NHRESPONDS Professional Development for Excellence in Education April 13, 2009

1. NHRESPONDS Professional Development for Excellence in Education April 13, 2009

2. Support for NH RESPONDSis provided by the NH Bureau of Special Education, NH Department of Education under a State Personnel Development Grant from the US Department of Education, Office of Special Education and Rehabilitation Services

3. Agenda • NH RESPONDS: Grant Goals and Objectives • What is Response to Intervention (RTI)? • Blending RTI for Behavior and Academics • NH RESPONDS Demonstration Site Framework • How NH RESPONDS Aligns and Contrasts with other National and State Initiatives • Questions and Answers

4. NH RESPONDS Grant Goals & Objectives

5. NH RESPONDS Integrated RtI as Systems Change Secondary Transition Literacy PBIS Professional Development Preservice through Institutions of Higher Education Certification through NH Department of Education District/SAU Supported Schools and Preschools Inservice through Statewide Training and Technical Assistance Centers for PBIS, Literacy and Secondary Transition

6. NH RESPONDS Grant NH RESPONDS: Professional Development for Excellence in Education is a professional development (pre-service and in-service) grant focused on development and implementation of an integrated Response to Intervention system of literacy and behavior support that includes secondary transition supports at the high school level, implemented with fidelity resulting in improved student outcomes.

7. NH RESPONDS Grant Goals • Improve pre-service and in-service personnel preparation systems by designing, delivering and evaluating research based practices in Response to intervention (RtI) systems of behavior, literacy and secondary transition supports for students at risk for school failure. (in participating high schools). • Improve the systems for recruiting, hiring, and retaining education and related service personnel who are highly qualified in these areas. • Develop a statewide training and technical assistance network that a) aligns with federal and state standards and (b) builds the capacity of early childhood education programs and K-12 schools in the state to adopt, implement with fidelity, and sustain effective and efficient systems and practices in the above areas. 

8. The primary strategies for accomplishing NH RESPONDS grant goals include: • Demonstration Sites - comprehensive training and support in demonstration sites (K-12 schools and early childhood programs) in five SAUs. • Pre-service - work with institutions of higher education and other key stakeholders to improve pre-service educator preparation programs in grant related areas; align with certification standards from NH DOE. • Statewide Trainings – trainings offered yearly in grant areas to increase participants’ knowledge and skills.

9. Positive Behavior Supports Secondary Transition Literacy NH RESPONDS University of New Hampshire Institute on Disability New Hampshire Department of Education NH Center for Effective Behavioral Interventions & Supports Institutions of Higher Education Family & Youth Organizations New Hampshire RESPONDS Statewide Advisory Board New Hampshire RESPONDS Leadership Team Professional Organizations Local Education Agencies Capacity Building Work Teams Comp, Standards, Certification Sec. Tran. PD ECE Training & TA Demonstration Evaluation Evaluation Competencies Standards Certification Outcomes Outcomes Students Educators Fidelity Training Curriculum Competencies Curriculum Training Coaching SAU-wide ECEs & Schools PD Standards Competencies Certification

10. NH RESPONDS Demonstration Site Training and Technical Assistance • On-site facilitation for SAU and school teams • Training for school teams (all three tiers), coaches, and SAU team • Begins with Universal System, then Targeted and Intensive -- Spiraled • 4 Years of Support • Resources provided free of charge

11. Integration of NH RESPONDS Framework • Review or development of competencies • Pre-service educator preparation programs • Information dissemination and user-friendly materials • Statewide Trainings (RTI Framework, Effective research based practices, Resources) • Certification requirements in teacher education, administration and other programs from NH DOE

12. What is RTI?

13. RTI…What Is It? Response to Intervention is the practice of… (1) providing high quality instruction/ intervention matched to student needs while (2) using learning rate over time and level of performance in order to (3) make important educational decisions. Batsche, G., Elliott, J., Graden, J., Grimes, J., Kovaleski, J., Prasse, D., Schrag,J., & Tilly, D. (2005) Response to Intervention: Policy Considerations and Implementation. Alexandria, VA: National Association of State Directors of Special Education.

14. Big Ideas of RTI • Conceptualizing RTI as a framework for enhancing instruction and improving student outcomes • Utilize data to inform special education referral and identification • Adjust the intensity and nature of the interventions depending on a student’s responsiveness • Ongoing high quality job embedded professional development

15. NH RESPONDS – Big Ideas • Support can be fluid throughout the tiers depending upon need: • Students may be identified with a specific learning disability, or any other disability, and be receiving special education services … Still receiving instruction at multiple tiers (ALL get Tier 1 support). • A student could respond to Tier 2 interventions, return to Tier 1 only. At a later time that same student might not respond and go back to receiving Tier 2 for a period of time.

