I s s u e s & A n s w e r s R E L 2 0 0 9 - N o . 0 8 3 REL Northeast & Islands Re gional Educational Laboratory At Education Development Center, Inc. Features of state response to intervention initiatives in Northeast and Islands Region states Photos of students U . S . D e p a r t m e n t o f E d u c a t i o n Issu e s & Answer s R E L 2 0 0 9 -N o . 0 8 3 REL Northeast & Islands R egional Educational Laboratory At Education Development Center, Inc. Features of state response to intervention initiatives in Northeast and Islands Region states November 2009 Prepared by Candice Bocala WestEd Daniel Mello WestEd Kristin Reedy WestEd Natalie Lacireno-Paquet WestEd U . S . D e p a r t m e n t o f E d u c a t i o n Map of Un ite d S tat es wit h R EL Nor the ast & Is lan ds hig hli ght ed REL Northeast & Islands R egional Educational Laboratory At Education Development Center, Inc. Issues & Answers is an ongoing series of reports from short-term Fast Response Projects conducted by the regional educa­ tional laboratories on current education issues of importance at local, state, and regional levels. Fast Response Project topics change to reflect new issues, as identified through lab outreach and requests for assistance from policymakers and educa­ tors at state and local levels and from communities, businesses, parents, families, and youth. All Issues & Answers reports meet Institute of Education Sciences standards for scientifically valid research. November 2009 This report was prepared for the Institute of Education Sciences (IES) under Contract ED-06-CO-0025 by Regional Educa­ tional Laboratory Northeast and Islands administered by Education Development Center, Inc. The content of the publica­ tion does not necessarily reflect the views or policies of IES or the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. This report is in the public domain. While permission to reprint this publication is not necessary, it should be cited as: Bocala, C., Mello, D., Reedy, K., and Lacireno-Paquet, N. (2009). Features of state response to intervention initiatives in Northeast and Islands Region states (Issues & Answers Report, REL 2009–No. 083). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast and Islands. Retrieved from http://ies.ed.gov/ncee/edlabs. This report is available on the regional educational laboratory web site at http://ies.ed.gov/ncee/edlabs. Summary Features of state response to intervention initiatives in Northeast and Island Region states Features of state response to intervention initiatives in Northeast and Island Region states This review of documents on response to intervention (RTI) available on state education agency web sites in the nine Northeast and Islands Region jurisdic- tions concludes that RTI is supported in seven jurisdictions as an overall school in- structional improvement approach or an approach to determining special educa- tion eligibility. It also finds that RTI docu- ments in the seven jurisdictions address the core features of RTI as defined by the National Research Center on Learning Disabilities. Response to intervention (RTI) is an approach to instruction, assessment, and intervention that enables early identification of students who are experiencing academic or behavioral difficulties (Mellard and Johnson 2008). The jurisdictions served by the Regional Edu- cational Laboratory Northeast and Islands expressed interest in a study of whether and how state education agencies are address- ing RTI in state-level policy and guidance to local school districts. This report describes an analysis of documents related to RTI that are publicly available on state education agency web sites in the nine Northeast and Islands Region jurisdictions: Connecticut, Maine, Massachusetts, New Hampshire, New York, Puerto Rico, Rhode Island, Vermont, and the Virgin Islands. RTI was introduced into federal policy through the reauthorization of the 2004 Indi- viduals with Disabilities Education Act (IDEA, P. L. 108-446) as a means of early identifica- tion and determination of special education eligibility under the category of specific learn- ing disabilities (Fuchs et al. 2003). However, RTI is increasingly promoted as an overall approach to school improvement through gen- eral education (Batsche et al. 2005; Cummings et al. 2008). In this context, RTI is a compre- hensive support system aimed at maximizing achievement of all students by closely monitor- ing student response to instruction and adjust- ing instructional approaches based on student progress data (Cummings et al. 2008; Fuchs and Fuchs 2006; Fuchs and Young 2006). An RTI framework typically contains eight core features outlined by the National Re- search Center on Learning Disabilities: high quality classroom instruction, research-based instruction, assessment of classroom perfor- mance, universal screening, continuous prog- ress monitoring, research-based interventions, progress monitoring during interventions, and fidelity measures (Mellard 2004). State education agencies across the country are adopting RTI policies, including revising their special education regulations to comply with IDEA 2004 (Ahearn 2008). While IDEA 2004 ii Summary is clear that states must permit the use of RTI in determining special education eligibility, the statute and its regulations are silent on RTI implementation (Fuchs and Fuchs 2005; Zirkel and Krohn 2008). Thus, state and local educa­ tion agencies considering RTI must make sev­ eral key policy and implementation decisions. This report addresses a single research question: What are the features of state response to intervention initiatives as evidenced by publicly available information from state education agencies? This knowledge may inform how each juris­ diction proceeds in the development of its policies, procedures, and practices. The primary data collection strategy in this descriptive study was a systematic review of publicly available documents addressing RTI on state education agency web sites. Data were collected between July and September 2008. Documents were first classified with respect to document type (legislation, regulation, nonregulatory guidance, request for proposals or applications to become a pilot site, tool or form, technical assistance, meeting minutes, and other). Documents were then coded ac­ cording to evidence of the core RTI features (Mellard 2004). There is not one particular approach to or definition of RTI; the literature on RTI covers several core features that constitute an RTI framework (see, for example, Fuchs and Fuchs 2005; Newman-Gonchar, Clarke, and Gersten 2009; Mellard 2004; Mellard and Johnson 2008; National Association of State Directors of Special Education 2006). The results of the web search and analysis of documents were captured in narrative descriptions of each ju­ risdiction’s approach to RTI. Documents were also categorized by theme: use for determining eligibility for special education under a specific learning disability, use of a three-tiered model, requirement for a readiness self-assessment or plan, and mention of implementation of pilot sites. The review finds that seven of nine jurisdictions —Connecticut, Maine, Massachusetts, New Hampshire, New York, Rhode Island, and Vermont—have developed state documents on RTI that address core features of RTI identified in the literature (Mellard 2004). Six of these jurisdictions had documents addressing all eight core features (Connecticut, Maine, Mas­ sachusetts, New Hampshire, New York, had and Vermont). And one state (Rhode Island1) had documents demonstrating evidence of all but one core feature (universal screening). These seven jurisdictions have documents that indicate that RTI may be used to determine eligibility for special education. As of July 2009 Connecticut requires use of RTI to determine eligibility for special education, and New York will do so by 2012. All seven also require or recommend a three-tiered model of inter­ vention, five require or recommend use of a readiness self-assessment or plan (Maine, New Hampshire, New York, Rhode Island, and Ver­ mont), and four have appropriated funds for RTI pilot or demonstration sites (New Hamp­ shire, New York, Rhode Island, and Vermont). There was no evidence of state education agency documents on RTI for Puerto Rico or the Virgin Islands, but this is not evidence that these two jurisdictions do not allow RTI. iii Summary Based on the review of state documents, the implementation considerations and con- report concludes that RTI is supported in straints that jurisdictions may face, nor was it seven of nine jurisdictions as an overall school intended to evaluate local district- or school- instructional improvement approach in gen­ level implementation status or the effective­ eral education or an approach to determining ness of RTI policies. The report examines special education eligibility. RTI documents only state-level evidence and distinguishes in the seven jurisdictions address the core between the enactment of state regulations features of RTI as defined by the National or guidance and local practice. Further study Research Center on Learning Disabilities. through interviews with key state and local policymakers and practitioners would pro- This study, conducted between July and Sep­ vide a more comprehensive description of RTI tember 2008, was limited to a scan of the pub- implementation in the Northeast and Islands licly available RTI-related documents on state Region jurisdictions. education agency web sites. Thus, the review captures only documents that were publicly November 2009 available at that time and uncovered through a keyword search. It does not include documents developed by state education agencies that Note were not publicly available on their web sites or documents created by other agencies. 