Matthew Giugno Barbara Miller New York State Education Dept. VESID (518) Implications of RtI Implementation for NYS Schools

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

Schoolwide Systems Schoolwide Systems AcademicBehavioral Intensive InterventionsIntensive Individual Interventions Small Group InterventionsTargeted Group Interventions Scientific, Research Based Core Instruction Universal Interventions 1-5% 10-20% 80-90%

Regulatory Amendments  Part 117  Part 100  Part 200

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

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

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

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

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

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

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

C4E Allowable Program: Dedicated Instructional Time ( CR) 1. dedicated block(s) of time created for instruction; 2. research-based core instructional program; a response-to-intervention program; and/or individualized intensive intervention shall be provided.

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