Beyond Collaboration for Collaboration’s Sake 2015 Leadership Conference “All In: Achieving Results Together” Beyond Collaboration for Collaboration’s Sake Working Together to Build Capacity to Progress toward SIMR Goals Sarah Arden, National Center for Systemic Improvement Teri Marx and Rebecca Zumeta Edmonds, National Center on Intensive Intervention David Sienko, Rhode Island Department of Education

Agenda Center Introductions National Center on Systemic Improvement (NCSI) State Systemic Improvement Plan Development National Center on Intensive Intervention (NCII) State and Center Collaboration Rhode Island: Collaboration around SIMR Goals Resources Discussion Teri and Emily

National Center for Systemic Improvement (NCSI)

The NCSI Charge Provide states with technical assistance (TA) to build capacity around improved outcomes for children with disabilities   Play a major role in helping states achieve a national vision of Results-Driven Accountability (RDA) for special education and early intervention programs 

Results-Driven Accountability: Vision All components of an accountability system will be aligned in a manner that best support states in improving results for infants, toddlers, children, and youth with disabilities and their families. Shift from Compliance to Results + Compliance Slide from: OSEP Slides to Explain Results Driven Accountability (RDA) Retrieved from OSEP RDA Website

Objectives for State and Local Agencies Increase the capacity to develop and evaluate State Systemic Improvement Plans (SSIPs) while meaningfully engaging stakeholders in the process Increase knowledge, selection, and utilization of evidence-based practices (EBPs) and ensure sustainable implementation Improve infrastructure and coordination for scaling-up effective strategies, meaningful engagement of stakeholders, resource mapping and allocation, and instructional collaboration Increase the capacity of state education agencies and lead agencies to effectively utilize technical assistance resources funded by the Department of Education

State Systemic Improvement Plan (SSIP) Year 1—FFY 2013 Delivered by April 2015 Year 2—FFY 2014 Delivered by April 2016 Years 3–6—FFY 2015–18 Feb. 2017–Feb. 2020 Phase I Analysis Phase II Plan Phase III Evaluation Data analysis Infrastructure analysis State-identified measureable result Coherent improvement strategies Theory of action Multiyear plan addressing: Infrastructure development Support early intervening services program and local education agencies in implementing evidence- based practices Evaluation plan Reporting on progress including: Results of ongoing evaluation Extent of progress Revisions to the State Performance Plan Slide from: OSEP Slides to Explain Results Driven Accountability (RDA) Retrieved from OSEP RDA Website

State-identified Measurable Result(s) State-identified Measurable Result(s) (SiMR) A child-level (or family-level, for Part C) outcome Not a process or system result May be a single result or a cluster of related results Identified based on analysis of data

Where are States Focusing? Part B SiMRs

Turn and Talk What knowledge do you have about NCSI? What is the focus of your State’s SiMR?

NCSI Areas of Focus Data Use Knowing what data to look at…accessing those data…root cause analysis to make sense of the data Knowledge Utilization Selecting coherent/aligned evidence-based practices…implementing them with fidelity…scaling up and sustaining them Systems Change Infrastructure considerations…resource mapping and alignment…policies that support the goals Communication & Collaboration Problem solving and planning with diverse stakeholders, in the right settings, at the right time…and working together for implementation to achieve results

Why is progressing toward your SiMR important? Meeting SiMR goals will require a focus on improving instruction and intervention. States will be in need of support on how to provide intensive intervention for the kids who need it the most, including: Evidence-based intervention strategies Overcoming implementation barriers Making connections to other state, district, and school initiatives

NCSI State Support One way NCSI is providing State support is through Cross State Learning Collaboratives These collaboratives are intended to provide States with face to face opportunities to convene and problem solve around: Continuous Improvement Implementation of Evidence Based Practices Infrastructure Development Data Analysis Other Priority areas and Phase II SSIP development

National Center on Intensive Intervention (NCII)

NCII’s Mission is… to build district and school capacity to support implementation of data-based individualization in reading, mathematics, and behavior for students with severe and persistent learning and behavioral needs.

What is intensive intervention? Intensive intervention is designed to address severe and persistent learning or behavior difficulties. Intensive interventions should be— Driven by data Characterized by increased intensity (e.g., smaller group, expanded time) and individualization of academic instruction and/or behavioral supports Read slide to highlight distinguishing characteristics of intensive intervention.