16. RTI Components • Leadership teams • Representative, collaborative and influential • Data based decision making • Universal screening • Monitor student progress • Systematic tiered model of instruction • Continuum of supports based on student needs • Provide evidence-based instruction and interventions all along the continuum of supports • Differentiated instruction

17. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

18. A 3-Tier ApproachLevel 1 • Primary prevention for the whole population – 100% - ALL Students • Differentiated instruction to reach 80-90% of students • The purposes of universal (primary) strategies are to: • maximize achievement, • prevent future difficulty, and • increase positive interactions (success) with people and learning.

19. A 3-Tier ApproachLevel 2 • Increase opportunities for struggling students to succeed by providing additional time, strategies, approaches and tools • Structured secondary interventions to meet needs of at-risk youth through group interventions and targeted core instruction • Increased monitoring of targeted skills to measure intervention progress

20. A 3-Tier ApproachLevel 3 • Targets the 1-5% who are not responding to Tier I and Tier II efforts. • Intensive strategies or programs delivered in small group or 1:1 in addition to core instruction • Increased monitoring of targeted skills to measure intervention progress • Student-centered and adapted to meet individual needs.

21. Two models of RTI: Problem Solving Standard Treatment Protocol

23. NH RESPONDSIncorporates Features of Both • Problem Solving: • Academic achievement problems may be defined using curriculum-based measures (CBM) and [proficient] peer-referenced expectations for performance. • CBM norms for growth used to set individual goals formulated to reduce discrepancies between individual and [proficient] peer performance Deno, 1985, 1989; Marston, Reschly, Lau, Muyskens, and Cante, (2008) • Standard Protocol: • Tier 2 interventions are provided to small groups organized by skill need (Big 5, Whole-to-Part model; Teacher Check, Connect, Expect). Interventions are selected based on their evidence for addressing the identified skill.

24. RTI Implementation Starts from Where You Are It’s a roadmap with a set of guiding principles It requires buy-in and commitment from staff, administration and School District leadership It requires ongoing, high quality, job embedded professional development It requires data collection, analysis and data-based decision making

25. NH RESPONDS • Begin by examining curriculum already in place • Identify programs/materials/strategies that will meet the needs of all the students, across the tiers and align with NH GLEs and GSEs • Begin by examining data management/progress monitoring systems already in place NOT • Discard what’s working • “Pushing” a particular program or method

26. Blending RtI for Behavior and Academics

27. Guiding Principle: Social Behavior and Achievement are Linked To improve the academic success of our children, we must also improve their social success. Academic and social failures are reciprocally and inextricably related. As a result, systems to support behavior and literacy should be integrated.

28. Blending Beliefs • Focus on the whole child • If the child isn’t learning, it’s the instruction that needs to be examined • Social behavior and academics are linked • Using evidence-based instruction is the best approach to improving behavior and academic outcomes • RtI is a framework rather than a program • RtI requires high quality, job embedded professional development

29. Blending Systems • Team • The purpose of the RTI Leadership Team is to design, implement, evaluate and sustain the universal system of RTI in order to achieve valued learning and behavioral outcomes in accordance with beliefs and principles of RTI. • The RTI LT is responsible, in collaboration with the SAU team, for building and sustaining the following capacities: coaching, professional development, coordination, and evaluation.

30. Composition of the Universal RtI School Leadership Team by Role • Administrators • Curriculum/Assessment Director • General Education Classroom Teacher • Special Education Teacher • Behavior Specialist/Guidance/Psychologist • Reading/Literacy Specialist and/or Title I Coordinator • Family Member • Paraeducator

31. Roles of the Universal RTI School Leadership Team • Lead the Universal System of RTI • Meet regularly • Identify key issues/concerns • Conduct a site analysis • Identify data management system (SWIS, Performance Pathways, district system) • Develop/revise the school-wide RTI program using current data

32. Roles of the Universal RTI School Leadership Team Actively communicate with staff members and families regarding the activities of the school team Conduct staff meetings to ensure the understanding, implementation and maintenance of the school-wide RtI program Serve as exemplars for staff and families

33. Blending Systems • Ideally more than one coach on the team • Skills, Knowledge, Dispositions for Team Coaches • RtI systems, data, practices • Team processes and facilitation • Training, coaching, and supporting school staff • Academics • Behavior

34. Composition of the Universal RTI School Leadership Team by Role • Administrators • Curriculum/Assessment Director • General Education Classroom Teacher • Special Education Teacher • Behavior Specialist/Guidance/Psychologist • Reading/Literacy Specialist and/or Title I Coordinator • Family Member • Paraeducator

