Leslie Pyper, Special EducationPetrea Stoddard, Title I

Office of Superintendent of Public Instruction

WASA/WASBOSept 29-30,

2009

Can federal funds contribute to the support of a school or district’s RTI system?

NOT!!

Can federal funds pay for our

RTI system …

What is RTI?

Multi-level framework Core instruction for all Universal screening Increasingly intensive interventions Progress monitoring

All Some Few

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All students receive high-quality, research-based core instruction in their regular classroom.

Core instruction includes whole-group and small-group instruction (such as reading groups) provided to all students.

Because core instruction is provided to all students, whether in whole-group or small-group settings, it generally may not be funded with Title I, Part A, Title III, or Coordinated Early Intervening Services (CEIS) funds.

All students are entitled, and expected, to receive core instruction from non-federal funds.

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School staff screen students by assessing the academic performance of all students during the school year. This screening is used to identify students who are struggling and who may need specific interventions.

Screening that is conducted for all students generally cannot be funded with Title I, Part A, Title III, or CEIS funds.

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When results of screening or other data indicate that a student is struggling, an intervention to help with the specific problem is implemented. These research-based interventions are provided for a specific duration and increase the intensity of instruction in order to improve the student’s achievement. These interventions may

sometimes be funded with Title I, Part A,

Title III, or CEIS funds.

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Progress monitoring is a scientifically based practice that is used to assess students’ academic performance and evaluate the effectiveness of instruction and instructional interventions.

Title I, Part A, III, or CEIS funds may be used to fund progress monitoring if the intervention being monitored is eligible to be funded from these sources. The purpose is to determine the student’s response to the intervention.

RTI interventions must use scientifically-based research for instructional or other methodologies paid by federal funds.

• What Works Clearinghouse: http://ies.ed.gov/ncee/wwc/• Reviews of screening and progress monitoring tools:

www.rti4success.org• OSPI RTI website:

http://www.k12.wa.us/RTI/Implementation/default.aspx• OSPI Teaching and Learning website: http://www.k12.wa.us

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Parental Involvement

Professional Development

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A Conceptual Framework for RTIHigh Need

Low Need

Core Instruction

Increasingly Intensive

Instructional Interventions

Level o

f need

for stu

den

t to b

e su

ccessful in

core in

structio

n

Students may receive services in all areas of the pyramid at any one point in time

Services fo

r Stu

den

ts with

IEP

s

A Sample Student

Even with Core Instruction, Lisa struggled with decoding words.

Like all 1st graders, Lisa was screened in the fall and her reading rate was at the 20th percentile.

Lisa received targeted interventions specifically designed to address her weaknesses.

Throughout the interventions, Lisa’s progress was monitored and by mid-winter her reading rate had increased to the 55th percentile.

Lisa now functions successfully with only Core Instruction. Spring rescreening of all students found that Lisa did not require any additional interventions.

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A Second Student

Keith is a 3rd grade student and is a child with a disability. Keith is hearing impaired and receives special education, speech, and audiology services.

Unrelated to his disability, Keith began struggling with the concept of fractions, and screening indicated that Keith was now six months behind.

At a parent-teacher conference, Keith’s teacher shared the results. Keith’s mother and special education teacher proposed interventions coordinated by the district’s math specialist in addition to Core Instruction.

Progress monitoring results indicate that Keith is slowly beginning to understand fractions, but is acquiring skills at a much slower rate than his 3rd grade peers. Keith will receive more intensive interventions for the rest of the year and his progress will be monitored on a regular basis.

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Define RTI:

What is the core instruction? What interventions will be provided? What criteria will be used to determine who

receives interventions? What will be the intensity, frequency, and

duration of the interventions? What tools will be used for universal

screening and progress monitoring and how often will they occur?

Remember, you are designing a system to meet the needs of all kids in your building.

As you do so, you must keep in mind the purpose and requirements of all individual programs…

So, you should be considering all of your resources…

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The purpose of Title I, Part A is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education. Title I, Part A provides funds to improve achievement of the lowest-achieving students – those who are failing, or are most at risk of failing, to meet state academic achievement standards – enrolled in high-poverty schools.

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Schools with schoolwide programs use Title I, Part A funds to implement comprehensive strategies for improving the educational program of the entire school in schools with 40% or more poverty to increase the achievement of all students, particularly at-risk students.