1. Rhode Island’s self-assessment tool mentions the use of screening and benchmark assess­ ments, but it does not specifically describe The study was not designed to explore universal screening for both academic and the more nuanced and context-specific behavioral indicators. iv Table of conTenTS Table oF coNTeNTs Why this study? 1 National interest in response to intervention 3 Regional interest in response to intervention 3 Research question and approach 3 Findings: an overview of the region 4 Types of documents 5 Core response to intervention features in reviewed documents 5 State education agency response to intervention initiatives 6 Descriptions of state response to intervention initiatives 8 Study limitations 10 Conclusion and directions for future study 10 Appendix A A brief review of the literature on response to intervention 12 Appendix B Methodology 13 Appendix C Expanded tables of publicly available documents 18 Notes 22 References 23 Boxes 1 What is response to intervention? 2 2 Study methodology 4 B1 State web site document review: summary sheet 14 B2 Definitions of document types 15 Tables 1 Number of Northeast and Islands Region state education agency documents, by document type, 2008 5 2 References to core response to intervention features in Northeast and Islands Region state education agency documents, 2008 6 3 Summary of Northeast and Islands Region state education agencies’ response to intervention initiatives, by theme, 2008 7 B1 Search keywords used to locate study documents 13 1 Why ThiS STudy? This review of documents on response to intervention (RTI) available on state education agency web sites in the nine Northeast and Islands Region jurisdictions concludes that RTI is supported in seven jurisdictions as an overall school instructional improvement approach or an approach to determining special education eligibility. It also finds that RTI documents in the seven jurisdictions address the core features of RTI as defined by the National Research center on learning Disabilities. Why ThIs sTuDy? Response to intervention (RTI) is an educational approach designed to provide effective, data-based interventions for struggling students (see box 1 for more detail). RTI was introduced into federal policy in the context of special education through the reauthorization of the 2004 Individuals with Disabilities Education Act (IDEA, P. L. 108-446) as a means of early identification of special education eligibility under the category of specific learning disabilities (Fuchs et al. 2003). However, RTI is in­ creasingly being promoted as an overall approach to school improvement through general education (Batsche et al. 2005; Cummings et al. 2008). In this context, RTI is a multifaceted school improvement initiative aimed at maximizing achievement of all students by closely monitoring student response to instruction and adjusting instructional approaches based on student progress data (Cummings et al. 2008; Fuchs and Fuchs 2006; Fuchs and Young 2006). RTI integrates service delivery across gen­ eral and special education to promote high quality instruction for all students while providing more intensive services for students demonstrating aca­ demic or behavioral difficulties (Cummings et al. 2008; Fuchs and Fuchs 2006; Fuchs and Young 2006; National Association of State Directors of Special Education 2006). (See appendix A for a brief review of the literature on RTI.) Prior to its reauthorization in 2004, IDEA speci­ fied that to be eligible for special education under the specific learning disability category, a child must demonstrate a “severe discrepancy” between academic achievement and intellectual ability (IQ). This approach was widely criticized due to variations in how “severe discrepancy” is defined and differences in the degree of discrepancy re­ quired and the IQ measures and assessments used (Fuchs and Fuchs 2006). With the reauthorization of IDEA in 2004 and subsequent IDEA regulations, state education agencies are permitted to use a process “based on the child’s response to scien­ tific, research-based intervention” to determine eligibility (Cummings et al. 2008; Fuchs and Fuchs 2006; Fuchs and Young 2006). IDEA regulations 2 feaTureS of STaTe reSponSe To inTervenTion iniTiaTiveS in norTheaST and iSlandS region STaTeS box 1 What is response to intervention? Response to intervention (RTI) is an approach to instruction, assess­ ment, and intervention that enables early identification of students with academic or behavioral difficulties (Mellard and Johnson 2008). According to the National Center on Response to Intervention, it “integrates assessment and intervention within a multilevel prevention system to maximize student achievement and to reduce behav­ ior problems” (Woodruff 2009). The National Research Center on Learn­ ing Disabilities (NRCLD) identifies eight core features of RTI: high quality classroom instruction, research-based instruction, assessment of classroom performance, universal screening, continuous progress monitoring, research-based interventions, progress monitoring during interventions, and fidelity measures (Mellard 2004). There is no single approach to RTI; however, the literature documents several common components to the RTI framework (see, for example, Fuchs and Fuchs 2005; Newman-Gon­ char, Clarke, and Gersten 2009; Mel- lard 2004; Mellard and Johnson 2008; and National Association of State Directors of Special Education 2006). The NRCLD core features were chosen as the framework for this analysis because they include components identified in other work and were the most comprehensive set of features identified in the literature review. Having multiple tiers is not consid­ ered a core feature by NRCLD but is recognized as a common attribute of RTI implementation as encompassed in the core feature “research-based intervention” (Mellard 2004). RTI typically begins with teachers providing high quality, research- based instruction to all students (frequently called the primary tier), monitoring student progress, and identifying at-risk students, or those who do not respond to general edu­ cation instruction. These students receive additional research-based intervention (frequently called the secondary tier) and, based on in­ dividual responses, are returned to the regular classroom, receive more intensive research-based intervention in a tertiary tier, or are evaluated for special education (Fuchs and Young 2006; National Association of State Directors of Special Education 2006). Progress monitoring or formative evaluation measures are used to continually assess changes in students’ learning and generate diagnostic information (Fuchs and Fuchs 2006). The number of tiers in RTI is left to state or local discretion. Interventions at higher tiers increase in intensity, duration, and frequency and are con­ ducted by specialized instructors or with smaller groups of students (Fuchs and Fuchs 2006; National Association of State Directors of Special Educa­ tion 2006). RTI interventions focus primarily on reading and literacy. The following are the core RTI features, as defined by the NRCLD (Mellard 2004): High quality classroom instruction. All students receive high quality edu­ cation in a general education setting, before being identified for further assistance or support. Research-based instruction. Teach­ ers use research-based instructional practices and curricula that have been evaluated for validity and efficacy. Classroom performance. Teachers use a variety of student assessments integrated into the general education curriculum. Universal screening. School staff screen students on indicators of academic achievement and behavior to determine which students need further monitoring or intervention. Continuous progress monitoring. Students’ classroom progress is moni­ tored continuously, through bench­ marks or other curriculum-based assessment models. Research-based interventions. Inter­ ventions are implemented for stu­ dents who have demonstrated a need through progress monitoring. Inter­ ventions matching students’ deficits and based in scientific research may involve different or more intensive classroom instruction. Interventions typically last 8–12 weeks. Progress monitoring during interven­ tions. School staff collect regular progress monitoring data to cre­ ate a cumulative record of student responses to the intervention and to make any necessary modifications. Fidelity measures. School staff collect fidelity measures, such as observa­ tional checklists of teaching behav­ iors, on those providing instruction. Fidelity measures provide information about whether the intervention is con­ sistently implemented as intended. Note 1. In addition to the core features, Mellard (2004) describes several common “at­ tributes” of RTI implementation: multiple tiers of increasingly intense interventions; differentiated curriculum; instruction delivered by staff other than the regu­ lar classroom teacher; varied duration, frequency, and time of interventions; and flexibility to use either categorical (place­ ment in special education) or noncategori­ cal placement decisions. These are not ex­ plicitly included in this study’s framework because local education agencies or schools typically determine how these attributes are applied at the school level. Why ThiS STudy? 