1. Response to Intervention in New York State NYSCEA Meeting May 15, 2009 Noel Granger 518 473-2878 ngranger@mail.nysed.gov Office of Vocational and Educational Services for Individuals with Disabilities (VESID)

2. What’s All the Buzz About? Response to Intervention (RtI) Provides high-quality instruction/intervention matched to student needs and uses frequent and ongoing monitoring of student progress to make important instructional decisions about an individual student.

3. 5/18/20153 Why RtI Provides appropriate learning for all studentsProvides appropriate learning for all students Uses school-wide progress monitoringUses school-wide progress monitoring Promotes early identification of potential problemsPromotes early identification of potential problems Uses multiple measures of performance, not measurement at a single point in timeUses multiple measures of performance, not measurement at a single point in time Can be used as a component of LD determinationCan be used as a component of LD determination

4. What curriculum areas are the focus of RtI?  Most research available in area of reading, especially in the early grades.  Most students with learning difficulties have problems in the area of reading.  RtI can be used in other content areas and for behavior.

5. 5/18/20155 Principles of RtI System wide school approachSystem wide school approach Prevention and Early identificationPrevention and Early identification Universal ScreeningUniversal Screening

6. Multiple tiers of interventionMultiple tiers of intervention Progress monitoringProgress monitoring Decision making processDecision making process Design of service delivery modelDesign of service delivery model Principles of RtI, cont.

7. Parent involvementParent involvement Fidelity of implementationFidelity of implementation Professional DevelopmentProfessional Development Principles of RtI, cont.

8. 5/18/20158 Schoolwide Systems Schoolwide Systems AcademicBehavioral Intensive InterventionsIntensive Individual Interventions Small Group InterventionsTargeted Group Interventions Scientific, Research Based Core Instruction Universal Interventions 1-5% 5-10% 80-90%

9. 5/18/20159 Systemwide School Approach Systemic service delivery system whose goal is achievement of all studentsSystemic service delivery system whose goal is achievement of all students LeadershipLeadership CollaborationCollaboration Identification of current support systems to support RtI (e.g., PBIS)Identification of current support systems to support RtI (e.g., PBIS)

10. 5/18/201510 Special Considerations Culturally and linguistically responsive instructionCulturally and linguistically responsive instruction Upper elementary, intermediate and secondary studentsUpper elementary, intermediate and secondary students Limited English Proficient/English Language LearnersLimited English Proficient/English Language Learners

11. 5/18/201511 Tools to Guide Implementation School readiness surveySchool readiness survey Identification of screening toolsIdentification of screening tools Identification of research based reading instructionIdentification of research based reading instruction Decision-making process – problem solving or standard protocolDecision-making process – problem solving or standard protocol Implementation of a multi-tiered processImplementation of a multi-tiered process –Determination of cut-off points –Progress monitoring and analysis of data –Determination of appropriate interventions

12. 5/18/201512 Professional Development Collaboration between general and special educatorsCollaboration between general and special educators Changing rolesChanging roles School leadershipSchool leadership Data gathering and data analysisData gathering and data analysis Identifying appropriate research-based instruction/interventionsIdentifying appropriate research-based instruction/interventions

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

14. Regulatory Amendments (See final slides for specific regulatory language) Part 117 Part 100 Part 200 Effective on July 1, 2012 a school district must have an RtI process in place, as it may no longer use the severe discrepancy between achievement and intellectual ability to determine that a student in grades K-4 has a learning disability in the area of reading.

15. 5/18/201515 Collaborative Effort Internal SED WorkgroupInternal SED Workgroup –VESID and P-16: Reading FirstReading First Regional School ImprovementRegional School Improvement Bilingual EducationBilingual Education Curriculum and Instruction and Instructional TechnologyCurriculum and Instruction and Instructional Technology –External Stakeholders

16. 5/18/201516 Next Steps New York State RtI Technical Assistance CenterNew York State RtI Technical Assistance Center RtI Guidance DocumentsRtI Guidance Documents Grants to schools as pilot sitesGrants to schools as pilot sites

17. 5/18/201517 NYS RtI Technical Assistance Center Contract: Awarded to Buffalo State College 5 year period: January 2009-December 2014 Mission: Support capacity-building efforts of NYS schools to implement proven and promising practices within a Response to Intervention model

18. 5/18/201518 RtI Technical Assistance Center Goals Indirect Services: Compile/disseminate relevant & useful information, resources, and tools relative to RtI Provide indirect technical assistance (TA) & professional development (PD) to NYS schools on RtI-related topics

19. 5/18/201519 RtI Technical Assistance Center Goals Direct Services: Technical Assistance & Professional Development to 14 VESID-identified schools NYS schools over 5 years –On-site TA by consortium member RtI Readiness Survey RtI Implementation Plan Periodic site-visits by consortium member –School-embedded professional development opportunities –Evaluation of RtI programs

20. 5/18/201520 20 CONSORTIUM MEMBERS Dr. L. Strong College of St. Rose East Joan Miller MSMC Hudson Dr. K. Stahl NYU Dr. R. Vuhovic NYU Tanya Eckert Syracuse University Dr. S. Graney RIT Dr. A. Piper Fredonia CSD Dr. T. Janczak BSC

21. 5/18/201521 Guidance Documents Guidance directed to professionalsGuidance directed to professionals Guidance written for parentsGuidance written for parents

22. Guidance Document Minimum Requirements of a Response to Intervention Program (RTI) –Appropriate Instruction –Screenings Applied to all Students in the Class –Instruction Matched to Student Need –Repeated Assessments of Student Achievement (Progress Monitoring) –Application of Student Information to Make Educational Decisions –Notification to Parents

