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Regulations of the Commissioner of Education Relating to General Education & Diploma Requirements – Section 100.2 General School Requirements

This resource is Section 100.2 of the Regulations of the Commissioner of Education Relating to General Education & Diploma Requirements. Section 100.2 pertains to General School Requirements. The required components of an RtI program are indicated in Section 100.2(ii). The regulations are periodically updated as amendments are adopted by the Board of Regent; they are housed on a website supported by the New York State Education Department (NYSED), Elementary, Middle, Secondary and Continuing Education (EMSCE).

New York State Response to Intervention Technical Assistance Center

This resource is the website for the New York State Response to Intervention Technical Assistance Center (NYS RtI-TAC), which is supported by a 5-year contract with the New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities. The Center’s mission is to support capacity-building efforts of NYS schools to implement proven and promising practices within a Response to Intervention model. The website provides resources and tools for educators and families regarding effective RtI practices.

Response to Intervention - Guidance for New York State School Districts

The purpose of this guidance document is to describe features or components of an effective RtI model by defining RtI as a multi-tiered early prevention system designed to improve outcomes for all students.  The chapters of this document provide guidance on:

• minimum requirements of an RtI program:
  • appropriate instruction,
  • screenings applied to all students,
  • instruction matched to student needs,
  • repeated assessments of student achievement,
  • application of student information to make educational decisions, and
  • notification to parents;
• school district selection of a specific structure and its components;
• staff knowledge and skills needed to implement an RtI program; and
• use of RtI data in determining if a student has a learning disability.

Making Data Matter: Using CBM in the RtI Decision-Making Process

Curriculum-Based Measurement(CBM) is an assessment approach designed to measure the growth of student proficiency in core educational skills that are predictive of positive school success. This module provides an overview of CBM and discusses how to use CBM screening and progress monitoring data to make instructional decisions within a Response to Intervention (RtI) model. Steps involved in the RtI data based decision making process will be outlined as well as procedures for establishing data-based decision making rules within a tiered intervention system.

Ensuring Fidelity to CBM Protocols (pdf)

Many failures of education reforms and practices are attributed to poor implementation.  As schools adopt a RtI model, it is critical that essential RtI components are implemented with integrity.  The focus of this presentation is on CBM implementation fidelity and practices to ensure CBM implementation fidelity in school settings.  The presenter examines how general and special education teachers, reading specialists, literacy coaches, school psychologists, and school administration can ensure CBM implementation fidelity in their respective schools.

Establishing Cut Points within Universal Screening (pdf)

Effective RtI implementation begins with a universal screening process administered three times per year to all students.  Presented during the 2010 NYS RtI TAC Summer Institute this presentation examines the infrastructure or logistics involving universal screening and identifies three distinct methods for determining at-risk status.  In addition to providing the steps for establishing cut points, the presenters also focus on how to differentiate between the direct route versus the progress monitoring route within the screening process.

The Role of Assessment within a RtI Framework: Focus on Screening and Progress Monitoring (pdf)

RtI involves the systematic and regular use of data to make decisions about a student’s relative risk status and response to instruction or intervention.  In this keynote presented at the 2010 NYS RtI TAC Summer Institute, Dr. Hintze discusses the purpose of universal screening and progress monitoring within a RtI model and their significance within a multi-tiered intervention model.

The Role of the RtI Literacy Coach in Universal Screening and Progress Monitoring (pdf)

RtI coaches are critical in analyzing data, targeting school grade level and individual goals, providing professional development, modeling in the classroom and assisting administration and teachers with data-driven instructional decisions.  This presentation delivered at the 2010 NYS RtI TAC Summer Institute provides an overview of the roles of the RtI coach at the beginning of the school year specifically in universal screening, PM and Tier 1. Guidelines for facilitating RtI leadership team discussions are also addressed.

Progress Monitoring: Student Group Content Module (pdf)

Organized into fifteen sections, this module provides information regarding the steps involved in student progress monitoring in the area of reading using Curriculum Based Measurement (CBM). Explains the procedures involved in the administration of progress monitoring probes, how to graph and interpret the data for instructional decision making.

Conducting an Assessment Audit Relative to Diagnostic/Informal Literacy Assessments (pdf)

Diagnostic assessments are tools that prescribe the specifics required for differentiated, tiered instruction in an RtI model. This presentation delivered at the 2010 NYS RtI TAC Summer Institute focuses on the development of a school assessment system which includes how to conduct a diagnostic assessment audit that surveys current assessment tools used in each literacy domain.

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