3 require state education agencies to adopt criteria for determining whether a student has a learning disability and specify that RTI may be one, but not the exclusive, criterion (U.S. Department of Educa­ tion 2007). While the construct of RTI comes from a special education orientation, it is also used as an ap­ proach to schoolwide reform within the context of general education (Batsche et a l. 2005; Cummings et a l. 2008), where it is seen as a means of improv­ ing instruction and providing early identification and intervention for any student experiencing academic or behavioral difficulty (Burns and VanDerHeyden 2006; National Association of State Directors of Special Education 2006). Successful implementation of RTI requires a partnership between general and special education at the state and local levels (Batsche et a l. 2005; Council for Exceptional Children 2007; Cummings et a l. 2008; Kealy 2007). National interest in response to intervention State education agencies across the country are adopting RTI policies, including revising their special education regulations to comply with IDEA 2004 on identification of students with specific learning disabilities. A recent survey by the National Association of State Directors of Special Education revealed that “virtually every state is taking a close look at this change in the law . . . and is taking steps to develop new state policies and procedures and deliver training as deemed necessary to implement these changes” (Ahearn 2008, p. 8 ). In addition, while IDEA 2004 is clear that states must permit the use of RTI in deter­ mining special education eligibility, the statute and its regulations are silent on RTI implementa­ tion (Fuchs and Fuchs 2005; Zirkel and Krohn 2008). Thus, state and local education agencies considering RTI must make several key policy and implementation decisions. For example, they must determine the process for screening and identi­ fying students; the number, type, duration, and intensity of interventions; how to ensure fidelity of implementation; and the criteria for gauging jurisdictions are support­ ing RTI initiatives and whether RTI is being used as an approach to overall school improvement or as a component of the special education identifi­ cation process. This knowledge may inform how each jurisdiction proceeds in the development of its policies, procedures, and practices. The Regional Educational Laboratory Northeast and Islands and its federally funded technical assistance partners (the New England Comprehen­ sive Center and the Northeast Regional Resource Center) have conducted several activities to solicit state education agency needs related to RTI.1 These include a focus group with state directors of special education in 2007 and a regional RTI roundtable in 2008. Queries to key individuals in the Northeast and Islands Region state education agencies elicited strong interest in a project that would give them a “snapshot” of RTI policy across jurisdictions. Research question and approach This study responds to those requests for informa­ tion by addressing the following research question: What are the features of state response to in­ tervention initiatives as evidenced by publicly available information from state education agencies? To answer this question, the research team re­ viewed the publicly available documents relating student response (Barnes and Harlacher 2008; Fuchs and Young 2006). Regional interest in response to intervention Conversations with stakeholders in the Northeast and Islands Region demonstrate that state education agencies in all jurisdictions are interested in how other sstate education agencies in the Northeast and Islands Region are interested in how other jurisdictions are supporting RTI initiatives and whether RTI is being used as an approach to overall school improvement or as a component of the special education identification process 4 feaTureS of STaTe reSponSe To inTervenTion iniTiaTiveS in norTheaST and iSlandS region STaTeS to RTI on state education agency web sites (see box 2 and appendix B for details of study data and methods). The study is intended to inform some of the critical decisions Northeast and Islands Region jurisdictions might need to make as they adopt an RTI approach. FINDINgs: aN oveRvIeW oF T he RegIoN This section documents the results of a search of state education agency web sites in Northeast and Islands Region jurisdictions for publicly available information related to RTI. The review finds that box 2 Study methodology The primary data collection strategy in this descriptive study was a sys­ tematic review of publicly available documents addressing response to intervention (RTI). Using a keyword list developed from both academic research (Mellard 2004) and leg­ islation (IDEA 2004), research­ ers systematically searched state education agency web sites across the nine Northeast and Islands Region jurisdictions (the keywords were translated into Spanish for the Puerto Rico search; see appendix B for more detail on the study method­ ology). Documents were downloaded between July and September 2008 and coded using a document sum­ mary form. Several key works in the literature on RTI (Fuchs and Fuchs 2006; Mellard 2004; National As­ sociation of State Directors of Special Education 2006) were consulted in classifying, coding, describing, and categorizing the information in state documents. The analysis consisted of four activi­ ties: classifying documents by docu­ ment type, coding documents by the eight core features of RTI, developing a summary description of the RTI initiatives in each jurisdiction, and categorizing documents by themes derived from literature and analy­ sis of state education agency RTI initiatives. Two researchers indepen­ dently classified each document by type, coded for key features, and cat­ egorized documents by themes. Any coding discrepancies were resolved through blind review, followed by discussion until interrater agreement was achieved. Classification of document types. Documents were classified by type: legislation, regulation, nonregula­ tory guidance, request for proposals or applications for pilot sites, tool or form, technical assistance, meeting minutes, and other (box B3 in appen­ dix B explains the document types). These types, representing how state education agencies influence or direct action at the local level, are consistent with those used in a similar study by the Regional Educational Laboratory West (Harr-Robins, Shambaugh, and Parrish 2009). Coding of documents for core features. Documents were coded by core RTI features addressed: high quality classroom instruction, research- based instruction, classroom per­ formance, universal screening, continuous progress monitoring, research-based interventions, prog­ ress monitoring during interventions, and fidelity measures. Researchers looked for language that matched the National Research Center on Learning Disabilities’s (NRCLD) description. Summaries of each jurisdiction. Documents were reviewed to assess whether the state education agency was using RTI in overall school improvement through general education or as a component of the special education identification process. The summaries report the state education agency definition of RTI, describe any use of tiers and tools and technical assistance, and note the existence of state education agency–funded or –initiated pilot sites. Categorization of documents by theme. Researchers identified four themes as indicators of major dis­ tinctions in state-level approaches and used the themes in categoriz­ ing the documents on RTI: use for determining eligibility for special education under a specific learn­ ing disability, use of a three-tiered model, requirement for a readiness self-assessment or plan, and men­ tion of implementation of pilot sites. These themes were chosen to describe characteristics of state education agency approaches men­ tioned in the literature (Zirkel and Krohn 2008; Ahearn 2008; Batsche et al. 2005; Council for Exceptional Children 2007; Mellard 2004; Kealy 2007) but not already captured under the coding for NRCLD core features or because of the frequency with which they were identified in state documents. Findings: an overview of the region 5 seven of nine jurisdictions in the region have de- veloped state documents on RTI that address core features of RTI identified in the literature (Mellard 2004). These seven jurisdictions—Connecticut, Maine, Massachusetts, New Hampshire, New York, Rhode Island, and Vermont—use or promote RTI as an approach to supporting struggling stu- dents in general education or to determine eligibil- ity for special education at the local level. As of July 2009, Connecticut requires use of RTI to de- termine eligibility for special education under the specific learning disability category, and New York will do so by 2012. The document review could not shed light on the extent of RTI use at the local level in the seven jurisdictions. While there was no evi- dence of RTI policies or procedures on the public state education agency web sites for Puerto Rico or the Virgin Islands, that is not evidence that these two jurisdictions do not allow RTI. Of the seven states that support RTI initiatives, all require or recommend a three-tiered model of intervention, five require or recommend use of a readiness self-assessment or plan (Maine, New Hampshire, New York, Rhode Island, and Vermont), and four have appropriated funds for RTI pilot or demonstration sites (New Hampshire, New York, Rhode Island, and Vermont). Types of documents The most commonly found document types were nonregulatory guid- ance (six states), followed by regulations (four states) (table 1). (See appendix C for a complete list of the publicly available documents found on state education agency web sites.) Three state education agencies