The Tiered Intervention System

What Is a Tiered Intervention System in Connecticut?

A tiered intervention system—known in Connecticut as SRBI (Scientific Research-Based Interventions), and often implemented within an MTSS (Multi‐Tiered System of Supports) framework—is a structured way schools help students who are below grade level in academics, behavior, or social‐emotional learning. It ensures that support is systematic, data-driven, proactive, and tailored to how much help an individual student needs.

Many students who struggle don’t get the help they need early enough. The goal of Connecticut’s SRBI is to catch gaps early rather than waiting for failure. By doing so, schools aim to reduce the number of students who would otherwise qualify for special education just because they didn’t receive sufficient intervention in general education.

Core Components

Here are the main pieces of how SRBI/MTSS works in CT:

1. High-quality core instruction for all (Tier 1):
   All students receive strong, evidence-based instruction in the general education classroom. The curriculum is research‐based; instruction is differentiated (adapted to meet varied learning styles and needs). The idea is that the majority of students will make adequate progress just with Tier 1 instruction. Schools also conduct universal (often called benchmark) screening (regular assessments of all students) to check how students are progressing and to identify early those who might need additional help.

2. Targeted supports for some students (Tier 2):
   Students who are flagged by screenings or assessments as below benchmarks or showing risk of falling behind are given extra, supplemental instruction. This is often in small groups, in addition to Tier 1 instruction. The interventions are more focused on specific skill gaps (reading, math, behavior) and include more frequent monitoring of progress. Changes can be made quickly if the student is not improving.

3. Intensive, individualized support (Tier 3):
   If a student does not respond well to Tier 2 supports, Tier 3 steps in with even more frequent, more individualized interventions. These tend to involve reading or math specialists, maybe one-on-one instruction, or very small group settings. Progress is monitored more closely, and the interventions are refined to meet the student’s specific needs. If progress remains insufficient, a special education evaluation may be considered.

Progress Monitoring

Progress monitoring: Once intervention begins, frequent checks (weekly or biweekly in many cases) track how well a student is progressing. If a strategy isn’t working, adjustments are made or students might be referred to the PPT process so the school can do a deeper dive with special education evaluations. It’s important to note that parents can call a PPT meeting at any time if they are concerned about their child’s progress.

Educators, specialists, and sometimes administrators meet regularly to review data, plan interventions, and decide when a student should move between tiers. Parents or guardians should be told about their child’s screening results and intervention plans. They should be invited to participate and kept informed of progress.

Limitations & Key Success Factors

There are challenges in implementing SRBI/MTSS well. Some common hurdles:

• Lack of time or resources for interventions, or insufficient staffing.

• Inconsistent or weak progress monitoring.

• Interventions that are not research-based or not well matched to the student’s specific needs.

• Poor communication with families or lack of clear goals.

On the flip side, what makes interventions succeed:

• Strong, evidence-based core instruction.

• High fidelity in implementation (doing the interventions consistently and correctly).

• Frequent, meaningful data use.

• Flexibility—moving students between tiers as needed.

• Collaboration among general educators, specialists, administrators, and families.

What Families Should Know

If your child is below grade level, here are some things you should see or ask about:

• Has your child had universal screening? What were the results?

• What are the goals of any intervention plan? How often is your child getting extra help, and in what settings? (small groups? one-on-one?)

• How is progress being monitored, and how often will you receive updates?

• Who is involved in designing the intervention plan? Are you included?

• What happens if your child doesn’t improve with the current supports—what comes next?

Connecticut’s tiered system—SRBI/MTSS—is meant to provide supports early, efficiently, and appropriately for students who are below grade level. The aim is not merely to wait for the gap to grow, but to use screening, differentiated instruction, targeted help, and frequent monitoring to help every student make steady progress toward grade-level performance. When the system is working well, it ensures that no student slips too far behind without someone noticing and stepping in.

If you have questions or concerns about your child’s progress or whether intervention is enough to support your child, reach out to PATH CT today at info@pathct.org.