Topics include: electronic databases, teacher-made reporting programs, data 

warehousing and management, and analysis of data trends for decision making. 

Using SRBI Framework for Determination of Student Progress 

and Special Education Eligibility 


School-based teams will gain a better understanding of the use of progress monitoring to improve student 

learning outcomes. School teams are asked to bring several examples of student work from their district for 

analysis and sharing. 

Early Childhood 

The Recognition and Response Model in Early Childhood 

Date and time TBD, Presenter: Lisa Wheeler 

This workshop provides practical application strategies for recognition and 

response implementation utilizing a collaborative problem-solving team 

approach. 

Recognition and response requires programs to adopt high-quality 

curriculum that is aligned with the preschool curriculum and assessment 

framework. Teachers track the amount and rate of growth for each student 

and, as with SRBI, use a hierarchy of increasingly intense interventions. It is 

designed to address all aspects of early learning and development in young 

children. 

If you are interested in learning more about this model and/ or bringing this 

training into your organization, please contact Lisa Wheeler at 860-524-4059 

or lwheeler@crec.org 




Common Assessment Consortium 

The CREC Common Assessment Consortium was established to help our school districts come together to 

develop and use common formative assessment tools to measure students’ progress. We offer multiple levels 

of support, all of which include access to CREC math, reading and science assessments and item banks, 

grades 3-8. 

An analysis of the CREC assessments and CMT results have concluded that CREC’s common benchmark 

assessments serve as valuable tools in helping predict how students are likely to perform on state 

assessments. For more information, please visit: www.crec.org/tls/services/consortium or contact 

Dina Crowl, Division Director for Teaching and Learning at 860-509-3603 or Jessica Martin at 860-524-4076. 

Literacy Intervention Program Design and Strategy Selection 

Building Dynamic Standard Treatment Protocols 

for Reading Intervention at the Elementary Level 

November 12, 2009, 9 a.m. - Noon, Presenter: Ellen Cohn 

This module will help participants develop a systems approach to reading intervention in all three tiers by taking 

the best of existing reading intervention programs and aligning the components with SRBI principles. It is designed 

for district or elementary staff members who design, build, or deliver reading intervention services. 


for Reading Intervention at the Secondary Level 

November 17, 2009, 9 a.m. – Noon, (snow date December 4, 2009), Presenter: Ellen Cohn 

This module will help participants develop a systems approach to reading intervention in all three tiers, focusing 

on the reading comprehension, fluency, and decoding needs of their secondary level students. It is designed for 

district, middle or high school staff members who design, build, or deliver reading intervention services. 

What Every School Leader Needs to Know 

About Good Literacy Teaching and Effective Literacy Coaching 

September 29 and 30, October 1, December 1 and 2, 2009, 8:30 a.m. - 3:30 p.m., Presenter: Irene Fountas 

See seminar description on page 3. 

University of Kansas, Strategic Instruction Model-Reading 

Comprehension and Study Strategies – Paraphrasing Strategy 

October 19, 2009, 8:30 - 11:30 a.m., Presenter: Sonya Kunkel 



The paraphrasing strategy is designed to help students focus on the most important information in a passage. 

The scientifically-based research indicates that students who are taught this strategy through all eight strategic 

instruction stages can independently improve reading comprehension during and after reading by 36 percent on 

grade level materials. The strategic instruction is designed for short term small group intervention. 

University of Kansas, Strategic Instruction Model-Reading 

Comprehension and Study Strategies – Self-Questioning Strategy 

November 9, 2009, 8:30 - 11:30 a.m., Presenter: Sonya Kunkel 




The self-questioning strategy helps students create their own motivation for reading before and during reading 

activities. Scientifically-based research results have shown average gains of 40 percentage points in reading 

comprehension on grade-level materials after students have learned this strategy. This strategy uses the same eight 

stage strategic instruction process as used in the paraphrasing strategy. 


Literacy Intervention Program Design and Strategy Selection 

Multi-Sensory Language (MSL) Instruction 

That Works for Adolescent Learners 

November 6, 2009, 8:30 a.m. - 3:30 p.m., Presenter: Lisa Fiano 

This module provides multi-sensory language techniques and a lesson format for instruction that is explicit, 

systematic and cumulative, and that can be applied to MSL programs commonly found in schools. Instructional 

routines for reading, spelling and writing using multi-sensory structured language strategies and assistive 

technologies that support adolescent learners to be successful in the classroom will be learned in this module. 

Supporting Literacy Instruction in Grades 5-12: 

Low-and High-Tech Assistive Technologies 

December 1, 2009, 8:30 a.m. - 3:30 p.m. (snow date December 9, 2009), Presenter: Nicole Natale 

Teachers and instructional support staff will learn the use of both high-and low-tech assistive technologies (AT) 

that support literacy instruction. Various AT supports for literacy will be provided, along with a framework for 

AT assessment in literacy. Participants will create intervention plans that include AT strategies and supports for 

students within the general education curriculum. 

Numeracy Intervention Program Design and Strategy Selection 


for Math Intervention at the Elementary Level 

December 8, 2009, 9 a.m. - Noon, (snow date January 13, 2010), Presenter: Ellen Cohn 

This module will help participants develop a systems approach to math intervention in all three tiers by taking 

the best of existing math intervention programs and aligning the components with SRBI principles. The module is 

designed for district or elementary staff members who design, build, or deliver math intervention services. 


for Math Intervention at the Secondary Level 





December 14, 2009, 9 a.m. - Noon, (snow date January 20, 2010), Presenter: Ellen Cohn 

This module will help participants develop a systems approach to math intervention in all three tiers. The module 

is designed for middle and high school staff who design, build or deliver math intervention services. 


Positive School Climate and Student Behavior 

Improving Student Behavior - Tier 1 Practices 

September 30, 2009, 9 a.m. - 3 p.m., Presenters: Ellen Cohn, Donna Morelli, and Cynthia Zingler 

Tier 1 focuses on improving student behavior across school settings by implementing a school wide system that 

engages students, maintains high standards, and gives students recognition for positive choices, growth, and 

improved decision making. 

Group Behavioral Instruction and Intervention 

October 29, 2009, 8:30 - 11:30 a.m., Presenters: Donna Morelli and Cynthia Zingler 

Tier 2 provides supplemental small group behavioral instruction and intervention for students who are not meeting 

with success within Tier 1. (Tier 2 meets the needs of approximately 10-15 percent of students not meeting success 

in Tier 1). 

Individual Student Behavioral Instruction and Intervention 

November 10, 2009, 8:30 - 11:30 a.m., Presenters: Donna Morelli, 

and Cynthia Zingler 

Tier 3 provides intensive small group or individual intervention for students who have not responded to 

interventions within Tiers 1 and 2 and generally helps the remaining 5 percent of students find success. 

Improving School Climate to Support Student 

Achievement Basic Training—CALI 





October 8 and 15, 2009, 9 a.m. - 3 p.m., Presenters: Donna Morelli, Peg MacDonald, and Cynthia Zingler 

In this basic CALI training module participants will learn that the quality of school climate is all about relationships 

which are determined by how well the people within the school treat each other physically, emotionally, and 

intellectually. This module offers practical strategies including data gathering on how to improve school climate to 

support student achievement.

Scientific Research-Based Interventions (SRBI)

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