Schools with targeted assistance programs use Title I, Part A funds to provide supplemental instructional services for specific students who have been identified as failing, or most at risk of failing, to achieve academic proficiency.

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The purpose of Title III is to help ensure that limited English proficient (LEP) students master English and meet the same challenging state academic achievement standards that all children are expected to meet.

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A district must use Title III funds to:

•Provide high-quality language instruction educational programs.

•Provide high-quality professional development for classroom teachers.

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The purpose of IDEA is to ensure that students with disabilities have access to a free appropriate public education (FAPE).

FAPE must include special education and related services designed to meet a student’s unique needs and prepare him or her for further education, employment, and independent living.

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CEIS is a set of coordinated services for students in kindergarten through Grade 12 (with a particular emphasis on students in K-3) who are not currently identified as needing special education or related services, but who need additional academic and behavioral support to succeed in a general education environment.

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CEIS funds may be used for:

Professional development for teachers and other school staff to enable personnel to deliver scientifically-based academic and behavioral interventions.

Direct interventions, such as educational and behavioral evaluations, services, and supports.

Services aligned with activities funded by and carried out under the ESEA, if IDEA funds are used to supplement, and not supplant, funds made available under the ESEA for those activities.

CEIS VOLUNTARY• Voluntary - may use up to 15% of IDEA,

Part B funds.• Calculated as 15% of their total IDEA, Part B

funds (611, 619 and ARRA).  • District may choose to take those funds

from any of the three (611, 619 and/or ARRA).

• If voluntary, and district doesn’t use all funds planned, those funds can be reallocated back to other IDEA-allowable expenses so it would be important to track where the funds came from so they can return to the correct “pot”.

CEIS MANDATORY34 CFR 300.646

• Mandatory – must use 15% of Part B funds.

• Calculated as 15% of their total Part B funds (611, 619 and ARRA). 

• “Significantly Disproportionate”.

•…to serve children in the district, particularly, but not exclusively, children in those groups that were significantly over-identified…

•1st time •NOV 1,

2009

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Type of program- (e.g., schoolwide, targeted assistance).

Eligibility of students.

“Supplement not supplant” funding requirements.

Two types of Title I, Part A programs-

• Schoolwide—Consolidates federal, state, and local funds to upgrade the entire educational program.

• Targeted Assistance—Title I, Part A services provided only for eligible students, using rank order list.

Combine federal, state, and local funds to upgrade the entire educational program of the school-• Basic education (BEA) must be combined in

the schoolwide program to integrate RTI strategies.

• Caveats: Most state programs, including state special

education, may not be combined. Federal IDEA, Part B, may be combined subject to

formula (See OSPI Bulletin 103-08). Reading First may not be combined. Migrant-Title I, Part C and Indian Education—Title

VII are difficult to combine.

Building >40% poverty. Rank order not required but extra

services for academically at-risk must be shown.

Exempt from program requirements-• Some requirements, health, safety, parent, still

apply.• Intents and purposes must be met.

RTI interventions should be a part of meeting the intents and purposes.

If coordinated with RTI this must be addressed in the schoolwide plan.

OIG (Office of Inspector General) Monitoring.

• Clearly describe how school will implement each of the ten required components.

• Describe how resources (funding) will be used to implement the plan.

• List funds/programs combined, amounts and how intents and purposes will be met.

• Describe how school will provide individual academic assessment results and interpretations in language parents can understand.

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Using Title I, Part A, Title III, and CEIS Funds for RTI

in a Title I, Part A Schoolwide School

Title I, Part A, Title III, and CEIS funds

may be used at all levels of our

conceptual framework.*

Core Instruction

Increasingly Intensive

Instructional Interventions

*A schoolwide school must receive all of the non-Federal funds it would otherwise receive if it were not operating a schoolwide program, including those funds necessary

to provide services required by law for students with disabilities and LEP students.*

Assumptions

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Core Instruction

Increasingly Intensive

Instructional Interventions

Using Title I, Part A, Title III, and CEIS Funds for RTI in a Title I, Part A Targeted Assistance School

Title I, Part A – NoTitle III – NoCEIS – No

Title I, Part A – SometimesTitle III – Sometimes CEIS – Sometimes

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Core Instruction

Increasingly Intensive

Instructional Interventions

Using Title III and CEIS Funds for RTI in a

non-Title I, Part A School

Title I, Part A– NoTitle III – NoCEIS – No

Title I, Part A – NoTitle III – Sometimes CEIS – Sometimes

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In a Title I, Part A schoolwide program, the funds may be used to provide services to any student.