23. Guidance Document School District Selection of Specific Structure and Components of an RtI Program Ensuring Staff Knowledge and Skills Necessary to Implement RtI Programs Use of Response to Intervention in Determination of Learning Disability Readings and References

24. Parent’s Guide to RtI What is Response to Intervention? What are the Steps in RtI? –Screening –Levels of support (tiers) –Progress monitoring –Information provided to parents Glossary References

25. 5/18/201525 LEA Grants Request for applications (RFA)Request for applications (RFA) 2 Schools per region2 Schools per region Certain parameters for selectionCertain parameters for selection Priority areasPriority areas

26. 5/18/201526 Resources/Links www.rti4success.orgwww.rti4success.org www.nrcld.orgwww.nrcld.org www.ncld.orgwww.ncld.org www.nasdse.orgwww.nasdse.org www.interventioncentral.orgwww.interventioncentral.org iris.peabody.vanderbilt.edu/resources.htmliris.peabody.vanderbilt.edu/resources.html www.aimsweb.comwww.aimsweb.com www.dibels.orgwww.dibels.org

27. Information Sources Federal Statute (PL 108-446) Federal Regulations (300 CFR) State Laws and Regulations Materials from “National Research Center on Learning Disabilities” (NRCLD) National Center on Response to Intervention NASDSE publication on LD/RtI (revised 2007)

28. Part 117 117.3 Diagnostic Screening 117.3 Diagnostic Screening Screening in literacy, math, motor and cognitive developmentScreening in literacy, math, motor and cognitive development Students with low test scoresStudents with low test scores Review of instructional programs Review of instructional programs Periodic monitoring through screenings and on-going assessments Periodic monitoring through screenings and on-going assessments Instruction tailored to meet needs “with increasing intensive levels of targeted intervention and instruction” Instruction tailored to meet needs “with increasing intensive levels of targeted intervention and instruction” Written notification to parents Written notification to parents

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

30. Response to Intervention Section 100.2 (ii) Minimum requirements of an RtI program: Minimum requirements of an RtI program: Appropriate instruction for all studentsAppropriate instruction for all students Scientific research-based reading programs Scientific research-based reading programs ScreeningsScreenings Instruction matched to student needInstruction matched to student need Increasing levels of intervention Increasing levels of intervention Repeated assessmentsRepeated assessments Application of information to make decisionsApplication of information to make decisions

31. Section 100.2 (ii) Written notification to parentsWritten notification to parents Student performance data & gen. ed. services Student performance data & gen. ed. services Strategies to increase learning Strategies to increase learning Parents right to request evaluation Parents right to request evaluation

32. Section 100.2 (ii) District selects RtI structure District selects RtI structure Criteria to determine levelsCriteria to determine levels Types of interventionsTypes of interventions Data to be collectedData to be collected Progress monitoringProgress monitoring Staff Development to implement RtI Staff Development to implement RtI

33. Contract for Excellence Allowable Program: Dedicated Instructional Time (100.13 CR) 1. dedicated block(s) of time created for instruction; 2. research-based core instructional program; 3. a response-to-intervention program; and/or 4. individualized intensive intervention shall be provided.

34. Board of Education Policies and Practices Section 200.2(b) adopt written policy that establishes administrative practices and procedures for implementing school- wide approaches adopt written policy that establishes administrative practices and procedures for implementing school- wide approaches which may include a RtI process pursuant to 100.2(ii)which may include a RtI process pursuant to 100.2(ii)

35. Additional Procedures for Identifying Students with Learning Disabilities Section 200.4(j)

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

37. Evaluation- 200.4 (j) (1) Underachievement is not due to lack of appropriate instruction, CSE must consider: Underachievement is not due to lack of appropriate instruction, CSE must consider: Data that demonstrates appropriate instruction in regular education settings delivered by qualified personnelData that demonstrates appropriate instruction in regular education settings delivered by qualified personnel Data-based documentation of repeated assessments reflecting student progress provided to parentsData-based documentation of repeated assessments reflecting student progress provided to parents

38. 200.4 (j) (2) CSE makes determination of eligibility for special education for student suspected of having a learning disability. CSE must include: CSE makes determination of eligibility for special education for student suspected of having a learning disability. CSE must include: General Education TeacherGeneral Education Teacher Person qualified to conduct diagnostic examsPerson qualified to conduct diagnostic exams

39. Criteria – 200.4 (j) (3) When provided with appropriate instruction, student does not achieve adequately for age, or grade level standards in one or more of the following: When provided with appropriate instruction, student does not achieve adequately for age, or grade level standards in one or more of the following: Oral expressionOral expression Listening comprehensionListening comprehension Written expressionWritten expression Basic reading skillsBasic reading skills Reading fluency skillsReading fluency skills Reading comprehensionReading comprehension Math calculationMath calculation Math problem solvingMath problem solving

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

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

42. 5/18/201542 200.4 (j) (4) Districts not prohibited from considering severe discrepancy model, except: Districts not prohibited from considering severe discrepancy model, except: Discrepancy model not allowed after 7/1/2012 forDiscrepancy model not allowed after 7/1/2012 for K-4 K-4 To determine LD in Reading To determine LD in Reading

43. Documentation – 200.4 (j) (5) If RtI process is used: If RtI process is used: Instructional strategies used and data collected; andInstructional strategies used and data collected; and Parents notifiedParents notified