SRBI (Scientific Research-Based Interventions) are provided to students who are not meeting grade level benchmarks. We universally screen all students three times per year and compare that assessment data to other district measures and daily classroom performance.
When multiple measures show the need for additional support, students enter what is called “Tier One” support. In grades K-5, students are clustered in small groups (3-5 students) in a very specific and targeted intervention group. Students are supported by an interventionist or classroom teacher at their grade level and their progress is monitored very closely. In all grades (except grade 4), these support sessions are run right after morning announcements so arriving to school on time is extremely important for these interventions to be as successful as possible. Due to morning specials, grade 4 runs their interventions later on in the morning. Our goal is to target weaknesses, fill gaps, and move students out of Tier One support. Some students spend a very short time in Tier One, while others require the additional support for much of the year.
When Tier One isn’t enough to close the gap, students are brought to our Student Success Team. An inter-disciplinary team of staff members meet and design a more intensive support plan (Tier Two). At this point, students continue in their Tier One groups, but we also call upon the expertise of an interventionist or tutor (Math Garden Tutor, Comprehension Tutor, Fluency Lab Tutor, Kindergarten Tutor, Reading Specialist, or Early Intervention teacher).Once again, we track each students’ progress closely in the hope of closing the gap and moving students out of Tier Two support. Some students are successful and go back to Tier One and some require even more (Tier Three).
When a student is not successful in Tier Three, we typically refer the student to Special Education Testing to identify what else we can do to support a struggling student. Not all students who get referred to Special Education testing qualify as Learning Disabled but, at this point, we require more information to best meet the needs of a student who has not responded to intensive interventions.