Implications of RtI Implementation for NYS Schools

1. Implications of RtI Implementation for NYS Schools Matthew Giugno Barbara Miller New York State Education Dept. VESID mgiugno@mail.nysed.gov bmiller@mail.nysed.gov (518) 486-7462

2. Why RtI • Provides appropriate learning for all students • Uses school-wide progress monitoring • Promotes early identification of potential problems (Early Intervening) • Uses multiple measures of performance, not measurement at a single point in time • Can be used as a component of LD determination

3. Schoolwide Systems 1-5% Academic Behavioral Intensive Interventions Intensive Individual Interventions 10-20% Small Group Interventions Targeted Group Interventions 80-90% Scientific, Research Based Core Instruction Universal Interventions

4. Regulatory Amendments • Part 117 • Part 100 • Part 200

5. Part 117 • 117.3 (d) Diagnostic Screening • Screening in literacy, math, motor and cognitive development • Review of instruction to ensure that explicit and valid instruction used • Periodic monitoring • Instruction tailored to meet needs “with increasing levels of targeted intervention and instruction”

6. Amendments to Parts 100 and 200 • Section 100.2 (ii) • Response to Intervention Programs (RtI) • Section 200.2 (b) • Board of Education Requirements • Section 200.4 (j) - LD Procedures • Referral • Individual Evaluation • Process for determining eligibility • Criteria for LD determinations • Documentation for eligibility determination

7. Amendments to Section 100.2 (ii) • Schools may establish RtI as follows: • Appropriate instruction for all students • Increasing levels of intervention • Frequent screenings and assessments • Increasing levels of intervention • Application of information to make decisions • Written notification to parents • Student performance data & gen. ed. services • Strategies to increase learning • Parents right to request evaluation

8. Amendments to Section 100.2 • District selects RtI structure • Criteria to determine levels • Types of interventions • Data to be collected • Progress monitoring • Staff Development to implement RtI

9. Evaluation- 200.4 (j) (1) • Underachievement is not due to lack of appropriate instruction, CSE must consider: • Data of appropriate instruction • Data-based documentation of repeated assessments provided to parents

10. Criteria – 200.4 (j) (3) • Student does not make sufficient progress when using RtI; or • Exhibits patterns of strengths and weaknesses: • Performance, achievement or both • Relative to age, grade-level standards, or intellectual development

11. 200.4 (j) (4) • Not prohibited from considering severe discrepancy, except • Not allowed after 7/1/2012 for • K-4 • LD in Reading

12. C4E Allowable Program: Dedicated Instructional Time(100.13 CR) • dedicated block(s) of time created for instruction; • research-based core instructional program; • a response-to-intervention program; and/or • individualized intensive intervention shall be provided.

13. Resources/Links • www.rti4success.org • www.nrcld.org • www.ncld.org • www.nasdse.org • www.aimsweb.com • www.dibels.org • www.interventioncentral.org