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
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
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?
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 firstname.lastname@example.org with any questions.