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1997 Special Education Regulations
…providing incentives for whole-school approaches and pre-referral
intervention to reduce the needto label children as disabled in order
to address their learning needs
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18 Years
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707 KAR 1:300
Section 3. Referral System
(2) …ensuring that each child has been provided appropriate instruction and intervention services prior to referral.
(3) The LEA shall ensure that: (a) Prior to, or as a part of the referral process, the child is provided appropriate, relevant research-based instruction and intervention services in regular education settings, with the instruction provided by qualified personnel; and
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707 KAR 1:300
Section 3. Referral System
(b) Data-based documentation of repeated assessments of achievement or measures of behavior is collected and evaluated at reasonable intervals, reflecting systematic assessment of student progress during instruction, the results of which were provided to the child’s parents.
Qualified Personnel
Personnel who meet the statutory or regulatory qualifications for each respective profession currently applicable in this state.
707 KAR 1:002 Section 1 (49)
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Systems Model for Academics and Behavior
Academic Systems Behavioral Systems
5-10% Targeted Interventions5-10% Targeted Interventions
1-5% Intensive Individualized Interventions
1-5% Intensive Individualized Interventions
80-90% School-Wide Programming
80-90% School-Wide Programming
Decisions about tiers of support are data-based
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Universal Screening
•Quick to administer and score •Provides quantitative data (a number)•Focused on foundational skills in a
subject area or basic behaviors•All students, 3 times a year•Identify above, on and below-grade
level students
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Diagnostic Assessment
•Time to administer and score varies greatly
•Provides qualitative data (names specific skills lacking) and sometimes quantitative data, as well.
•Focuses on foundational skills•All students placed in Tiers II or III by the
universal screener•Identify specific foundational skills for
focus in intervention
Research-Based Instruction and Intervention10
Research-based means the intervention has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective, and scientific review
OSEP Comments to Federal Regulations FR, Volume 71, No 156, page 46683
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Interventions can be…
PROGRAMS• Focused on a specific skill
deficit determined by a diagnostic assessment
• Evidenced-based and proven to work when implemented with fidelity
• Provided by qualified person
LEARNING STRATEGIES• Evidence-based and
proven to work when implemented with fidelity
• Must be implemented with fidelity specific to the strategy being used (not all strategies require the same intensity and/or duration)
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Reading InterventionsExample
•Elementary▫Learning Strategy: Repeated reading
•Middle▫Learning Strategy: Self-questioning
strategy•High
▫Learning Strategy: Inference strategy
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Writing InterventionsExample
•Elementary▫Strategy: Fundamentals of sentence-
writing strategy•Middle
▫Strategy: Proficiency of sentence-writing strategy
•High▫Strategy: Theme-writing strategy
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Mathematic InterventionsExample
•Elementary
▫Strategy: CRA Instructional Strategy•Middle
▫Strategy: CRA Instructional Strategy•High
▫Strategy: CRA Instructional Strategy
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Behavior InterventionsExample
•Elementary▫Strategy: Restorative Practices
•Middle▫Strategy: Restorative Practices
•High▫Strategy: Restorative Practices
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Progress Monitoring Data Collection Tools•Must assess the targeted deficit•Must be consistent (specifically in relation
to difficulty/grade-level) over time•Must use to measure at regular intervals
Examples (not exhaustive):*DIBELS probes*Frequency Count*CBM *Interval Recording
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Data Collection Schedule• The effectiveness of services and instructional
method is determined most efficiently when progress is measured frequently.
If Progress is Monitored Then Effectiveness May
Daily, as part of instruction Be determined within 2 weeks
Twice a week Be determined within a month
Weekly Be determined within a quarter (~9 weeks)
Quarterly Not be determined, even after a year
An Administrator’s Guide to Measuring Achievement for Students with IEPs
Progress Monitoring
Reasonable Intervals Collection and comparison of data points to
evaluate effectiveness of intervention and student progress
If performance is consistently around goal line, continue intervention.
If at any time multiple data points fall below the goal line, change or modify the intervention
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Which of these pieces of data are necessary in the intervention phase?
• Screenings (health and universal)• Diagnostic/Benchmark assessment data• State and district assessments• Loss of instructional time due to discipline
issues and attendance• Classroom work and grades• Staff observations• Progress monitoring data• Functional Behavioral Assessment (FBA) and
Behavior Intervention Plan (BIP)• Information from the parents
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Showing Appropriate Instruction and Intervention
Academic and Behavior Concerns▫Is there documentation the school tried
to address concerns? ▫Was the child’s instruction changed in
some way to try to address concern? Document strategies.
▫Did student receive any Tier 1, 2, and 3 interventions?
▫Is there on-going progress data?▫How was data collected and documented?
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Prior to or as Part of a Referral22
In General Education Setting
IN GENERAL EDUCATION SETTING
In General Education Setting
Intervention Resources
National Center of Response to Intervention:www.rti4success.org
National Research Center of Learning Disabilities:
www.nrcld.orgIntervention Central
www.interventioncentral.orgNational Center on Student Progress Monitoring
www.studentprogress.org
A Guide To The Kentucky System Of Interventions (KSI)
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http://education.ky.gov/educational/int/ksi/Documents/KSIRtIGuidanceDocument.pdf
http://education.ky.gov/educational/int/ksi/Pages/ksiIC_InterventionTab.aspx