Coronavirus (COVID-19) Information

Visit KDE’s COVID-19 webpage for updates and information about P-12 education.

Find more information about Emergency Assistance to Non-Public Schools (EANS).

Standards/Content Areas

COVID-19 Resources for Intervention

Published: 4/17/2020 8:41 AM

NTI Program Guidance Document

The following Non-Traditional Instruction (NTI) Program guidance includes information and essential questions concerning instruction that can guide thinking as districts leaders, administrators and teachers address the needs of students.

Considerations for Instruction

Intervention Guidance

Q: Do we need to continue student intervention during non-traditional instruction (NTI) days?
A: Yes. Maintaining Response to Intervention (RtI) during non-traditional instruction (NTI) days is important for student success. 

To continue intervention on NTI days, intervention programs should be utilized when using a virtual platform, if possible. The small group and one-on-one nature of intervention can make using a virtual platform for learning both ideal and challenging. As a result, it may be necessary to hold one-on-one virtual meetings in place of small group sessions with students once permission has been granted by guardians. This may result in a change in intervention frequency and/or duration on NTI days only. Intervention providers should review school and/or district policy to ensure students’ confidentiality is maintained at all times. Additionally, they should use digital platforms provided by the school district as they have been vetted for appropriate security terms that ensure FERPA compliance. Teachers and students also should use their school email addresses to access the school/district approved platform.

If implementing the approved intervention program is not possible, intervention providers should make sure students have access to high-quality texts (fiction and nonfiction) and rich mathematical tasks. When virtual intervention is not possible and take-home packets/learning experiences must be prepared, teachers should avoid overwhelming families with too many resources. They should plan for the normal amount of intervention time per day, and give families specific advice about when and how to use the recommended materials. Intervention providers also should reach out via phone, text and/or e-mail to answer questions and stay connected. Ongoing data collection and analysis of student progress is vital to determine if the right interventions are in place or if a change may be needed to more accurately address student need.

The RtI programming provided to the student prior to, or as part of, the referral process must be appropriate, relevant and evidence-based instruction. In addition, districts and schools provide intervention services in a regular education setting with the instruction provided by qualified personnel [707 KAR 1:300, Section 3(3)(a)]. It should also be understood that RtI strategies cannot be used to delay a student referral for special education as explained in OSEP Memo 11-07 from January 21, 2011. Understanding the importance of the RtI process to the special education evaluation process is important when providing daily instruction through NTI.

Striving Readers Comprehensive Literacy Grant

Q: We have until September to do professional learning and cannot apply for the new grant until professional learning is done. What should we do?

A: Current recipients of the Striving Readers Comprehensive Literacy (SRCL) grant have until September 30, 2020 to complete the requirements within the grant. Applications for the second round of the new Kentucky Comprehensive Literacy (KYCL) grant will be due in the spring of 2021. If an extension is granted for SRCL recipients and there is an overlap with KYCL, districts will need to ensure the funding and activities of the two grants remains separate.

Additional questions and answers can be found in the Striving Readers Comprehensive Literacy (SRCL) FAQ


Please contact with any questions.

  • Normal Font Size