Scientific Research‐Based Interventions (SRBI)/Multi-Tiered System of Supports (MTSS) for Literacy/ELA
Effective, targeted support is critical to ensuring that all learners reach their full potential. This section provides an overview of Scientific Research-Based Interventions (SRBI) and a Multi-Tiered System of Supports (MTSS) for Literacy/ELA. It offers evidence-based strategies and resources to address diverse student needs, strengthen reading and writing proficiency, and support social-emotional development in order to improve overall academic outcomes.
Using Scientific Research‐Based Interventions (SRBI): Improving Education for All Students - Connecticut's Framework for RTI: This document represents the state's current framework, which emphasizes successful instruction for all students through high‐quality core general education practices, as well as targeted interventions for students experiencing learning, social‐emotional, or behavioral difficulties.
Data-Based Individualization (DBI) Research-Based Process (Infographic): The DBI Process is a five-step research-based process for individualizing and intensifying interventions through the systematic use of assessment data, validated interventions, and research-based adaptation strategies.
Breaking Down the DBI Process Questions & Considerations (Recorded Webinar): This webinar explains how to identify and distinguish between technical and adaptive challenges in DBI implementation. It also presents strategies for developing adaptive solutions to address these challenges.
DBI Training Materials: These training materials support professional learning about data-based individualization (DBI). They include slides, handouts, videos, and more.
Overview of Providing Reading Interventions for Students in Grades 4-9 (Recorded Webinar): This webinar discusses four evidence-based recommendations, along with practical steps for implementing each one. It also addresses potential obstacles and offers guidance and examples to help overcome common challenges.
Providing Reading Interventions for Students in Grades 4–9 Educator’s Practice Guide: This practice guide provides four evidence-based recommendations that teachers can use to deliver reading interventions to meet the needs of their students.
Teacher-Delivered Behavioral Interventions in Grades K–5: A Practice Guide for Educators: The purpose of this guide is to support the implementation of teacher-delivered, low-intensity behavioral interventions in Grades K–5 classrooms. The recommendations are designed to help teachers support students in demonstrating expected classroom behaviors so that all students can fully engage in learning.
Literacy/English Language Arts Special Topic: Solution-Focused Decision Making in MTSS (Recorded Webinar): This CT-SEDS MTSS webinar explains what it means when the triangle—used to represent the three-tier model—is visually upside down, signaling that more students need Tier 2 and Tier 3 interventions. The presentation emphasizes delivering effective universal instruction, including the essential Tier 1 interventions. It also covers what to do when students do not respond to Tier 2 instruction, as well as how to strengthen Tier 2 interventions and provide supports through Tier 3 interventions. The CT-SEDS MTSS module is an efficient system that supports the whole child and improves outcomes for all students. For more information about using the CT-SEDS MTSS management system, contact Erin K. Dunn, PhD, the RESC Alliance MTSS Module Project Manager at EASTCONN, at edunn@eastconn.org.
How to Support the Social and Emotional Health of Middle/High School ELLs: Learn about the unique responsibilities, strengths, and social-emotional needs of English learners/multilingual learners and immigrant students in middle and high school.
Teacher-Delivered Behavioral Interventions in Grades K–5: A Practice Guide for Educators: The purpose of this guide is to provide support for implementing teacher-delivered, low-intensity behavioral interventions in Grades K–5 general education classrooms. The recommendations are designed to help teachers support students in demonstrating expected classroom behaviors so that all students can fully engage in learning.
Social Emotional Behavior (SEB) CT-SEDS MTSS: Choose Your Own Adventure (Webinar Recording): This webinar explores common barriers to developing and implementing SEB plans within MTSS.
The Opportunity Makers: How a Diverse Group of Public Schools Helps Students Catch Up—and How Far More Can: Rather than relying on a single silver-bullet solution, a group of diverse schools focused on three key areas—belonging, consistency, and coherence—to achieve extraordinary impact. Discover how they delivered exceptional levels of learning. Baseline Assessment: Analyze your school's baseline for belonging, consistency, and coherence.
Coherence by Design: Building Instructional Systems That Help Students Catch Up makes the case that districts can transform students’ experiences and outcomes by aligning instruction, content, and goals across all learning settings.
Multitiered System of Supports for English Learners: These tools and resources are for school leaders, educators, and other stakeholders who implement or support effective instructional practices for English learners (ELs) with and without disabilities.
Reading Science Considerations for Middle and High School Literacy Intervention: This article provides instructional leaders with an overview of the research on late-emerging reading difficulties, along with assessment and instructional considerations grounded in the science of reading. It is designed to inform and strengthen intervention frameworks at the middle and high school levels.