2017 Kentucky Revised Statutes CHAPTER 158 - CONDUCT OF SCHOOLS -- SPECIAL PROGRAMS .305 Response-to-intervention system to identify and assist students having difficulty in reading, writing, mathematics, or behavior and to determine needs of advanced learners -- Web-based resource for teachers -- District-wide use -- Department to provide technical assistance and training -- Annual report.
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158.305
Response-to-intervention system to identify and assist students
having difficulty in reading, writing, mathematics, or behavior and to
determine needs of advanced learners -- Web-based resource for
teachers -- District-wide use -- Department to provide technical
assistance and training -- Annual report.
(1)
(2)
(3)
As used in this section:
(a) "Aphasia" means a condition characterized by either partial or total loss of
the ability to communicate verbally or through written words. A person
with aphasia may have difficulty speaking, reading, writing, recognizing
the names of objects, or understanding what other people have said. The
condition may be temporary or permanent and does not include speech
problems caused by loss of muscle control;
(b) "Dyscalculia" means the inability to understand the meaning of numbers,
the basic operations of addition and subtraction, the complex operations
of multiplication and division, or to apply math principles to solve practical
or abstract problems;
(c) "Dysgraphia" means difficulty in automatically remembering and
mastering the sequence of muscle motor movements needed to
accurately write letters or numbers;
(d) "Dyslexia" means a language processing disorder that is neurological in
origin, impedes a person's ability to read, write, and spell, and is
characterized by difficulties with accuracy or fluency in word recognition
and by poor spelling and decoding abilities;
(e) "Phonemic awareness" means the ability to recognize that a spoken word
consists of a sequence of individual sounds and the ability to manipulate
individual sounds in speaking; and
(f) "Scientifically based research" has the same meaning as in 20 U.S.C.
sec. 7801(37).
Notwithstanding any other statute or administrative regulation to the contrary,
the Kentucky Board of Education shall promulgate administrative regulations
for district-wide use of a response-to-intervention system for students in
kindergarten through grade three (3), that includes a tiered continuum of
interventions with varying levels of intensity and duration and which connects
general, compensatory, and special education programs to provide
interventions implemented with fidelity to scientifically based research and
matched to individual student strengths and needs. At a minimum, evidence of
implementation shall be submitted by the district to the department for:
(a) Reading and writing by August 1, 2013;
(b) Mathematics by August 1, 2014; and
(c) Behavior by August 1, 2015.
The Department of Education shall provide technical assistance and training, if
requested by a local district, to assist in the implementation of the district-wide,
response-to-intervention system as a means to identify and assist any student
experiencing difficulty in reading, writing, mathematics, or behavior and to
determine appropriate instructional modifications needed by advanced learners
to make continuous progress.
(4)
(5)
(6)
(7)
(8)
(9)
The technical assistance and training shall be designed to improve:
(a) The use of specific screening processes and programs to identify student
strengths and needs;
(b) The use of screening data for designing instructional interventions;
(c) The use of multisensory instructional strategies and other interventions
validated for effectiveness by scientifically based research;
(d) Progress monitoring of student performance; and
(e) Accelerated, intensive, direct instruction that addresses students'
individual differences, including advanced learners, and enables students
that are experiencing difficulty to catch up with typically performing peers.
The department shall develop and maintain a Web-based resource providing
teachers access to:
(a) Information on the use of specific screening processes and programs to
identify student strengths and needs, including those for advanced
learners;
(b) Current, scientifically based research and age-appropriate instructional
tools that may be used for substantial, steady improvement in:
1.
Reading when a student is experiencing difficulty with phonemic
awareness, phonics, vocabulary, fluency, general reading
comprehension, or reading in specific content areas, or is exhibiting
characteristics of dyslexia, aphasia, or other reading difficulties;
2.
Writing when a student is experiencing difficulty with consistently
producing letters or numbers with accuracy or is exhibiting
characteristics of dysgraphia;
3.
Mathematics when a student is experiencing difficulty with basic
math facts, calculations, or application through problem solving, or is
exhibiting characteristics of dyscalculia or other mathematical
difficulties; or
4.
Behavior when a student is exhibiting behaviors that interfere with
his or her learning or the learning of other students; and
(c) Current, scientifically based research and age-appropriate instructional
tools that may be used for continuous progress of advanced learners.
The department shall encourage districts to utilize both state and federal funds
as appropriate to implement a district-wide system of interventions.
The department is encouraged to coordinate technical assistance and training
on current best practice interventions with state postsecondary education
institutions.
The department shall collaborate with the Kentucky Collaborative Center for
Literacy Development, the Kentucky Center for Mathematics, the Kentucky
Center for Instructional Discipline, the Education Professional Standards
Board, the Council on Postsecondary Education, postsecondary teacher
education programs, and other agencies and organizations as deemed
appropriate to ensure that teachers are prepared to utilize scientifically based
interventions in reading, writing, mathematics, and behavior.
In compliance with 20 U.S.C. sec. 1414(a)(1)(E), screening of a student to
determine appropriate instructional strategies for curriculum implementation
shall not be considered to be an evaluation for eligibility for special education
and related services and nothing in this section shall limit a school district from
completing an initial evaluation of a student suspected of having a disability.
(10) By November 30, 2013, and annually thereafter, the department shall provide a
report to the Interim Joint Committee on Education that includes:
(a) Data
on
the
number
of
school
districts
implementing
response-to-intervention systems and scientifically based research
practices in reading, writing, mathematics, and behavior;
(b) Information on the types of scientifically based research interventions
implemented; and
(c) Data on the effectiveness of interventions in improving student
performance in Kentucky schools.
Effective:April 10, 2017
History: Amended 2017 Ky. Acts ch. 156, sec. 2, effective April 10, 2017. -Created 2012 Ky. Acts ch. 45, sec. 1, effective July 12, 2012.
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