RESPONSE TO INTERVENTION Guidance for New York State School Districts October 2010

The University of the State of New York
The State Education Department
www.nysed.gov
www.nysrti.org

DOCUMENT OVERVIEW

Authors and Contributors

  • The University of the State of New York Regents, led by Chancellor MERRYL H. TISCH and Vice Chancellor MILTON L. COFIELD, with several other esteemed contributors.
  • Acknowledgment of the Internal Workgroup from various educational departments and External Advisory Workgroup from multiple educational associations.
  • Notable contributions recognized from Dr. Theresa Janczak and Dr. Sarita Samora.

TABLE OF CONTENTS

  • Introduction
  • Minimum Requirements of a Response to Intervention Program (RtI)
    • I. Appropriate Instruction
    • II. Screenings Applied to All Students in the Class
    • III. Instruction Matched to Student Need
    • IV. Repeated Assessments of Student Achievement (Progress Monitoring)
    • V. Application of Student Information to Make Educational Decisions
    • VI. Considerations when Implementing RtI with Limited English Proficient/English Language Learners
    • VII. Notification to Parents
    • VIII. School District Selection of the Specific Structure and Components of an RtI Program
    • IX. Ensuring Staff Knowledge and Skills Necessary To Implement RtI Programs
    • X. Use of RtI in the Determination of a Learning Disability
  • Appendices A, B, and C

INTRODUCTION

Definition of Response to Intervention (RtI)

  • RtI is a systematic practice of providing high-quality instruction and intervention that is tailored to meet the unique needs of students.
  • RtI focuses on using the rate of learning over time and the level of student performance to make critical educational decisions.
  • Key objective: Close achievement gaps for all students, particularly for students at risk, those with disabilities, and English language learners (ELLs).

Importance of RtI

  • It helps to identify and address learning problems early, thus preventing minor issues from escalating into larger academic challenges.
  • Supports more appropriate identification of students who might need interventions for learning disabilities.

Regulatory Framework in New York State

  • The New York State Education Department (NYSED) has implemented a regulatory policy framework for RtI, outlining school-wide screenings, minimum components of RtI programs, responsibilities of educators, and parental notifications.

Core Components of RtI

  • Three-Tiered System:
    • Tier 1: Universal interventions
    • Tier 2: Targeted group interventions
    • Tier 3: Intensive individual interventions
  • Emphasis on high-quality instruction starting in a general education setting.

MINIMUM REQUIREMENTS OF A RESPONSE TO INTERVENTION PROGRAM (RtI)

I. APPROPRIATE INSTRUCTION

  • Instruction must be delivered to all students by qualified personnel.
  • Reading Instruction Includes:
    • Systematic instruction in phonemic awareness, phonics, vocabulary development, reading fluency, and comprehension strategies following 8 NYCRR §100.2(ii)(1)(i).
  • Mathematics Instruction Must Cover:
    • Problem-solving, arithmetic skills, number sense, and reasoning.
  • Differentiated Instruction: Adapting teaching to meet the diverse needs of learners.
    • Utilize the NYS curriculum guides to align instruction with state learning standards.

II. SCREENINGS APPLIED TO ALL STUDENTS IN THE CLASS

  • Regular screenings for academic progress should occur at least three times a year (fall, winter, spring).
  • Screening tools must assess age-appropriate skills and must align with NYS learning standards, determining which students require closer monitoring.

III. INSTRUCTION MATCHED TO STUDENT NEED

  • Instruction must be tailored through a multi-tiered service model responsive to student performance, providing increasingly intensive interventions as necessary.
    • Levels of Intervention:
    • Tier 1: Core instructional program for all students with universal screening.
    • Tier 2: Small group interventions for 5-10% of students who require additional support.
    • Tier 3: Individualized interventions for 1-5% of students requiring intensive support.

IV. REPEATED ASSESSMENTS OF STUDENT ACHIEVEMENT (PROGRESS MONITORING)

  • Continuous assessment of student performance to evaluate the effectiveness of interventions is essential.
  • Monitoring frequency should differ across tiers:
    • Tier 1: Minimal screenings thrice yearly.
    • Tier 2: Progress monitoring at least bi-weekly.
    • Tier 3: Weekly progress assessments.

V. APPLICATION OF STUDENT INFORMATION TO MAKE EDUCATIONAL DECISIONS

  • Educators must apply collected data regarding student progress to make informed decisions about instruction levels, interventions, and referrals for special education when necessary.

VI. CONSIDERATIONS WHEN IMPLEMENTING RTI WITH LEP/ELL

  • Instruction must be culturally and linguistically responsive, adapting to the unique needs of limited English proficient (LEP) and English language learners (ELL).

VII. NOTIFICATION TO PARENTS

  • Documentation must inform parents when their child requires supplemental interventions, detailing the nature of interventions, performance data, and their rights regarding special education evaluations.

VIII. SCHOOL DISTRICT SELECTION OF THE SPECIFIC STRUCTURE AND COMPONENTS OF AN RTI PROGRAM

  • Districts must define their RtI structure, including the criteria for intervention levels, types of interventions, and monitoring frequency.

IX. ENSURING STAFF KNOWLEDGE AND SKILLS NECESSARY TO IMPLEMENT RTI PROGRAMS

  • Professional development is critical to ensure effective implementation of the RtI program, focusing on fidelity of practices and proper training in assessment and intervention methodologies.

X. USE OF RTI IN THE DETERMINATION OF A LEARNING DISABILITY

  • NYS mandates that the RtI process be utilized in identifying students suspected of learning disabilities, eliminating reliance on discrepancy models and emphasizing comprehensive evaluations instead.

APPENDICES

Appendix A: NEW YORK STATE REGULATORY POLICY FRAMEWORK FOR RESPONSE TO INTERVENTION

  • Outlines detailed regulations on screening, interventions, and parent notifications as per the NYSED.

Appendix B: DOCUMENTATION OF THE DETERMINATION OF ELIGIBILITY FOR A STUDENT SUSPECTED OF HAVING A LEARNING DISABILITY

  • Checklist for CSE findings during eligibility evaluations.

Appendix C: READINGS AND REFERENCES

  • Comprehensive list provided for further reading and resources related to RtI and educational practices.

QUALITY INDICATORS

Quality indicators are set at the end of each section to measure the effectiveness and fidelity of the RtI implementation, ensuring that educators can track outcomes and adjust accordingly.