Simsbury Reading Intervention Program (SRIP)

SRIP is based on best practices:

• Clear and rigorous grade-level expectations for reading proficiency
• Balanced instruction in the five areas of literacy
• Explicit instruction in phonics in the early grades and reading comprehension in the later grades
• Frequent measurement of student achievement and growth
• Serves K-6 students who qualify for reading intervention
• Immediate and intensive additional instruction for struggling readers, averaging 30 minutes a day and using more than one strategy.
• Remediation and intervention that are seamlessly connected to each day’s full class instruction
• Certified teachers highly trained in reading instruction

How SRIP instruction is delivered:

• 3 intervention cycles (progress reports are sent home with classroom report cards)
• 30 minute instructional lessons based upon student needs and may address any of the following critical components of reading: Phonemic Awareness, Phonics, Comprehension Strategies, Fluency, and Vocabulary
• 5 days per week for K-3 students
• up to 4 days per week for students in grades 4-6

The SRIP program involves a high level of collaboration between SRIP teachers, classroom teachers, and ESS case managers.

Across all grades, teachers use data to monitor student performance, adjust learning goals, and exit students from the intervention.

• Students qualify based upon performance on universal screenings and/or district reading assessments
• Specific criteria for intervention is pre-determined for each grade level
• Student performance is monitored continually for growth and progress
• Ongoing assessments provide data to identify students who need further intervention
• Learning goals are adjusted as needed
• Students who do not respond to targeted instruction at Tier II are referred to the building-based Student Intervention Team (SIT)
• Students are approved to exit the program

SRIP is a regular education reading intervention program offered to students who did not meet set criteria on district reading assessments. Instruction is designed to support skills being introduced in the classroom.

In the beginning of the school year, reading teachers provide additional early literacy support. As the year progresses, literacy intervention will include small group instruction five days per week for up to 30 minutes. Lessons are designed to support skills in a fun and engaging way!

A typical lesson addresses the following core literacy components: phonological awareness, phonemic awareness, phonics, oral language, and comprehension. The focus of instruction begins with the teaching of letters and their sounds and phonological awareness skills. Later in the year students are developing their sight word vocabulary, applying reading strategies to read early level books. They engage in literal and inferential questioning when comprehending books that are read aloud.

SRIP is a regular education reading intervention program offered to students who did not meet set criteria on district reading assessments. Instruction is designed to support skills being introduced in the classroom.

Intervention consists of small group instruction delivered up to four days a week for 30 minutes. A typical lesson addresses the following core literacy components: vocabulary, close reading, reading fluency , and oral or written comprehension. In sixth grade, intervention continues to emphasize careful close reading with text across genres that are of greater length and complexity. Integration of all previously taught skills is encouraged to promote independence.