RELATES TO:
KRS
158.305
NECESSITY, FUNCTION, AND CONFORMITY:
KRS
158.305(2) requires the
Kentucky Board of Education to promulgate administrative regulations for the
district-wide use of a response-to-intervention system for students in
Kindergarten through Grade 3. This administrative regulation establishes the
requirements for a district-wide response-to-intervention system for students
in Kindergarten through Grade 3.
Section
1. Definitions.
(1) "Core
instruction" means instruction based on the state's academic standards as set
forth in
704 KAR
3:303 and provided to all students.
(2) "Differentiated core academic and
behavioral instruction" means the tailoring of curriculum, teaching
environments, and practices to create appropriately different learning
experiences for students to meet each student's needs while recognizing each
student's learning differences, varying interests, readiness levels, and level
of responsiveness to the standard core instruction.
(3) "Evidence-based" means classroom
practices for which there is strong evidence of success.
(4) "Implemented with fidelity" means the
accurate and consistent provision or delivery of instruction as it was
designed.
(5) "Intensive academic
and behavioral intervention" means that, in addition to core instruction and
targeted intervention instruction, a student is provided additional
intervention services that are tailored to the student's individualized
academic or behavioral needs.
(6)
"Intervention" means an educational or behavioral instruction, practice,
strategy, or curriculum that is provided to meet a student's academic and
behavioral needs, in addition to core instruction.
(7) "Response-to-intervention" means a
multi-level prevention system to maximize student achievement and social and
behavioral competencies through an integration of assessment and
intervention.
(8) "Targeted
intervention" means the use of screening data to design appropriate
interventions provided, in addition to core instruction, if a student's
universal screening and other data results indicate that the student has not
mastered a benchmark skill or grade level expectation in mathematics, reading,
writing, or behavior.
(9)
"Universal screening" means screening that uses specific criteria to evaluate
the learning and achievement of all students in academics and related
behaviors, that may include learning differences, class attendance, tardiness,
and truancy, to determine which students need closer monitoring or an
intervention.
Section 2.
Each local district shall implement a comprehensive response-to-intervention
system for Kindergarten through Grade 3 that includes:
(1) Multi-tiered systems of support,
including differentiated core academic and behavioral instruction and targeted,
intensive academic and behavioral intervention, delivered by individuals most
qualified to provide the intervention services, that maximize student
achievement and reduce behavioral problems;
(2) Universal screening and diagnostic
assessments to determine individual student needs and baseline
performance;
(3) Interventions
that:
(a) Are evidence-based;
(b) Vary in intensity and duration based on
student need;
(c) Meet the needs of
the individual student;
(d) Are
implemented with fidelity;
(e) Are
delivered by individuals most qualified to provide the intervention services;
and
(f) Are monitored through a
comparison of baseline data collected prior to intervention and ongoing
progress data;
(4)
Support for early intervention to address academic and behavioral issues;
and
(5) Data-based documentation
of:
(a) Assessments or measures of
behavior;
(b) Progress during
instruction;
(c) Evaluation, at
regular intervals, for continuous progress; and
(d) Individual student reports shared with
the parents of each student in Kindergarten through Grade 3 that summarize the
student's skills in mathematics, reading, and writing; the student's behavior;
and any intervention plans and services being delivered.
Section 3. The
response-to-intervention system for Kindergarten through Grade 3 shall
coordinate with district-wide interventions required by
KRS
158.792,
158.6453(11)(b),
158.6459(1),
(2), (3),
704 KAR
3:305, Section 1(1)(b), (3)(d),
704 KAR
3:530, Section 2(1)(b),
704 KAR
3:285, Section 3(4),
707 KAR
1:300, Section 1,
707 KAR
1:310, Section 1(3)(a), and
707 KAR
1:320.
Section
4. Each local district shall submit the data required by
KRS
158.305(10) to the
department through the Kindergarten to Grade 3 program review required in
703 KAR
5:230.