To request assistance in your state
Does the state have a RTI website? Yes.
Does the state have a RTI guidance document? Yes.
What does the state allow for SLD
determination? RTI and IQ Discrepancy
At this time, NYS does not prohibit IQ Discrepancy, but also does not require it.
Authorizes the use of RtI in the State's criteria to determine learning disabilities (LD) and requires, effective July 1, 2012, that all school districts have an RtI program in place as part of the process to determine if a student in grades K-4 is a student with a learning disability in the area of reading.
“Effective on or after July 1, 2012, a school district shall not use the severe discrepancy criteria to determine that a student in kindergarten through grade four has a learning disability in the area of reading.”
Does the state have an RTI Related SPDG
Does the state have RTI Components in its SPP
Indicator 1: Graduation
Indicator 4: Suspension and Expulsion
Indicator 3: Assessment
Indicator 8: Parental Involvement
Indicator 11: Child Find
11 - 20 out of 30
- Differentiating Instruction (pdf)
- A PowerPoint presentation, based on a March 2010 webinar that begins with a review of RtI and a rationale for differentiation based on existing empirical evidence. Emphasizes the use of multiple assessment measures to group students according to need and the necessity of planning for differentiation. Discusses different ways to differentiate instruction and provides an Adaptation Framework that supports planning for differentiation.
- Ensuring Fidelity to Diagnostic/Informal Assessments (pdf)
- This presentation was presented during the 2010 NYS RtI TAC Summer Institute. This PowerPoint provides a brief big picture of RtI and discusses diagnostic assessment which helps teachers plan instruction by providing in-depth information about students' skills and instructional needs. Other topics presented include threats to reliability, how to achieve standardization and ways to monitor fidelity of implementation.
- RtI Assessment (pdf)
- Begins with an overview and guiding principles on RtI developed by the International Reading Association. Two key ideas of assessment within an RtI framework are presented as well as a discussion related to the different purposes (screening, progress monitoring, diagnostic) of assessment. The PowerPoint provides examples of each type of assessment and the kinds of information obtained.
- 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.
- Formative Assessment of Academic & Behavioral Progress: Selected Tools (pdf)
- Provides details on curriculum-based measurement and standards for judging academic measures. Majority of the presentation focuses on Tier 1 interventions and procedures for assessing core curriculum.
- The Principal’s Role in Universal Screening and Progress Monitoring (pdf)
- As schools begin their work on a customized RtI model, the role of the building principal is an important consideration to the success of any proposed RtI framework. This presentation focuses on the infrastructure needed for an effective universal screening and progress monitoring process and the role of the building principal relative to these critical components.
- New York State Reading Resource Center
- The mission of the New York State Reading Resource Center is:
- to disseminate information about current research and effective instructional practice in reading and literacy instruction;
- to provide high quality professional development resources in reading and literacy instruction for teachers, school leaders, reading/literacy coaches and pre-service teacher preparation programs; and
- to assist educators with the effective use of professional development resources to improve instruction and student achievement in reading and literacy.
- Response to Intervention Technical Assistance Center (RtI-TAC) (pdf)
- A New York State Education Department P-12, Office of Special Education-generated field memo announcing the award of a five-year contract to establish the New York State (NYS) Response to Intervention Technical Assistance Center (RtI-TAC) to the State University College at Buffalo. Provides a description of the direct and indirect activities and services of the NYS RtI-TAC to school districts in New York State.
- PART 1: New York State Self-Assessment Tool for RtI Readiness and Implementation (pdf)
- The New York State Self-Assessment Tool for RtI Readiness and Implementation was developed by consortium members of the NYS Response to Intervention Technical Assistance Center (NYS RtI TAC) in collaboration with personnel from the New York State Education Department P-12, Office of Special Education. As a self-assessment tool, it is intended to:(1) assist individual schools/districts in evaluating their current level of RtI readiness and implementation and 2) formulate an RtI Implementation plan that will address RtI indicators that require improvement or development. It offers an opportunity for the school community to engage in reflective conversations around the topic of RtI.
- PART 2: Analyzing the Results of the NYS Self-Assessment Tool for RtI Readiness and Implementation (pdf)
- This tool is intended for use by a school’s or a district’s RtI Design Team for the purposes of:
1. summarizing and analyzing the results from the NYS Self-Assessment Tool for RtI Readiness and Implementation
2. prioritizing RtI elements or features in terms of importance or priority
3. using results to construct an implementation plan that will guide the RtI process in their respective schools/districts