35. Blending Practicesand Data • Team processes • Data-based decision making • Screening • Evidence-based instruction for teaching academics and behavior • Coordination between academic and behavioral instruction and initiatives • On-going progress monitoring • Family engagement • Youth voice

36. NH RESPONDS Demonstration Sites Framework

37. NH RESPONDS Framework Selection of Demonstration Sites – Phase 1 • Application process - readiness and commitment to blended model, 4 years • Commitment to RtI as one of only a few (2-3) priorities • Identify two schools and one early childhood education program • NH RESPONDS presentations to all staff • Buy-in by all faculty & staff - (80%)

38. NH RESPONDS Demonstration Sites Conway – SAU # 9 – North Country • Children Unlimited – Early Childhood Program • Pine Tree Elementary School • John Fuller Elementary School • Kennett High School Newport – SAU #43 – Southwest • Early Childhood Support Program • Towle Elementary School • Newport Middle School Rochester – SAU #54 – Southeast • Reach Pre-School Program • Chamberlain Street Elementary School • East Rochester School Somersworth – SAU #56 – Southeast • Somersworth Early Education Program • Maplewood Elementary School • Hilltop Elementary School • Somersworth High School (No SAUs from Lake Region applied – Somersworth was the next highest scoring application) Timberlane – SAU #55 South Central • Timberlane Learning Center • Sandown North Elementary School • Atkinson Academy

39. NH RESPONDS Framework SAU (District) Leadership – Phase 2 • Establish SAU Leadership Team • Common Understanding RTI • Complete SAU RTI Self-Assessment • Determine initial priority area(s) • Develop an action plan for support and implementation of a SAU RTI Framework

40. 8. Evaluation & Systematic Use of Data for Decision-Making 7. Consolidated Resources & Streamlined Practices 1. Administrative Leadership Team RtI Assessment of Systems Features for Sustainable District/SAU Implementation 6. Systematic Adoption and Use of Evidence-Based Practices 2. Designated Coordinator 5. District Plan for Implementation 3. Unified Vision & Integrated Approach for Behavior and Literacy 4. Outcomes: Capacity Building Student Achievement School Climate

41. NH RESPONDS Framework School Team(s)- Phase 2 continued • Establish or reconvene School Team(s) • Common Understanding RTI • Complete Self-Assessment • Develop an action plan and implement • Technical Assistance or training in identified areas

42. NH RESPONDS Framework Early Childhood Education Programs – Phase 2 & 3 • Identify ECE program(s) • Establish ECE program team with connection to SAU/School Team • Common understanding RTI as it applies to ECE • Self-assessment and develop action plan • Training and TA in identified areas

43. NH RESPONDS Framework High School Demonstration Sites –Phase 2 • Application, Staff & Administration Buy-In • Training and TA for implementation, with fidelity, of a 3-tiered system for improving academics and behavior • Training and TA for implementation, with fidelity, of an intensive school-to-career model for youth at most risk of school failure (RENEW)

44. NH RESPONDS Framework Expansion and Integration - Phase 3 • Bring on 2nd school in same manner as 1st school in each SAU • Continue implementation work with 1st school integrating other priority area into the established RTI framework • Evaluation of RTI framework, & fidelity of implementation based on data

45. NH RESPONDS Framework Expansion and Integration - Phase 3 Contin. • Develop a professional development plan that supports the hiring and retaining of highly qualified personnel to implement those systems. • Plans align with blended model • Plan embeds competencies for all grant areas

46. How NH RESPONDS aligns and contrasts with other National and State Initiatives

47. NH RESPONDS Framework Aligns with National Initiatives: National Center on Response to Intervention National Positive Behavior Interventions & Supports (OSEP Training and TA Center) National Association of State Directors of Special Education International Reading Association National High School Center National Association for the Education of Young Children Federal Policy: IDEIA; NCLB IES: What Works Clearing House

48. NH RESPONDS Framework Aligns with State Initiatives: Follow the Child NH Literacy Action Plan Reading First NH RTI Task Force High School Reform and Redesign Positive Behavior Interventions & Supports–NH (PBIS-NH) APEX Drop Out Prevention Community of Practice in Secondary Transition NH Alternate Assessment Preschool Performance Outcome Measures

50. Personalized Instruction PreK-16 • Assessment-Driven Tiered Model of Instruction and Intervention • Research Based Effective Practices Across Content Areas • A Classroom Instructional Model • Extended Learning Opportunities • Well-Defined System of Support for Struggling Readers and English Language Learners • Consistent Assessment and Evaluation From: NH PreK-16 Literacy Action Plan for the 21st Century