provided tools or forms, and two provided technical assistance documents. Meeting min- utes and requests for proposals or applications to become a pilot site were each found on one web site. None of the state education agencies provided RTI- related legislation as a publicly accessible document. Core response to intervention features in reviewed documents The documents on state education agency web sites were reviewed for references to core RTI features Table 1 Number of Northeast and Islands Region state education agency documents, by document type, 2008 requests for proposals or non- applications State education regulatory to become Tool or agency legislation regulation guidance a pilot site form Technical assistance document meeting minutes other connecticut 0 0 2 0 0 0 0 massachusetts 0 0 2a 0 4 4a 0 maine 0 1 0 0 1 0 0 new hampshire 0 1 1 1 0 0 0 State equity plan new york 0 0 4 0 0 3 0 puerto rico 0 0 0 0 0 0 0 rhode island 0 1 1 0 0 0 0 vermont 0 1 3 0 5 0 1 virgin islands 0 0 0 0 0 0 0 a. One document refers to a package of material on determination of specific learning disability eligibility. Source: Authors’ analysis of documents from state education agency web site search; see text for details. Seven of nine jurisdictions in the region—Connecticut, Maine, Massachusetts, New Hampshire, New York, Rhode Island, and Ver ermont—have developed state documents on RTI that address core features of RTI identified in the literature 6 feaTureS of STaTe reSponSe To inTervenTion iniTiaTiveS in norTheaST and iSlandS region STaTeS (table 2). Six of the seven jurisdictions with RTI documents (Connecticut, Maine, Massachusetts, New Hampshire, New York, and Vermont) have posted documents addressing all eight of the core RTI features, and the seventh state (Rhode Island) includes all but one (universal screening). Rhode Island’s self-assessment tool mentioned the use of screening and benchmark assessments, but did not specifically describe universal screening for both academics and behavioral indicators. These find­ ings indicate that the jurisdictions are attending to the core features of RTI. State education agency response to intervention initiatives Researchers identified four themes as indicators of distinctions in state education agency RTI initiatives. They then categorized documents according to whether the state education agency required RTI as a component of the special educa­ tion eligibility process (Ahearn 2008; Zirkel and Krohn 2008), whether the state education agency was using or encouraging a three-tiered RTI model (Mellard 2004), whether a self-assessment or local plan was required before implement­ ing RTI at the local level, and whether the state education agency supported or funded RTI pilot sites (table 3). Required for determining eligibility under specific learning disability, 2008/09. Seven of nine jurisdic­ tions (Connecticut, Maine, Massachusetts, New Hampshire, New York, Rhode Island, and Vermont) had documents indicating that RTI may be used for determining whether a student has a specific learn­ ing disability and is eligible for special education. This measure is consistent with the changes in IDEA 2004 (section 300.307-300.311). These states permit local school districts to use a “severe discrepancy” between achievement and intellectual ability or to determine that a student has not made sufficient progress (has not responded to instruction) after successively intensive levels of interventions as a criterion in determining eligibility for special educa­ tion. Connecticut replaced the “severe discrepancy” criterion with the state’s RTI model of scientific re­ search-based intervention on July 1, 2009. By July 1, 2012, New York will require that all school districts use RTI to determine whether students in grades K–4 have a specific learning disability in reading. Three-tiered model. The seven state education agencies with publicly available documentation on Table 2 References to core response to intervention features in Northeast and Islands Region state education agency documents, 2008 Progress High quality Research - Classroom Continuous Research - monitoring State education Number of classroom based - perfor Universal progress - based inter during in - Fidelity agency documents instruction instruction mance screening monitoring ventions terventions measures connecticut 2 2 2 1 2 2 2 2 1 massachusetts 10 6 6 5 4 8 9 8 3 maine 2 2 1 1 1 1 2 2 1 new hampshire 4 2 3 1 2 1 3 1 1 new york 7 4 5 4 4 6 4 6 3 puerto rico 0 0 0 0 0 0 0 0 0 0a rhode island 2 2 1 1 2 2 1 2 vermont 10 5 8 6 9 8 8 7 5 virgin islands 0 0 0 0 0 0 0 0 0 a. Rhode Island’s self-assessment tool notes the use of “benchmark and screening assessments” but does not describe the process of “universal screening.” Source: Authors’ analysis of documents from state education agency web site search; see text for details. Findings: an overview of the region 7 RTI recommend or use a multitiered model simi- lar to the primary, secondary, and tertiary tiers described in the literature (Mellard et al. 2004; National Association of State Directors of Special Education 2006). Documents retrieved from both Maine and New York state education agency web sites describe a tiered system of interventions but do not specify the number of tiers. New York uses the term “levels of targeted intervention” to describe the tiered intervention process but leaves the exact number of tiers to local discre- tion. Maine’s self-assessment suggests three tiers as part of a range of research-based instructional interventions. In Connecticut, Massachusetts, New Hampshire, Rhode Island, and Vermont, tier I emphasizes high quality, research-based instruction in a general education setting for all students. Tier II encom- passes students requiring additional support. The most intensive, focused interventions are implemented in tier III, with students who have not responded to intervention in tier II and who continue to demonstrate the strongest learning needs. Readiness self-assessment or plan for local educa- tion agencies required. Maine, New Hampshire, Rhode Island, and Vermont require or recommend that local education agencies conduct a school readiness assessment before they implement RTI. In these self-assessments, local education agencies rate their current status across such areas as use of a multitiered problem-solving process, data collec- tion and assessment, leadership and collaborative decisionmaking, professional development for staff, and willingness and commitment by teach- ers and administration. New York and Vermont require or recommend that local education agencies create a plan before adopting an RTI model. New York requires each school district to develop a plan and policies to address low performance by students that may Table 3 summary of Northeast and Islands Region state education agencies’ response to intervention initiatives, by theme, 2008 required for readiness self- determination of assessment or plan State education State education specific learning required for local agency–funded or agency disability, 2008/09 Three-tiered model education agencies –initiated pilot sites connecticut local discretion at time yes no evidence in no evidence in of study; required since documents documents July 2009 massachusetts local discretion recommended recommended no evidence in documents maine local discretion recommended no evidence in documents no evidence in documents new hampshire local discretion yes yes yes new york local discretion, required after July 2012 for grades K–4 local discretion yes yes puerto rico no documents found no documents found no documents found no documents found rhode island local discretion yes recommended yesa vermont local discretion yes yes yes virgin islands no documents found no documents found no documents found no documents found a. Evidence comes from the Rhode Island Technical Assistance Project web site (www.ritap.org), referenced on the state education agency web site. Source: Authors’ analysis of documents from state education agency web site search; see text for details. 8 feaTureS of STaTe reSponSe To inTervenTion iniTiaTiveS in norTheaST and iSlandS region STaTeS include an RTI process, though the state education agency web site does not offer any forms for doing so. New York guidance documents indicate that schools may select and define the specific compo- nents of their RTI programs. In Vermont local education agencies must draft sample plans outlining the core features of the Vermont RTI model. State education agency–funded or –initiated pilot sites. New Hampshire, New York, Rhode Island, and Vermont have selected or are planning to select RTI demonstration sites or pilot schools. Selected schools receive technical assistance or funding to develop and implement a comprehen­ sive RTI approach. In New Hampshire and Rhode Island, these pilot sites will also serve as profes­ sional development models. Descriptions of state response to intervention initiatives This section provides a state-specific, narrative description of the features of state RTI initiatives within each jurisdiction, as evidenced by publicly available information from state education agency web sites. Based on information collected, the state education agency descriptions provide each jurisdiction’s definition of RTI and a description of the RTI initiative, specifying its use in general and special education and the tiered model of inter­ ventions. The summary also describes tools and technical assistance provided by the jurisdiction and notes whether there are any state education agency–funded or –initiated RTI pilot sites, based on the documents