Implications of RtI Implementation for NYS Schools

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Implications of RtI Implementation for NYS
Schools
Matthew Giugno Barbara Miller New York State
Education Dept. VESID mgiugno_at_mail.nysed.gov bmil
ler_at_mail.nysed.gov [phone]
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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

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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

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IDEA Requirements

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

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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

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Regulatory Amendments

• Part 117
• Part 100
• Part 200

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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

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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

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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

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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

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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

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200.2

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

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200.4 (j)

• Additional Procedures for Identifying Students
  with LD

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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

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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

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200.4 (j) (2)

• CSE makes determination
• Gen. Ed. Teacher
• Person qualified to conduct diagnostic exams

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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

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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

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Criteria 200.4 (j) (3)

• Exceptions
• Visual, hearing or motor disabilities
• Mental retardation
• Emotional disturbance
• Cultural factors
• Environ. or economic disadvantage or
• LEP

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200.4 (j) (4)

• Not prohibited from considering severe
  discrepancy, except
• Not allowed after 7/1/2012 for
• K-4
• LD in Reading

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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

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Documentation 200.4 (j) (5)

• If RtI process is used
• Instructional strategies used and data
• Parents notified

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C4E 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.

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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

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Systemwide School Approach

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

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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

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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

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Special Considerations

• Cultural
• Upper elementary, intermediate and secondary
  students
• ELL students

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Professional Development

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

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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

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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
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Next Steps

• RtI Guidance Document
• RtI TA Center
• Grants to schools as pilot sites

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Resources/Links

• www.rti4success.org
• www.nrcld.org
• www.ncld.org
• www.nasdse.org
• www.aimsweb.com
• www.dibels.org
• www.interventioncentral.org