Why Intensive Intervention? Too many students, especially those with disabilities, lack basic skills for reading and math or have serious discipline problems in school

Who needs Intensive Intervention? Students with disabilities who are not making adequate progress in their current instructional program Students who present with very low academic achievement and/or high-intensity or high-frequency behavior problems (typically those with disabilities) Students in a tiered intervention system who have not responded to secondary intervention programs delivered with fidelity Note for second bullet: The decision to move a student directly to an intensive intervention should be made on an individual and case-by-case basis. In most cases, data should be collected over time to help demonstrate that the student’s low achievement/behavior challenges are both significant AND persistent.

What is NCII’s Approach to Intensive Intervention? Data-Based Individualization (DBI): A systematic method for using data to determine when and how to provide more intensive intervention: Origins in data-based program modification/experimental teaching were first developed at the University of Minnesota (Deno & Mirkin, 1977). It is a process, not a single intervention program or strategy. It is not a one-time fix, but an ongoing process comprising intervention and assessment adjusted over time.

DBI: Integrating data-based decision-making across academics and social behavior

Turn and Talk Prior to this presentation, had you heard about NCII or had you utilized any NCII resources? What comes to mind when you think about “intensive intervention?”

NCII’s Technical Assistance Intensive Technical Assistance in 4 States: Michigan (7 elementary schools) Minnesota (2 elementary schools) Missouri (5 elementary and 1 middle school) Rhode Island (5 elementary and 1 middle school)

Supporting Students through Intensive Intervention Now that we have identified the challenges facing students with disabilities, and shown that positive outcomes are possible, we would like to introduce data-based individualization, NCII’s approach to intensive intervention. Supporting Students through Intensive Intervention

NCII and SiMR Goals Theory of Action and Plan for Improvements in SSIP Phase I and II: SiMRs /Strategies specifying intensive intervention, multi-tiered intervention structures, and data-based decision making These plans allowed for collaboration opportunities to occur between NCSI, NCII, and States: NCSI: Selecting coherent/aligned evidence-based practices, implementing them with fidelity and scaling up and sustaining NCII: Designing and delivering intensive intervention for students with the most persistent academic and/or behavioral needs

Delivering Intensive Intervention: High-Performing Sites Intensive intervention is embedded within a multi-tiered system of support (MTSS) such as Response to Intervention (RTI) or positive behavioral interventions and supports (PBIS). Progress monitoring data collected to determine response to intervention. Challenges remain: Unclear distinction between secondary (Tier 2) and intensive (tertiary/Tier 3) interventions Intensity of intervention defined more often in “quantitative” ways than in “qualitative” ways Use of progress monitoring data more clearly defined and well established in reading than in mathematics or behavior Data-based individualization helps to address these challenges.

Key Lessons: Intensive Intervention Staff commitment Student plans Student meetings Valid, reliable data Inclusion of students with disabilities

Staff Commitment Key Element Flexibility Within Implementation Commitment of: Principal Intervention staff Special educators Specific intervention staff involved including staff who work with students with intensive needs in the area(s) of concern. (e.g., reading specialists, social workers)  Review required/ necessary versus negotiable elements on handout.

Student Plans Flexibility Within Implementation Key Element Student plans are developed and reflect: Accurate and timely student data Goal(s) for the intervention based on valid, reliable assessment tools Timeline for executing and revisiting the intervention plan Content area(s) Number of student plans Grade level(s) Review required/ necessary versus negotiable elements on handout.

Student Meetings Key Element Flexibility Within Implementation Student meetings are data driven. There is a regularly scheduled time to meet. Meetings are structured to maximize efficiency and focused problem solving Frequency Schedule Team members   Review required/ necessary versus negotiable elements on handout.

Progress Monitoring Key Element Flexibility Within Implementation Valid, reliable progress monitoring tools are used. Data are graphed. Data are collected at regular intervals. Choice of tool Use of progress-monitoring data at other tiers Review required/ necessary versus negotiable elements on handout.

Students With Disabilities Key Element Flexibility Within Implementation Students with disabilities must have access to intensive intervention. Who delivers intervention for students with disabilities Inclusion of students with and without IEPs Review required/ necessary versus negotiable elements on handout.

NCII and NCSI Collaboration Led by WestEd Partners: AIR NASDSE SRI CCSO Parent Center Network Meadows Center for Prevention Educational Risk (evaluator) Learn more at: NCSI Website

Turn and Talk Was there anything surprising about the “Key Lessons” shared? If not, why do you think schools and districts continue to struggle with MTSS implementation?