reviewed. Connecticut. Connecticut defines RTI as “scientific research-based intervention . . . to emphasize the central role of general education in the interven­ tion process and the importance of educational practices that are scientific and research-based” (Connecticut State Department of Education 2008, p. 2). The three-tiered model includes the core gen­ eral education curriculum and social-behavioral supports (tier I), more intensive instruction and progress monitoring (tier II), and individualized support (tier III). Until July 2009, Connecticut allowed districts to use either RTI or a severe discrepancy model to determine whether a child was eligible for special education. In July 2009, scientific research-based intervention became the primary identification procedure for eligibility, and the state no longer permits use of the severe discrepancy model. Other documentation on the state education agency web site included infor­ mation about technical assistance and profes­ sional development in scientific research-based intervention for local school districts. There was no evidence of state education agency–funded or –initiated pilot sites in Connecticut. Maine. Maine uses RTI as part of its “pre-referral problem-solving process,” defined as a “set of scientifically based, systematic procedures used to examine the ongoing achievement of all children using data” (Maine Department of Education 2008, p. 12). Although Maine did not outline its tiered model in documents available on its state education agency web site, a document recom­ mended for Maine schools and districts to use in assessing their readiness to implement RTI refers to three tiers in a context of research-based instructional interventions. RTI is one compo­ nent of the special education eligibility process for the disability categories of autism, emotional disturbance, other health impairment, speech or language impairment, or specific learning disabil­ ity. Other documentation on the state education agency web site included several self-assessments developed by other states (for example, Colorado, Florida, and Pennsylvania) for use by districts and schools to determine their readiness to adopt an RTI model. There was no evidence of state educa­ tion agency–funded or –initiated pilot sites. Massachusetts. Massachusetts defines an RTI model as having “different levels of intensity or services,” with most models containing three or four tiers that include “continuous progress moni­ toring” and use of data “to inform instructional decision-making” (Massachusetts Department Maine, New Hampshire, Rhode Island, and Vermont require or recommend that local education agencies conduct a school readiness assessment before they implement RTI E vidence of state e ducation agency f unded or –initiated p ilot sites was found i n New Hampshire, N ew York, Rhode I sland, and Vermont 9 findingS: an overvieW of The region of Education 2008, p. 31). RTI is promoted as a three-tiered approach for improving instruction and support for the lowest performing general education students through the state’s Reading First Plan. The three-tiered process involves high quality classroom instruction for all students (tier I), supplemental intervention and progress monitoring (tier II), and intensive instruction and more frequent progress monitoring (tier III). Additionally, RTI is one method for identifying a specific learning disability for determining eligi­ bility for special education. Other documentation on the state education agency web site included a comprehensive set of required forms and technical assistance documents for local education agency use in determining eligibility for special educa­ tion, including monitoring tools and a professional development module with a presentation, facilita­ tor’s guide, and handouts. There was no evidence of state education agency–funded or –initiated pilot sites. New Hampshire. New Hampshire defines RTI as “the process by which individual student in­ struction and student academic performance is evaluated using research-based models of instruc­ tion prior to identifying a child with a learning disability” (New Hampshire State Board of Educa­ tion 2008, p. 35). The RTI model includes effective literacy instruction and positive behavioral inter­ ventions and supports in a three-tiered model that requires high quality curricula and instruction for all students (tier I), focused interventions for stu­ dents who need support (tier II), and individual­ ized instruction or a referral for special education (tier III). State regulations permit the use of RTI for specific learning disability eligibility. Other documentation on the state education agency web site included a family guide introducing RTI to parents and offering professional development and technical assistance to local education agencies on RTI. The New Hampshire RESPONDS initiative will fund five RTI “demonstration sites” on model RTI practices. New York. New York defines RTI as “a multitiered, problem-solving approach that identifies general education students struggling in academic and behavioral areas early and provides them with sys­ tematically applied strategies and targeted instruc­ tion at varying levels of intervention” (DeLorenzo and Stevens 2008, p. 1). New York’s RTI model includes varied levels of targeted intervention, but the criteria for the types and levels of intervention, data collection, and progress monitoring are deter­ mined at the district level. The state education agency permits use of either RTI or a discrepancy model for identifying students for special educa­ tion under a specific learning disability. After July 2012, however, all districts will be required to use RTI in grades K–4. Other documentation on the state education agency web site included technical assistance documents supporting RTI as a strategy for addressing early reading intervention and dis­ proportionate representation of minority students in special education. New York intends to estab­ lish an in-state RTI technical assistance center. Reading First grants are used to support literacy interventions, and Contracts for Excellence funds support local pilot RTI programs. Puerto Rico. A comprehensive Internet search in English and Spanish of the Puerto Rico Depart­ ment of Education web site did not yield any results related to RTI. Rhode Island. Rhode Island defines RTI as an “ex­ panding circle of support” that includes successive interventions implemented by a widening array of specialists and support personnel (Hauerwas and Woolman 2006, p. 1). The Rhode Island Depart­ ment of Education, together with the Rhode Island Technical Assistance Project (RITAP), adapted the state’s “problem-solving process” as its RTI model. Beginning in 2005, personal literacy plans were mandated for all students in grades K–5 reading below grade level and students in grades 6–10 reading three or more years below grade level. Personal literacy plans contain three tiers of expanding or contracting T h e study was not des igned to explore the more nuanced and context specific imp lementation con siderations and con straints that jur isdictions may face, nor was it intended to evaluate local dis trict- or school lev el imp lementation status or the effectiveness of RTI policies 10 feaTureS of STaTe reSponSe To inTervenTion iniTiaTiveS in norTheaST and iSlandS region STaTeS levels of intervention and literacy assistance, be­ ginning with support from content-area teachers (tier 1), targeted intervention (tier 2), and intensive intervention (tier 3). State guidance specifies a preference for an RTI approach but permits the use of the severe discrepancy approach as one means of determining eligibility for special educa­ tion. Other documentation on the state education agency web site included a link to the RITAP web site, which provides technical assistance and professional development documents. Since 2004, Rhode Island has sponsored four RTI pilot schools under the Planning Learning with Unified Sup­ ports Schools project. Vermont. Vermont defines RTI as “a multi­ tiered decisionmaking approach that addresses academic difficulties of ALL students. It is an integrated school improvement model that is standards-driven, proactive, and incorporates both prevention and intervention” (Vermont Department of Education 2007, p. 1). Vermont uses the term “responsiveness to instruction” rather than “response to intervention” to describe its three-tier RTI model. All students receive a research-based core curriculum that incor­ porates progress monitoring and assessment (tier I). At-risk students receive a targeted level of intervention (tier II), and a more intensive level of intervention is provided to students based on a comprehensive evaluation (tier III). Vermont regulations permit the use of either a discrepancy model or a “problem-solving, response to instruction model” to identify students with a specific learning disability. Other documentation on the state education agency web site included guidance for schools interested in implementing RTI, readiness self-assessment tools, implementation checklists, and information about scientifically based literacy instruction. In 2006, the state education agency selected four schools to serve as RTI pilot sites. Virgin Islands. A comprehensive search of the U.S. Virgin Islands Department of Education web site did not yield any results related to RTI. sTuDy lIMITaTIoNs This study was limited to a scan of the publicly available RTI-related documents on state educa­ tion agency web sites. Thus, the review captures only documents that were publicly available and uncovered through a keyword search. It does