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Explore the implications of Response to Intervention (RtI) implementation in New York State schools. Learn how RtI provides appropriate learning for all students, promotes early identification of problems, and utilizes multiple performance measures to support student success. Discover the schoolwide systems and interventions involved, as well as the regulatory amendments regarding RtI procedures. Find out about the criteria for determining eligibility and levels of intervention, along with the importance of staff development for successful RtI implementation.
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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
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 1-5% Academic Behavioral Intensive Interventions Intensive Individual Interventions 10-20% Small Group Interventions Targeted Group Interventions 80-90% Scientific, Research Based Core Instruction Universal Interventions
Regulatory Amendments • Part 117 • Part 100 • Part 200
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”
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
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
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
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
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
200.4 (j) (4) • Not prohibited from considering severe discrepancy, except • Not allowed after 7/1/2012 for • K-4 • LD in Reading
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.
Resources/Links • www.rti4success.org • www.nrcld.org • www.ncld.org • www.nasdse.org • www.aimsweb.com • www.dibels.org • www.interventioncentral.org
