Response to Intervention Changing the process of the Instructional Support Team and the referral to Special Education NYS law under IDEA requirements Presentation created by: Leana Scibetta, UPES IST facilitator

What does RTI mean? Under section 200.4 of IDEA it states that the school district: -(i) may use a process that determines if the student responds to scientific, researched-based intervention as part of the evaluation procedures AND • (ii) is not required to consider whether a student has a severe discrepancy between achievement and intellectual ability in oral expression, listening comprehension, written expression, basic reading skill, reading comprehension, mathematical calculation or mathematical reasoning.

What do we do to show RTI? Did the child respond to research-based program interventions? - Was there an intervention in place, showing that the child did not respond during the amount of time allotted, compared to other achieving students at grade level?

Step 1 to RTI: Identify under-achieving student compared to other achieving students. - This can be discussed at grade-level meetings. - Data MUST be collected by using baseline data and assessment tools.

Step 2: Picking an Intervention Plan Specific to the Child’s Needs and Deficits After the child has been identified as under-achieving, an intervention plan should be put into place. http://www.oswego.edu/~mcdougal/web_site_4_11_2005/behavior_monitoring_forms.htm The intervention should be in place for at least 6-8 weeks to show progress or no progress. At the 4 week point, a referral to IST should be submitted if no significant progress is made.

Step 2: IST continued The SST determines how frequently the team should meet to review this intervention plan. The SST will be looking at ASSESSMENT TOOLS and DATA PROGRESS-MONITORING www.oswego.edu/~mcdougal/web_site_4_11_2005/index.html

IST (cont.): Progress Monitoring Child is showing 3 or more data points of improvement good progress, continue monitoring

IST Progress Monitoring If the child is showing 6 or more data points of improvement and is at grade level program is successful and can be dropped

IST Progress Monitoring – not successful Student is still achieving below his peers and there are less than 3 data points showing improvement Move to TIER II Continue IST Process

IST (cont.) – Progress Monitoring is Not Successful In order to move to the next stage (TIER II), the student needs to show that he/ she did not respond to the intervention in the time allotted. A speech/ language, OT, PT, reading or math screen can be requested at this point.

IST (cont.) – TIER II Student is now in TIER II when his/ her performance and rate of progress lag behind the norm for their grade and educational setting. Targeted intensive intervention services – AIS Intervention services must show use of a researched- based intervention program Progress is monitored and charted for 8 -12 weeks and reviewed at IST meetings.

Progress Monitoring in Tier II 3 or more data points showing improvement ∙ Maintain program and continue monitoring ∙

Progress Monitoring in Tier II                                                                                                                                                                                                                                           6 or more data points showing improvement at grade level Drop program = success

Progress Monitoring in Tier II   Still performing below grade level and achieving peers Refer to CSE – TIER III

TIER III- Referral to Committee of Special Education Comprehensive evaluation by multi-disciplinary team to determine eligibility for special education services