not include documents developed by the state educa­ tion agency but not publicly available on the web sites or documents created by other agencies (for example, the National Center on Learning Dis­ abilities or the Rhode Island Technical Assistance Project) and posted on the state education agency site. Furthermore, the study includes only docu­ ments that were posted from July to September 2008. Since the study period, documents may have been added or removed from state education agency web sites. (Appendix C has been updated to identify documents that were no longer available at the time of preparation of this report.) Finally, the study was not designed to explore the more nuanced and context-specific implementa­ tion considerations and constraints that jurisdic­ tions may face, nor was it intended to evaluate local district- or school-level implementation status or the effectiveness of RTI policies. The report examines only state-level evidence and dis­ tinguishes between the enactment of state regula­ tions or guidance and local practice. Therefore, the findings should not be interpreted to mean that state education agency policy is being fully imple­ mented or appropriately applied at the local level. coNclusIoN aND DIRecTIoNs FoR FuTuRe sTuDy This study reviewed documents on response to intervention available on state education agency web sites in the nine Northeast and Islands Region jurisdictions. It finds that RTI is supported in Case studies of districts implementing RTI in states with advanced documentation of RTI would shed light on which components are being used and how and could provide a baseline portrait for later studies concluSion and direcTionS for fuTure STudy 11 seven of the jurisdictions as an overall school in­ structional improvement approach or an approach to determining special education eligibility. It also finds that RTI documents in the same seven jurisdictions address the core features of RTI as defined by the National Research Center on Learn­ ing Disabilities. Given the information provided in this report, and the limitations of the study, the research team believes that RTI implementation and im­ pact in the Northeast and Islands Region juris­ dictions warrants further attention. A National Center for Education Evaluation–funded impact evaluation of RTI, expected to present its findings in 2012, should provide evidence of the impacts of different RTI strategies on student outcomes, including academic achievement and identifica­ tion for special education, as well as how im­ pacts vary by student group (U.S. Department of Education 2009). Another approach could focus on RTI implementation. Interviews with key state and local policymakers would provide information on how states are encouraging and supporting RTI for general and special education and on the implementation challenges, barriers, and lessons. Case studies of districts implement- ing RTI in states with advanced documenta­ tion of RTI would shed light on which compo- nents are being used and how. Such findings could provide a baseline portrait for later stud­ ies. Further study of local and school-level RTI implementation in the region would provide a more comprehensive and nuanced picture. Future research should also examine the effect of RTI on outcomes at both the school and district levels, including early identification of reading and other academic difficulties, student response to instruction, reduction in inappropriate referrals to and placement in special education, and ongoing collaboration between general and special educa­ tion at the local level. Finally, further research is needed to examine the successes and challenges of implementing various forms of RTI at the local district or school levels. 12 feaTureS of STaTe reSponSe To inTervenTion iniTiaTiveS in norTheaST and iSlandS region STaTeS appeNDIx a a bRIeF RevIeW oF The lITeRaTuRe oN RespoNse To INTeRveNTIoN The rationale for the practice of response to inter­ vention (RTI) is based on research on how effective intervention increases the probability of positive individual student response to instruction (Foor­ man, Breier, and Fletcher 2003; Good, Simmons, and Kame’enui 2001; U.S. Department of Educa­ tion 2001). Schools are using RTI to inform overall instructional quality and instructional decision- making (Mellard et al. 2004), to assist with early identification of learning difficulties, and to plan early interventions that address learning prob­ lems before a referral to special education (see, for example, Vaughn and Fuchs 2003; Vaughn, Linan- Thompson, and Hickman 2003). Possible benefits of an RTI approach include: • Fewer inappropriate referrals to special educa­ tion because a more valid method for identify­ ing students as disabled is used, particularly in specific learning disabilities (Donovan and Cross 2002; Heller, Holtzman, and Messick 1982). • Earlier intervention with more students who are at risk of school failure (Fuchs and Fuchs 2005). • Reduced inappropriate identification or overidentification of children from minority groups in special education (Donovan and Cross 2002; Kamps and Greenwood 2005; Kamps et al. 2003). • More and ongoing collaboration between gen­ eral and special education (Gersten et al. 2008). To date, there are few studies that measure the impact of RTI models empirically, longitudinally, or on a large scale. In one exception, VanDer- Heyden, Witt, and Gilbertson (2007) conducted a multiyear study of five elementary schools in one district of a southwestern state that sequen­ tially implemented an RTI model called System to Enhance Educational Performance (STEEP). The researchers introduced and evaluated the effect of STEEP across multiple baseline conditions, com­ paring data on the number of students evaluated for special education services and subsequently identified as eligible with a specific learning dis­ ability. Because of sequential implementation, where one school began STEEP in each of the five study years, the research team could report on the number of students evaluated and identified with a specific learning disability, both before and after STEEP was implemented, for five study schools and time periods. STEEP consistently resulted in statistically significant decreases in both referrals for evaluation and identification of students as having a specific learning disability. The STEEP study, however, did not involve random assign­ ment conditions. The National Center for Education Evaluation has funded a randomized controlled trial of the impact of RTI in about 150 elementary schools, with results expected in 2012 (U.S. Department of Edu­ cation, National Center for Education Evaluation and Regional Assistance 2009). The study focuses on evidence of RTI initiatives at the state educa­ tion agency level, but other research has studied the impact of RTI implementation in local school districts—for example, Tilly (2002) on the Heart­ land, Iowa, RTI model; Marston et al. (2003) on Minneapolis Public Schools; and VanDerHeyden, Witt, and Gilbertson (2007) on the STEEP model. Table b1 search keywords used to locate study documents english Spanish (used for puerto rico only) response to intervention receptividad a la intervención responsiveness to intervention receptividad a la intervención response to instruction receptividad a la instrucción responsiveness to instruction receptividad a la instrucción rTi (no direct translation) early intervening services (eiS) Servicios de intervención temprana multi-tiered early intervention intervención temprana ó inicial de gradas múltiples Tier model modelo de gradas problem-solving model (pSm) modelo de resolución de problemas Standard treatment protocol (STp) protocolo de tratamiento estándar universal screening examen universal continuous progress monitoring monitoreo continuo de progreso Student progress monitoring monitoreo de progreso del estudiante research-based interventions intervenciones basadas en la investigación Source: Authors’ compilation. 13 appendix b. meThodology appeNDIx b MeThoDology The central methodology of this study involved researchers classifying, coding, categorizing, and summarizing documents available on state education agency web sites to answer the re­ search question, “What are the features of state RTI initiatives as evidenced by publicly available information from state education agencies?” The documents analyzed were selected to provide more information about response to intervention (RTI) programs, goals, activities, and models in each jurisdiction (Patton 1990). Document search and review The team used RTI-related keywords from academic research (Mellard 2004) and legisla­ tion (Individuals with Disabilities Education Act of 2004) to locate publicly available documents on state education agency web sites in the nine Northeast and Islands Region jurisdictions: Con­ necticut, Maine, Massachusetts, New Hampshire, New York, Puerto Rico, Rhode Island, Vermont, and the Virgin Islands (table B1). The keywords were translated into Spanish to perform the search for Puerto Rico. Over July 16–September 12, 2008, researchers downloaded all documents identified via key­ word search and available to the public on state education agency web sites. A complete list of the documents, categorized by jurisdiction, is listed in appendix C. Two researchers independently read each docu­ ment to capture the document type, core features mentioned, and information about the RTI model. A document summary form was used to record the context, summary, and coding for each publicly available document (box B1) (Miles and Huberman 1994).2 First, documents were classified by type: