Transcript Document

Implications of RtI Implementation
for NYS Schools
Matthew Giugno
Barbara Miller
New York State Education Dept.
VESID
[email protected]
[email protected]
(518) 486-7462
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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
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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
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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)
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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 researchbased 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
Academic
Intensive Interventions
Behavioral
1-5%
Intensive Individual Interventions
5-10%
Small Group Interventions
Scientific, Research Based
Core Instruction
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Targeted Group Interventions
80-90%
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
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