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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. Information Sources. Federal Statute (PL 108-446) Federal Regulations (300 CFR)

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Implications of RtI Implementation for NYS Schools


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implications of rti implementation for nys schools
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

information sources
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
presentation content
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
idea requirements
IDEA Requirements

Procedures to determine LD through RtI (or similar approach):

  • Evaluation
  • Data-based progress
  • Student observation
  • Written Report
  • Group determination of disability
why rti
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
regulatory amendments
Regulatory Amendments
  • Part 117
  • Part 100
  • Part 200
part 117
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
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
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
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
ld definition section 200 1 zz 6
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…
200 2
200.2
  • adopt written policy that establishes administrative practices and procedures
    • which may include a RtI process pursuant to 100.2(ii)
200 4 j

200.4 (j)

Additional Procedures for Identifying Students with LD

evaluation 200 4 j 1
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
evaluation 200 4 j 11
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
200 4 j 2
200.4 (j) (2)
  • CSE makes determination
    • Gen. Ed. Teacher
    • Person qualified to conduct diagnostic exams
criteria 200 4 j 3
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
criteria 200 4 j 31
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
criteria 200 4 j 32
Criteria – 200.4 (j) (3)
  • Exceptions
    • Visual, hearing or motor disabilities
    • Mental retardation
    • Emotional disturbance
    • Cultural factors
    • Environ. or economic disadvantage; or
    • LEP
200 4 j 4
200.4 (j) (4)
  • Not prohibited from considering severe discrepancy, except
    • Not allowed after 7/1/2012 for
      • K-4
      • LD in Reading
documentation 200 4 j 5
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
documentation 200 4 j 51
Documentation – 200.4 (j) (5)
  • If RtI process is used:
    • Instructional strategies used and data
    • Parents notified
c4e allowable program dedicated instructional time 100 13 cr
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.
guidance document
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
systemwide school approach
Systemwide School Approach
  • Integration of general and special ed service delivery
  • Leadership
  • Identification of current support systems to support RtI (i.e., PBIS)
principles of rti
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
tools to guide implementation
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
special considerations
Special Considerations
  • Cultural
  • Upper elementary, intermediate and secondary students
  • ELL students
professional development
Professional Development
  • Collaboration between general and special educators
  • Changing roles
  • School leadership
  • Data gathering and data analysis
  • Identifying appropriate research-based instruction/interventions
ld determination
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
schoolwide systems
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

next steps
Next Steps
  • RtI Guidance Document
  • RtI TA Center
  • Grants to schools as pilot sites
resources links
Resources/Links
  • www.rti4success.org
  • www.nrcld.org
  • www.ncld.org
  • www.nasdse.org
  • www.aimsweb.com
  • www.dibels.org
  • www.interventioncentral.org