State Collaboration: Rhode Island

NCII and RI The Rhode Island Department of Education (RIDE) applied for intensive TA supports. “In-Kind” contributions from RIDE include coaches from the State Department, the Northern Rhode Island Collaborative (NRIC), the RI Technical Assistance Project (RITAP), and SPDG - MTSS Two districts receiving intensive TA from NCII. Currently working closely with two districts who have continued to refine their implementation of DBI across school sites. One district has expanded to 3 additional schools since receiving support from NCII. Currently moving into Year 5 of the NCII grant-funding cycle, so the focus is building State and District capacity. 2 BW, 3-4 Coventry

NCII Scale-Up: Stakeholder Involvement Focus group with practitioners in the State who are implementing intensive interventions to prepare for scaling-up. Rhode Island Parent Information Network (RIPIN) hosted the focus group, and the Director of the PTIC @ RIPIN participated. Interviews with special education leaders and their representatives in urban districts.

Focus Group Questions What’s the most effective method to share new knowledge in your school/district/area? (e.g., regional trainings, summer summit, on-line materials/on-line COP, embedded TA, “train-the-trainer”) Are there specific types of training/process that are better for certain topics? What kind of (progress monitoring) data do you have that drives intensive instruction for students with disabilities (academic and behavior)? Who are individuals with the knowledge about interventions and data-based decision making? Teri and Emily

Focus Group Questions (Cont.) How do they demonstrate that knowledge? How do schools/interdisciplinary teams support students with disabilities and intensive needs when there are barriers at Tier 1 and Tier 2? How are data being used to intensify supports for students? How do you access that data? What are your tools/personnel/resources to intensify the instruction? Teri and Emily

Summarized Focus Group Results Urban interviews – in one, Tier 3 is mostly special ed, robust in reading, little/no behavior; in the other, Tier 2 is all program driven and little individualized Tier 3 happens, math, reading, behavior especially at elementary and middle; both very strong on needing in district coaching assistance to move DBI forward See handout.

Rhode Island’s Phase I of SSIP Data Analysis – identified the SiMR Infrastructural Analysis – identified intensive intervention as one improvement strategy Stakeholder Involvement – gained insight from a broad constituency

SSIP Stakeholder Involvement The SSIP Core Team sought feedback from multiple groups in RI bringing data and infrastructure to each session and returning with new areas to examine in the data based on group feedback: IDEA Staff OSCAS Staff (Title I, Title III, IDEA, 21st Century, Safe & Healthy Schools) MTSS Implementation Team RI Systems of Supports Team (includes additional RIDE offices such as Transformation, Multiple Pathways, Instruction/Assessment) RISEAC Special Education Directors Curriculum Directors General comment opportunity online

RIDE Presentation Including Data Analysis Rhode Island SiMR Improving intensive and individualized instruction within a systematic framework of culturally and linguistically responsive supports for students with disabilities, particularly elementary Grades 3-5 Hispanic and Black children with specific learning disabilities in urban settings, will improve their performance on State assessments of math by 2% by 2018. RIDE Presentation Including Data Analysis

How did NCII assist RI in SSIP Phase I? Extensive data analysis showed a number of students with disabilities making little to no academic progress despite access to general education usually 80% or more of the day. Observed clear evidence of this in the NCII schools. In the initial meetings State Planning Team (RRC/NCSI), the interventions provided through NCII emerged as a major infrastructure tool for addressing the SiMR

In addition to NCII… SPDG – MTSS CCSS Rollout Created alignment of PBIS and RTI – unified system Aligned MTSS with NCII tools and training – DBI CCSS Rollout Assistive Technology – Feature Matching Blended learning State assessment Development of State Data System Instructional Support System (RTTT)

Moving into Phase II Utilize the results from the initial focus group and interviews to support with identifying specific ways to build capacity. Sustainable practices to ensure intensive intervention doesn’t lose traction. Evaluation Planning Tools and Resources from NCSI and NCII

Rhode Island Approach to SSIP Implementation Improved Student Results State & District Data Analysis Targeted Investments Targeted Interventions Changes in Adult Behavior & School Practices

Planning for Implementation Sustainable practices in NCII pilot districts LEA Changes in Adult Behavior and Practices LEA-initiated professional development Changes in LEA culture and practices Rethinking Internal Capacity Scripts for teams to follow in the event of leadership/staff turnover occurs Building relationships with higher education to support teacher/leader training

Planning for Implementation Leveraging NCII to Support with RDA/SSIP Implementation In Phase II, next year, RIDE will be refining improvement strategies on which the State will focus, that will lead to a measurable child-based result in Indicator 17. Infrastructure analysis helped identify key areas of work that connect to improving outcomes for students with disabilities on state assessments. Coordination with the NCSI and the IDEA Data Center (IDC) Initial cross-Center call with RIDE’s Special Education Director Phase II supports from NCSI and IDC including access to evaluation tools SPDG Multi-Tiered System of Supports Engaging more schools especially urban districts Teri and Emily