legislation; regulation; nonregulatory guidance; request for proposals or applications to become a pilot site; technical assistance; tool or form, includ­ ing presentations; meeting minutes; and other (box B2). These categories represent the various ways that states and state education agencies can influence or direct action at the local level and are consistent with those used in a similar study by Harr-Robins, Shambaugh, and Parrish (2009). box b1 State web site document review: summary sheet Note: Complete for each document. There may be several summary sheets for multiple documents in each state State Title Source (e.g., Sea web site) authors date of document link and date of download Identify document type (check): ❏   non-regulatory guidance   ❏  Task force meeting minutes   ❏  legislation   ❏  Tool and/or form ❏   regulations   ❏  graphic ❏   evaluation   ❏  faQ/Qanda   ❏  powerpoint presentation ❏   rfp ❏   other (please describe): Brief summary of intended audience (if stated) and con­ tents: [text] Does it provide information on the RTI model compo­ nents (how many tiers, area of focus, recommended inter­ ventions, how to initiate the process)? If so, summarize briefly: [text] Identify and briefly describe the features or components of RTI model component/feature brief description   ❏  high quality classroom instruction ❏   research-based instruction ❏   classroom performance ❏   universal screening ❏   continuous progress monitoring ❏   research-based interventions   ❏  progress monitoring during interventions   ❏  fidelity measures ❏   others (describe) 14 Does it provide research-based evidence on interven­ tions to be used at each tier, or does it provide guidance what constitutes “research-based” interventions? If so, summarize briefly: [text] Does it recommend or mandate (specify which) the types of data to be collected for monitoring student progress and decision making at the local level? If so, summarize briefly: [text] Does it recommend or mandate (specify which) the types of data to be collected for evaluating the effectiveness of the RTI model? If so, summarize briefly: [text] If it is a tool and/or form, please describe its purpose (e.g., school readiness assessment; template for designing intervention plan, application to implement RTI). Is it mandatory? [text] Does it provide guidance on how RTI is used to deter­ mine eligibility for specific learning disability? If so, summarize briefly: [text] Please describe other information provided: [text] feaTureS of STaTe reSponSe To inTervenTion iniTiaTiveS in norTheaST and iSlandS region STaTeS 15 appendix b. meThodology box b2 Definitions of document types Legislation. A law enacted by the state legislature. Regulation. The rules established to op- erationalize or implement an enacted law; usually subject to public comment. Nonregulatory guidance. A practice or action recommended by the state but not binding or required. Request for proposals or applica- tions to become a pilot site. A request for proposals for a state education agency–funded or –sanctioned program that is implementing RTI at the local level and serv- ing as a potential model for future development. Technical assistance. A broad range of documents developed by the SEA t o guide practice at the local level, including, for example, PowerPoint presentations and train- ing materials. Tool or form. A document that the state or others have developed to sup- port RTI implementation. Meeting minutes. The written record of a meeting. Other. Policy documents that do not fall into any of the categories above (such as a state Equity Plan). Second, researchers coded documents by the RTI core features described by Mellard (2004). These included high quality classroom instruc­ tion, research-based instruction, classroom performance, universal screening, continuous progress monitoring, research-based interven­ tions, progress monitoring during interventions, and fidelity measures. The taxonomy emerged from the work of the National Research Center on Learning Disabilities, a five-year national center funded by the U.S. Office of Special Edu­ cation Programs (Mellard 2004). The research­ ers acknowledge that some aspects of RTI fall outside Mellard’s taxonomy, but the taxonomy is comprehensive and encompasses most of the key features of RTI found in other work (see, for example, Fuchs and Fuchs 2005; Newman- Gonchar, Clarke, and Gersten 2009; Mellard and Johnson 2008; National Association of State Directors of Special Education 2006). A recent Issues & Answers Brief by Sawyer, Holland, and Detgen (2008) also uses the Mellard (2004) core features to define RTI. When the research team located documents that included aspects of RTI that fell outside of the taxonomy, these features were coded as “other.” For example, reports, papers or briefings mention­ ing “parental involvement” were coded as “other” but are not captured in the tables and text of this report. Additionally, the following information was recorded from documents in order to obtain a comprehensive picture of state education agency use of the RTI features: • Stated purpose or goal of the RTI model or approach. • Number of tiers in the RTI model or approach. • Statewide or limited implementation. • Frequency of student assessment, monitoring, and intervention. • Use of research in determining models or interventions. • Use of RTI for identification of specific learn­ ing disabilities. • Use of RTI as a method of reducing disparities in special education placement. • Use of RTI in particular subject matters (such as reading). • Professional development opportunities. Third, researchers categorized each document according to one of four themes identified as indi­ cators of distinctions in state-level approaches to RTI implementation based on the literature and a review of state education agency documents: 16 feaTureS of STaTe reSponSe To inTervenTion iniTiaTiveS in norTheaST and iSlandS region STaTeS • Whether the state education agency permitted or required RTI for specific learning disability eligibility. In a survey of state statutes Zirkel and Krohn (2008) categorize state education agency approaches to specific learning dis- ability identification in terms of whether the state is requiring or permitting the use of RTI. Ahearn (2008) reviews state policies in terms of state education agency regulatory actions and revisions in specific learning disability eligibility requirements. • Whether the state education agency men­ tioned a three-tiered model. Mellard (2004) describes RTI attributes in terms of multiple tiers of increasingly intense research-based student interventions, typically using a three­ tiered approach. • Whether the state education agency required a readiness self-assessment or plan. A com­ mon theme was the requirement for a school district to conduct and submit a systematic self-assessment of the degree to which the district was prepared to implement state- required RTI components. • Whether RTI pilot sites were mentioned. Pilot sites were required as a means to implement RTI on a small scale at the local level with a selected number of districts. A pilot site was defined for the purposes of this project as a state education agency–funded or –sanctioned program that is implementing RTI at the local level and serving as a potential model for future development. These themes were chosen to describe characteris­ tics of state education agency approaches because they appeared frequently in state documents or because they were mentioned in the literature (Zirkel and Krohn 2008; Ahearn 2008; Batsche et a l. 2005; Council for Exceptional Children 2007; Mellard 2004; Kealy 2007) but not captured under the coding for National Research Center on Learn- ing Disabilities core features. Fourth, researchers summarized the documents, noting the details of each jurisdiction’s RTI documents. Limitations Although the scan of state education agency web sites for publicly available documents describing RTI implementation was comprehensive, there are several limitations inherent in the research design. First, states may have publicly available documents related to RTI that were not found using the list of keywords. Each keyword and phrase in box B1 was used in the search, and a comprehensive list of all discovered documents was created and cross- checked by a researcher using multiple combina­ tions of the search terms. Documents that did not contain any of the keywords were not captured for the study. Some documents that contained a keyword were eliminated after close reading of the text allowed researchers to determine they were not related to RTI. Documents that were created by agencies other than the state education agency (for example, guidance from the National Center on Learning Disabilities) were also eliminated from consideration. Second, it is important to note that this study includes information on state education agency RTI initiatives based only on the documents found on each jurisdiction’s public department of education web site. Jurisdictions may be develop- ing tools, guidance, or other materials related to RTI, but documents not available between July and September 2008 were not captured in this study. Moreover, documents that were previously avail­ able may have been removed from state education agency web sites. Appendix C indicates which documents were no longer available at the time of publication. Finally, this study is not intended to evaluate the local implementation status or overall effective- ness of RTI policies in the region. The study was not designed to obtain an accurate estimate of the degree to which districts have implemented RTI at 17 appendix b. meThodology the local or school level. While at the minimum, technical assistance, this report does not evaluate the data reveal how state education agency officials how local districts or schools have attempted to are using the core features of RTI in drafting use those features in structuring or implementing information such as nonregulatory guidance and their RTI models or programs. 