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. Information Sources • Federal Statute (PL 108-446) • Federal Regulations (300 CFR) • State Laws and Regulations • Materials from “National Research Center on Learning Disabilities” (NRCLD) • Materials from NERRC • LRP – “Special Educator” • NASDSE publication on LD/RtI • Other States

3. Presentation Content • IDEA Requirements • Part 117 Regulations (Screening) • Part 100 Regulations (pre K -12) • Part 200 Regulations (Special Ed.) • Contracts for Excellence (C4E) • Guidance to School Districts

4. IDEA Requirements Procedures to determine LD through RtI (or similar approach): • Evaluation • Data-based progress • Student observation • Written Report • Group determination of disability

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

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

7. 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”

8. 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

9. 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

10. 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

11. LD Definition Section 200.1(zz)(6) • Learning disability means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which manifests itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations…

12. 200.2 • adopt written policy that establishes administrative practices and procedures • which may include a RtI process pursuant to 100.2(ii)

13. 200.4 (j) Additional Procedures for Identifying Students with LD

14. Evaluation- 200.4 (j) (1) • Variety of assessment tools and strategies • No single procedure • Observation • From routine classroom instruction; or • Arrange to have observation conducted

15. 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

16. 200.4 (j) (2) • CSE makes determination • Gen. Ed. Teacher • Person qualified to conduct diagnostic exams

17. Criteria – 200.4 (j) (3) • Student does not achieve adequately for age, or grade level standards in one or more of: • Oral expression • Listening comprehension • Written expression • Basic reading skills • Reading fluency skills • Reading comprehension • Math calculation • Math problem solving, and

18. 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

19. Criteria – 200.4 (j) (3) • Exceptions • Visual, hearing or motor disabilities • Mental retardation • Emotional disturbance • Cultural factors • Environ. or economic disadvantage; or • LEP

20. 200.4 (j) (4) • Not prohibited from considering severe discrepancy, except • Not allowed after 7/1/2012 for • K-4 • LD in Reading

21. Documentation – 200.4 (j) (5) • Written report includes: • Whether student has LD • Basis for determination • Relevant behavior • Educationally relevant medical findings • Student does not achieve adequately, and • Does not make sufficient progress, or • Exhibits pattern of strengths and weaknesses • Exclusion factors

22. Documentation – 200.4 (j) (5) • If RtI process is used: • Instructional strategies used and data • Parents notified

23. 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.

24. Guidance Document • Guiding principles for using RtI • Tools to guide implementation of an RtI model • Special considerations • Professional development areas • Using data from RtI to determine LD • Resources

25. Systemwide School Approach • Integration of general and special ed service delivery • Leadership • Identification of current support systems to support RtI (i.e., PBIS)

26. Principles of RtI • Systemwide school approach • Prevention and Early identification • Universal Screening • Multiple tiers of intervention • Progress monitoring • Decision making process • Design of service delivery model • Parent involvement • Fidelity of implementation

27. Tools to Guide Implementation • School readiness survey • Identification of screening tools • Identification of research based reading instruction • Implementation of a multi-tiered process • Determination of cut-off points • Progress monitoring and analysis of data • Determination of appropriate interventions

28. Special Considerations • Cultural • Upper elementary, intermediate and secondary students • ELL students

29. Professional Development • Collaboration between general and special educators • Changing roles • School leadership • Data gathering and data analysis • Identifying appropriate research-based instruction/interventions

30. LD Determination • Definition of LD • Using data from RtI as part of the comprehensive multidisciplinary evaluation • Criteria to determine LD • Student was provided appropriate instruction • Data from screenings, curriculum based measures and progress monitoring to determine • Performance level • Rate of learning or pattern of strengths and weaknesses • Exclusion factors

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

32. Next Steps • RtI Guidance Document • RtI TA Center • Grants to schools as pilot sites

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