Current Status – RtI in NYS Matthew Giugno Program Manager for RtI VESID (518)

5/18/20152 Collaborative Effort Internal SED Workgroup  VESID and P-16 Reading First Regional School Improvement Bi-Lingual CIIT  External Stakeholders

5/18/20153 Information Sources Federal Statute (PL ) 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

5/18/20154 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

5/18/20155 IDEA Requirements Procedures to determine LD through RtI (or similar approach): Evaluation Data-based progress Student observation Written Report Group determination of disability

5/18/20156 Information April, 2008  publications/policy/RTIfinal.pdf publications/policy/RTIfinal.pdf Guidance Support  Guidance Document  Parents Version

5/18/20157 Regulatory Amendments Part 117 Part 100 Part 200

5/18/20158 Part 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

5/18/20159 Amendments to Parts 100 and 200 Section (ii)  Response to Intervention Programs (RtI) Section (b)  Board of Education Requirements Section (j) - LD Procedures  Referral  Individual Evaluation  Process for determining eligibility  Criteria for LD determinations  Documentation for eligibility determination

5/18/ Amendments to Section (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 assessments  Application of information to make decisions

5/18/ Amendments to Section (ii)  Written notification to parents Student performance data & gen. ed. services Strategies to increase learning Parents right to request evaluation

5/18/ Amendments to Section District selects RtI structure  Criteria to determine levels  Types of interventions  Data to be collected  Progress monitoring Staff Development to implement RtI

5/18/ 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…

5/18/ adopt written policy that establishes administrative practices and procedures  which may include a RtI process pursuant to 100.2(ii)

5/18/ Additional Procedures for Identifying Students with LD

5/18/ Evaluation (j) (1) Variety of assessment tools and strategies No single procedure Observation  From routine classroom instruction; or  Arrange to have observation conducted

5/18/ Evaluation (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

5/18/ (j) (2) CSE makes determination  Gen. Ed. Teacher  Person qualified to conduct diagnostic exams

5/18/ Criteria – (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

5/18/ Criteria – (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

5/18/ Criteria – (j) (3) Exceptions  Visual, hearing or motor disabilities  Mental retardation  Emotional disturbance  Cultural factors  Environ. or economic disadvantage; or  LEP

5/18/ (j) (4) Not prohibited from considering severe discrepancy, except  Not allowed after 7/1/2012 for K-4 To determine LD in Reading

5/18/ Documentation – (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

5/18/ Documentation – (j) (5) If RtI process is used:  Instructional strategies used and data  Parents notified

5/18/ C4E Allowable Program: Dedicated Instructional Time ( 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.

5/18/ 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

5/18/ 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

5/18/ Systemwide School Approach Integration of general and special ed service delivery Leadership Identification of current support systems to support RtI (i.e., PBIS)

5/18/ 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

5/18/ 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 process  Determination of cut-off points  Progress monitoring and analysis of data  Determination of appropriate interventions

5/18/ Special Considerations Cultural Upper elementary, intermediate and secondary students ELL students

5/18/ Professional Development Collaboration between general and special educators Changing roles School leadership Data gathering and data analysis Identifying appropriate research-based instruction/interventions

5/18/ 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

5/18/ Schoolwide Systems Academic Behavioral Intensive InterventionsIntensive Individual Interventions Small Group Interventions Targeted Group Interventions Scientific, Research Based Core Instruction Universal Interventions 1-5% 5-10% 80-90%

5/18/ Resources/Links iris.peabody.vanderbilt.edu/resources.html

NYS RtI - TAC Dr. Theresa M. Janczak Project Director NYS RtI-TAC Buffalo State College

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 Goal #1: Compile/disseminate relevant & useful information, resources, and tools relative to RtI 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 Goal #2: Provide indirect and indirect TA & PD to NYS schools on RtI-related topics 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 Goal #3: Provide direct TA & PD to 14 VESID-identified schools on RtI programs STRATEGIES:

44 CONSORTIUM MEMBERS Dr. L. Strong College of St. Rose Mid-Hudson Region TBA Dr. K. Stahl NYU Dr. R. Vuhovic NYU TBD Syracuse Univ. Dr. S. Graney RIT Dr. A. Piper Fredonia 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