18 feaTureS of STaTe reSponSe To inTervenTion iniTiaTiveS in norTheaST and iSlandS region STaTeS appeNDIx c expaNDeD Tables oF publIcly avaIlable DocuMeNTs Connecticut Type of document date Title link nonregulatory guidance 2007 model Special education policies and www.sde.ct.gov/sde/lib/sde/pdf/depS/ procedures manual Special/policyproceduresmanual.pdf nonregulatory guidance february using Scientific research-based www.sde.ct.gov/sde/lib/sde/pdf/ 2008 interventions: improving education for all pressroom/rTi_executive_Summary.pdf Students – connecticut’s framework for rTi (executive Summary) Massachusetts Type of document date Title link powerpoint 2003–08 reading first 2003–2008 professional development The highlights Web site link no longer active. powerpoint Spring 2005 idea 2004 p.l. 108–446 (former p.l. 105–17) individuals with disabilities education improvement act www.doe.mass.edu/sped/idea2004/spr_ meetings/plenarysession.ppt nonregulatory guidance december 20, 2006 ready to achieve mass. preK–12 literacy plan: report and recommendations for the literacy Task force www.doe.mass.edu/literacy/nga/tfreport. doc nonregulatory guidance december 2007 memorandum on Specific learning disability – eligibility process/formsa www.doe.mass.edu/sped/iep/sld/ professional development module december 2007 Specific learning disabilities: eligibility determination under idea 2004 Web site link no longer active. Tool or form may 2005 Section 614: evaluations, eligibility determinations, individualized education plans, and educational placements Specific learning disability www.doe.mass.edu/sped/idea2004/spr_ meetings/sld_law.pdf powerpoint no date response-to-intervention and the Three- Tiered model—reading first Web site link no longer active. Tool or form no date monitoring Tool for the massachusetts reading first plan Web site link no longer active. Tool or form 2007– 2008 Second visit monitoring Tool for the massachusetts reading first plan Web site link no longer active. Tool or form January 2007 year Three monitoring Tool for the massachusetts reading first plan Web site link no longer active. a. Web site refers to a series of documents. Maine Type of document date Title link regulation may 16, maine unified Special education regulation Web site link no longer active. There is a 2008 birth to age Twenty, final adoption new version of the maine unified Special education regulation birth to age 20, that was adopted under “emergency adoption” June 22, 2009. Tool or form no date district and School rTi readiness checklist www.maine.gov/education/rti/district_ school_readiness_checklist.rtf New Hampshire Type of document regulation date June 30, 2008 Title new hampshire rules for the education of Students with disabilities link www.ed.state.nh.us/educaTion/doe/ organization/instruction/documents/ nhruleswamendment June102009June302008.pdf request for proposals march 6, 2008 request for applications – nh reSpondS professional development for excellence in education demonSTraTion SiTeS Web site link is no longer active because the grants have been awarded. information about the program can be found at www. ed.state.nh.us/education/doe/organization/ instruction/Specialed/demonstrationSite. htm nonregulatory guidance no date a family guide to response to intervention (rti) www.ed.state.nh.us/education/doe/ organization/instruction/Specialed/ documents/finalfamilyrtiguide.pdf other (State equity plan) January 30, 2007 new hampshire’s equity plan www.ed.state.nh.us/education/doe/nclb/ documents/nhequityplan.pdf 19 appendix c. expanded TableS of publicly available documenTS New York Type of document date Title link nonregulatory guidance april 2008 implementation of response to intervention programs www.vesid.nysed.gov/specialed/ publications/policy/rTifinal.pdf nonregulatory guidance march 2007 recommendations for the reauthorization of the no child left behind act Web site link no longer active. nonregulatory guidance december 20, 2004 individuals with disabilities education improvement act www.vesid.nysed.gov/specialed/idea/ regents.htm nonregulatory guidance april 22, 2008 Quality indicator review and resource guides for literacy www.vesid.nysed.gov/specialed/techassist/ literacyQi.htm powerpoint fall 2007 referrals, evaluations and eligibility determinations www.vesid.nysed.gov/specialed/techassist/ referrals-evals-eligibility.ppt powerpoint July, 2007 implementing idea 2004: 2007 changes to nyS’ Special education laws and regulations www.vesid.nysed.gov/specialed/ techassist/2007lawregchanges.ppt powerpoint no date reading first and Scientifically based reading research www.emsc.nysed.gov/ readfirst/presentations/ readingfirstnovember03tasessions.ppT Rhode Island Type of document nonregulatory guidance date June 2006 Title interim guidance regarding Service delivery and learning disability identification link www.ritap.org/rti/content/interim%20 guidance.pdf nonregulatory guidance June 2005 plp expanding circle of Support Systema www.ritap.org/rti/content/plpguidance. pdf regulations 2008 regulations of the rhode island board of regents for elementary and Secondary education governing the education of children with disabilities www.ride.ri.gov/Special_populations/ State_federal_regulations/special_ education_regulations_2008.pdf Tool or form august 22, 2005 Team review of referral and evaluation reporta www.ritap.org/rti/content/ld%20report%20 format.rtf Tool or form 2005 moving towards a problem-Solving approach that uses response to intervention data Self assessment and planning Tool (self-assessment inventory. pdf)a www.ritap.org/rti/content/self­ assessment%20inventory.pdf a. Retrieved from the Rhode Island Technical Assistance Project website (www.ritap.org) and not reflected in the count of documents in tables 1 and 2. 20 feaTureS of STaTe reSponSe To inTervenTion iniTiaTiveS in norTheaST and iSlandS region STaTeS Puerto Rico No publicly available documents were located during the study time frame. Vermont Type of document nonregulatory guidance date may 27, 2008 Title field memo: fm#08-07: Specific learning disabilities determination link http://education.vermont.gov/new/ pdfdoc/pgm_sped/policy/field_memo/ fm_08-07_specific_disabilities.pdf nonregulatory guidance february 6, 2006 memorandum, field memo: fm#06 01: ideia focus Topic: identification of Specific learning disabilities using responsiveness to intervention (rti) http://education.vermont.gov/new/ pdfdoc/pgm_sped/forms/rti/rti_memo. pdf nonregulatory guidance november 9, 2006 Student Support Team: Specific learning disabilities and reading fluency as a basic Skill area http://education.vermont.gov/new/ pdfdoc/pgm_sped/data_reports_pubs/ learning_disabilities_matrix_1106.pdf regulation September 17, 2007 vermont department of education Special education regulations and other pertinent regulations http://education.vermont.gov/new/ pdfdoc/pgm_sped/laws/sped_ guide_07_0917.pdf Task force minutes no date responsiveness to instruction Topic group report http://education.vermont.gov/new/ pdfdoc/pgm_sped/forms/rti/rti_report. pdf Tool or form September 19, 2008 responsiveness to instruction readiness forms http://education.vermont.gov/new/html/ pgm_sped/forms.html#rti Tool or form September 19, 2008 (updated) a Student Support method to attain School Quality Standards using rti as a decision-making Tool http://education.vermont.gov/new/html/ pgm_sped/forms.html Tool or form September 19, 2008 (updated) Worksheet for documentation of lea responsiveness to instruction plan http://education.vermont.gov/new/ pdfdoc/pgm_sped/forms/rti/rti_ documentation_form.pdf Tool or form September 17, 2007 (updated September 19, 2008) documentation of responsiveness to instruction implementation plan guidance (9/17/07) http://education.vermont.gov/new/ pdfdoc/pgm_sped/forms/rti/rti_ implementation_guidance.pdf Tool or form no date responsiveness to instruction: a Self- assessment Tool http://education.vermont.gov/new/ pdfdoc/pgm_sped/forms/rti/rti_ tool_1007.pdf 21 appendix c. expanded TableS of publicly available documenTS ­ Virgin Islands No publicly available documents were located during the study time frame. 22 feaTureS of STaTe reSponSe To inTervenTion iniTiaTiveS in norTheaST and iSlandS region STaTeS NoTes 1. These activities were not formal data collec­ tion activities but rather activities conducted to gauge regional interest in RTI issues. 2. The form was a modified version of that used by Harr-Robins, Shambaugh, and Parrish (2009). 23 referenceS ReFeReNces Ahearn, E. M. (2008). State eligibility requirements for specific learning disabilities. Alexandria, VA: Project Forum at the National Association of State Directors of Special Education, Inc. Barnes, A. C., and Harlacher, J. E. (2008). Clearing the confusion: response-to-intervention as a set of prin­ ciples. Education and Treatment of Children, 31(3), 417–31. Batsche, G., Elliott, J., Graden, J. L., Grimes, J., Kovaleski, J. F., Prasse, D., Reschly, D. J., Schrag, J., and Tilly, W. D. III. (2005). Response to intervention: policy consider­ ations and implementation. Alexandria, VA: National Association of State Directors of Special Education, Inc. Burns, M. K., and VanDerHeyden, A. M. (2006). 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