Current Status – RtI in NYS Matthew Giugno Program Manager for RtI VESID [email protected] (518) 486-7462.

Current Status – RtI in NYS

Matthew Giugno

Program Manager for RtI

VESID

[email protected]

(518) 486-7462

04/18/23 2

Collaborative Effort

• Internal SED Workgroup VESID and P-16

• Reading First• Regional School Improvement• Bi-Lingual • CIIT

External Stakeholders

04/18/23 3

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)

• Other States

04/18/23 4

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

04/18/23 5

IDEA Requirements

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

• Evaluation

• Data-based progress

• Student observation

• Written Report

• Group determination of disability

04/18/23 6

Information

• April, 2008 http://www.vesid.nysed.gov/specialed/

publications/policy/RTIfinal.pdf

• Guidance Support Guidance Document Parents Version

04/18/23 7

Regulatory Amendments

• Part 117

• Part 100

• Part 200

04/18/23 8

Part 117

• 117.3 Diagnostic Screening Screening in literacy, math, motor and cognitive

development Students with low test scores

• Review of instructional programs• Periodic monitoring through screenings and on-

going assessments• Instruction tailored to meet needs “with increasing

intensive levels of targeted intervention and instruction”

• Written notification to parents

04/18/23 9

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 ProceduresReferral Individual EvaluationProcess for determining eligibilityCriteria for LD determinationsDocumentation for eligibility determination

04/18/23 10

Amendments to Section 100.2 (ii)

• Schools may establish RtI as follows:Appropriate instruction for all students

• Scientific research-based reading programs

Screenings Instruction matched to student need

• Increasing levels of intervention

Repeated assessmentsApplication of information to make decisions

04/18/23 11

Amendments to Section 100.2 (ii)

Written notification to parents

• Student performance data & gen. ed. services

• Strategies to increase learning• Parents right to request evaluation

04/18/23 12

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

04/18/23 13

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…

04/18/23 14

200.2

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

100.2(ii)

04/18/23 15

Additional Procedures for

Identifying Students with LD

04/18/23 16

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

04/18/23 17

Evaluation- 200.4 (j) (1)

• Underachievement is not due to lack of appropriate instruction, CSE must consider: Data that demonstrates appropriate instruction in

regular education settings delivered by qualified personnel

Data-based documentation of repeated assessments reflecting student progress provided to parents

04/18/23 18

200.4 (j) (2)

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

04/18/23 19

Criteria – 200.4 (j) (3)

• Student does not achieve adequately for age, or grade level standards in one or more of:Oral expressionListening comprehensionWritten expressionBasic reading skillsReading fluency skillsReading comprehensionMath calculation Math problem solving, and

04/18/23 20

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

04/18/23 21

Criteria – 200.4 (j) (3)

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

04/18/23 22

200.4 (j) (4)

• Not prohibited from considering severe discrepancy, except Not allowed after 7/1/2012 for

• K-4• To determine LD in Reading

04/18/23 23

Documentation – 200.4 (j) (5)

• Written report includes:Whether student has LDBasis for determinationRelevant behaviorEducationally relevant medical findingsStudent does not achieve adequately, and

• Does not make sufficient progress, or• Exhibits pattern of strengths and weaknesses

Exclusion factors

04/18/23 24

Documentation – 200.4 (j) (5)

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

04/18/23 25

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.

04/18/23 26

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

04/18/23 27

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

04/18/23 28

Systemwide School Approach

• Integration of general and special ed service delivery

• Leadership

• Identification of current support systems to support RtI (i.e., PBIS)

04/18/23 29

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

04/18/23 30

Tools to Guide Implementation

• School readiness survey

• Identification of screening tools

• Identification of research based reading instruction

• Decision-making process – problem solving or standard protocol

• Implementation of a multi-tiered processDetermination of cut-off pointsProgress monitoring and analysis of dataDetermination of appropriate interventions