Continued Support RIDE to work closely with the “In Kind” Partners Capitalize on work with State-level MTSS implementation Coaches have already begun incorporating DBI Several SPDG trainers for MTSS work are cross-trained in DBI Continued collaboration with RIPIN Co-development of parent/family resources Moving forward with Limited Funds Use NCII as much as possible in Year 5 RIDE - perhaps releasing an RFP related to coaching in DBI when funds become available

Initial Thinking on Next Steps related to SSIP & NCII (draft) Community of Practice with NCII Districts and a special education cohort that has been working with RIDE personnel on common core and intensive intervention Create a tutorial on DBI requirements for Special Education and Curriculum Directors Create a set of interactive online modules to supplement coaching and technical assistance efforts Reach out to the urban districts to have current NCII district personnel share implementation strategies Statewide Conference to generate interest in DBI

Questions for RI?

NCII Resources

WWW.INTENSIVEINTERVENTION.ORG

NCII Website Link to Webinars Center Webinars Hour long webinars Variety of subjects Have students participate live or watch archived webinar Use content from slides Have students develop questions and submit Have students suggest future webinar topics Archived Webinars An Introduction to Intensive Intervention Intensifying Interventions for Struggling Students through Data Based Individualization in Academics Providing Intensive Intervention using Data-based Individualization in Behavior Support Systems for Intensive Behaviors: Conducting a School-wide Needs Assessment Using Academic Progress Monitoring for Individualized Instructional Planning Monitoring Student Progress for Behavioral Interventions Selecting Evidence-Based Tools for Implementing Intensive Intervention Using Secondary Interventions to Set the Foundation for Effective Intensive Intervention Brining Families to the Table: Family Engagement for Struggling Students NCII Website Link to Webinars

NCII Website Link to Ask the Expert Videos Short video clips (2-8 minutes) Presented by experts in the field Embed in coursework Have students develop questions and submit NCII Website Link to Ask the Expert Videos

DBI Framework Document This document lays out the Center’s approach to DBI Includes description of each step in the DBI process Provides Case Study Examples Academic Behavior NCII Website Link to the DBI Framework Document

Lessons Learned From the Field Exploratory study 5 districts selected for high performance Describes findings and lessons learned Planning Implementation Sustaining NCII Website Link to Lessons Learned from the Field Document

NCII Website Link to DBI Training Series Series includes 9 modules. Each module contains slides with speaker notes Include parts of training module in courses Review agenda to see what pieces might work in your classes Use handouts and coaching guides NCII Website Link to DBI Training Series

Tools Charts Academic Progress Monitoring Academic Interventions Behavior Progress Monitoring Behavior Interventions (Coming Soon) Selecting evidence-based programs Understanding technical rigor Analyzing data

Connect to NCII Sign up on our website to receive our newsletter and announcements Follow us on YouTube and Twitter YouTube Channel: National Center on Intensive Intervention Twitter handle: @TheNCII

NCSI Resources

NCSI Website http://ncsi.wested.org/

Upcoming Activities: News & Events Targeted TA Cross State Learning Collaboratives Thought Leader Forums Measuring and reporting growth for students with disabilities Defining levels of evidence regarding ‘Evidence-Based Practices’ http://ncsi.wested.org/category/news-events/

Cross State Learning Collaboratives Opportunity for States to meet virtually and face to face to as part of sustained, targeted TA Available to every state to support the ongoing development and implementation of the SSIP and other priority areas http://ncsi.wested.org/resources/learning-collaboratives/

Learning Collaboratives: Focus Area Q & A Opportunity for States to help shape priorities of the collaborative in focus areas (i.e., mathematics, literacy, graduation) Provides important roll out dates, details about financial support, and participant roles http://ncsi.wested.org/resources/learning-collaboratives/

Additional Activities Tools to support SSIP Phase II efforts Analysis of States’ Phase I SSIP submissions Support for resubmission of SSIPs that need refinement Tool to aid in development & submission of State Equity Plans, relative to recruitment and retention of special educators Exemplars for school turnaround that intentionally addresses special education systems at the school level http://ncsi.wested.org/resources/webinars/

Contact & More Information Download the NCSI flyer for more information on the center and resources Ask the NSCI: http://ncsi.wested.org/ask-the-ncsi/ Sign up to receive monthly newsletter Follow NCSI on Twitter @TheNCSI http://ncsi.wested.org/

Discussion How might the processes/structures/theories introduced in this session add value to your State’s implementation of Indicator 17? How might your State incorporate NCSI and NCII resources to support achievement of your SiMR? What additional resources do you wish were available?

Disclaimer This presentation was produced under the U.S. Department of Education, Office of Special Education Programs, Award No. H326Q110005. Celia Rosenquist serves as the project officer. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this website is intended or should be inferred.