In a Title I, Part A targeted assistance school, Title I, Part A funds may only be used to provide services to eligible students identified as having the greatest need for additional assistance.

Eligible students are students who are failing, or most at risk of failing, to meet the state’s challenging student academic achievement standards on the basis of multiple, educationally related, objective criteria, according to the rank-ordered list.

Title I, Part A cannot be used for universal screening.

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Title III funds must be used to provide services to LEP students.

Eligible Students Under Title III

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CEIS funds may only be used to provide interventions to students who need additional academic or

behavioral support to succeed in the general education environment.

CEIS funds may not be used to provide interventions to students who are currently identified as needing special education and related services.

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Title I, Part A Most at Risk – Example

Core Instruction

Increasingly Intensive

Instructional Interventions

Targeted Assistance School

Less intensive interventions provided

with state and local funds

Title I, Part A , III, etc, Services

CEIS

Title I, Part A, Title III, and CEIS each has a “supplement not supplant” requirement that affects the use of funds to implement RTI.

In general, the “supplement not supplant” requirement is intended to ensure that services provided with federal funds are in addition to, and do not replace or supplant, services that students would otherwise receive.

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The Department assumes supplanting exists if –

A district uses federal funds to provide services that the district is required to make available under state or local law, or other federal law.

Title I, Part A, Title III, CEIS

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The Department assumes supplanting exists if – A district uses Title I, Part A funds to

provide services that it provided in the prior year with non-federal funds.

A district uses Title III funds to provide services that it provided in the prior year with state, local, or other federal funds.

A district uses CEIS funds to provide services that it provided in the prior year with funds available under the ESEA.

This assumption may be rebutted.

Title I, Part A, Title III, CEIS

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The Department assumes supplanting exists if –

A district uses Title I, Part A funds to provide services for children participating in a Title I, Part A program that it provides with non-federal funds to non-participating children or to children in non-Title I, Part A schools.

IDEA

• CEIS must supplement any ESEA services [34 CFR 226(e)]

• No “supplement not supplant” requirement for state or local funds [34 CFR 226(e)]

• Flow through rulesNormal non-supplant appliesCaution—IDEA non-supplant includes federal

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Each district that implements CEIS must report to the State on the number of children who received CEIS and the number who subsequently receive special education and related services under Part B of IDEA within two years after receiving CEIS.

• Also, must track kids who received services from a teacher/staff who received professional development from CEIS funds.

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In the case of a determination of significant disproportionality based on race or ethnicity with respect to the identification, placement, or discipline of students with disabilities in a district, the district is required to reserve the maximum amount of funds to be used for CEIS for children in the district, particularly, but not exclusively, children in the over-identified group.

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Before using Title I, Title III, or CEIS funds to support RTI-

• Define RTI (including core instruction, screening, interventions, and progress monitoring);

• Consider the type of program;• Consider eligible students for each program;

and,• Consider the supplement not supplant

requirement for each program.

U.S. Dept of Education guidance

• Implementing RTI Using Title I, Title III, and IDEA CEIS Funds: http://www.ed.gov/programs/titleiparta/08-0398rti.pdf

• Title I Fiscal Issues: http://www.ed.gov/programs/titleiparta/fiscalguid.pdf

• ARRA 2009 Funds Provided Through Part B of the IDEA to Drive School Reform and Improvement: http://www.ed.gov/policy/gen/leg/recovery/guidance/idea-b-reform.pdf

• Recovery Act Funds Accelerated to Save Jobs, Drive Reforms in Schools with Students in Greatest Need: http://www.ed.gov/news/pressreleases/2009/09/09042009.html

• OSPI Bulletin 055-09, Combining Funds in Schoolwide Programs

• OSPI Bulletin 103-08, Use of Funds: Individuals with Disabilities Education Act (IDEA 2004), Part B

National RTI Center: www.rti4success.org National PBIS Center: www.pbis.org Department of Education: www.ed.gov Office of Superintendent of Public Instruction:

http://www.k12.wa.us/SpecialEd/RTI.aspx The IRIS Center - Vanderbilt University:

http://iris.peabody.vanderbilt.edu/ Center on Instruction: http://www.centeroninstruction.org/