04/18/23 31

Special Considerations

• Cultural

• Upper elementary, intermediate and secondary students

• ELL students

04/18/23 32

Professional Development

• Collaboration between general and special educators

• Changing roles

• School leadership

• Data gathering and data analysis

• Identifying appropriate research-based instruction/interventions

04/18/23 33

LD Determination

• Definition of LD

• Using data from RtI as part of the comprehensive multidisciplinary evaluation

• Criteria to determine LDStudent was provided appropriate instructionData from screenings, curriculum based measures

and progress monitoring to determine• Performance level• Rate of learning or pattern of strengths and weaknesses

Exclusion factors

04/18/23 34

Schoolwide Systems

Academic Behavioral

Intensive Interventions Intensive Individual Interventions

Small Group Interventions Targeted Group Interventions

Scientific, Research Based Core Instruction

Universal Interventions

1-5%

5-10%

80-90%

04/18/23 35

Resources/Links

• www.rti4success.org

• www.nrcld.org

• www.ncld.org

• www.nasdse.org

• www.aimsweb.com

• www.dibels.org

• www.interventioncentral.org

• iris.peabody.vanderbilt.edu/resources.html

NYS RtI - TAC

Dr. Theresa M. Janczak

Project Director

NYS RtI-TAC

Buffalo State College

[email protected]

NYS RtI TAC= New York State Response to Intervention Technical

Assistance Center

• Consortium: Buffalo State College Rochester Institute of Technology New York University College of St. Rose Syracuse University (pending) Mid Hudson Region -TBA

•

NYS RtI TAC

• Location: Buffalo State College

• Exceptional Education Department

• Funded by: New York State Education Department

• Office of Vocational and Educational Services for Individuals with Disabilities (VESID)

5 – year period• January, 2009 – December, 2014

Support capacity-building efforts

of NYS schools to implement

proven and promising practices

within a Response to Intervention

model

Mission:

40

Overall

Goals

1. Compile/disseminate relevant & useful information, resources, and tools relative to RtI

2. Provide indirect technical assistance (TA) & professional development (PD) to NYS schools on RtI-related topics

3. Provide direct technical assistance & professional development to 14 VESID-identified schools on RtI programs

Goals:

41

Establish & maintain NYS RtI-Website

Provide electronic access to RtI web-based library Progress monitoring tools Data-based decision making Efficacy of RtI Effective interventions grounded in empirical

research Legislative updates RtI Implementation Tools

Go

al #1: Co

mp

ile/dissem

inate relevan

t &

usefu

l info

rmatio

n, reso

urces, an

d

too

ls relative to R

tI

STRATEGIES:

42

Indirect Technical Assistance & Professional Development to NYS schools via access to NYS-RtI web-site Webinars Discussion boards Regional trainings Effective interventions grounded in empirical research Legislative updates RtI Implementation tools RtI Pilot Programs Web-based library Related resources

Go

al #2: Pro

vide in

direct an

d in

direct

TA

& P

D to

NY

S sch

oo

ls on

RtI-related

to

pics

STRATEGIES:

43

Direct 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

Go

al #3: Pro

vide d

irect TA

& P

D to

14 V

ES

ID-id

entified

scho

ols o

n R

tI p

rog

rams

STRATEGIES:

44

Queens

Bronx

SL FE

CL

WAHA

AS

JL

ST

TS

BDDC

ODRC

SUUL

DU

OU PWRO

WS

WEES

NA

Manhattan

Staten Island

MO

M1

M2

E1

ON

LG

E2 CE

OW

OCCO

OS

Brooklyn

OM

HE

Mid - State

Mid - West

Hudson Valley

East

Long Island

New York City

7/14/06

West

CONSORTIUM MEMBERS

Dr. L. Strong College of St.

Rose

Mid-Hudson Region TBA

Dr. K. Stahl NYU Dr. R.

Vuhovic NYU

TBDSyracuse Univ.

Dr. S. Graney

RIT

Dr. A. PiperFredonia CSD

Dr. T. Janczak

BSC

NYS-RtI TAC NEXT STEPS:

• Functional web-site- late May 2009

• Identify 14 schools to serve as RtI pilot sites

• Pair schools with consortium member

• Provide TA and PD to pilot schools – summer of 2009

•Schedule Regional Trainings