NHRESPONDS Professional Development for Excellence in Education April 13,

Support for NH RESPONDS is 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 2

Agenda 1.NH RESPONDS: Grant Goals and Objectives 2.What is Response to Intervention (RTI)? 3.Blending RTI for Behavior and Academics 4.NH RESPONDS Demonstration Site Framework 5.How NH RESPONDS Aligns and Contrasts with other National and State Initiatives 6.Questions and Answers 3

NH RESPONDS Grant Goals & Objectives 4

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

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. 6

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. 7

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. 8

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

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

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 11

What is RTI? 12

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. 13

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

NH RESPONDS – Big Ide as 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.

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 16

Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% 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 17

A 3-Tier Approach Level 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. 18

A 3-Tier Approach Level 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 19

A 3-Tier Approach Level 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. 20

Two models of RTI: Problem Solving Standard Treatment Protocol

NH RESPONDS Incorporates 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.

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 24

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 25

Blending RtI for Behavior and Academics 26

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. 27

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 28

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. 29

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 30

Roles of the Universal RTI School Leadership Team 1.Lead the Universal System of RTI 2.Meet regularly 3.Identify key issues/concerns 4.Conduct a site analysis 5.Identify data management system (SWIS, Performance Pathways, district system) 6.Develop/revise the school-wide RTI program using current data 31

Roles of the Universal RTI School Leadership Team 7.Actively communicate with staff members and families regarding the activities of the school team 8.Conduct staff meetings to ensure the understanding, implementation and maintenance of the school-wide RtI program 9.Serve as exemplars for staff and families 32

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 33

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 34

Blending Practices and Dat a 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 35

NH RESPONDS Demonstration Sites Framework 36

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%) 37

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 38

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 39

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

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 41

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 42

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) 43

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

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 45

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

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 47

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 48

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 21 st Century 50

Core Concepts of RTI NH Literacy Action Plan All students receive high quality instruction in their general education setting. General education instruction is research based. General education instructors and staff assume an active role in students’ assessment in that curriculum. School staff conduct universal screening of academics and behavior. 51

Core Concepts of RTI NH Literacy Action Plan Continuous progress monitoring of student performance occurs. School staff implement specific research-based interventions to address the student’s difficulties. School staff use progress-monitoring data to determine interventions’ effectiveness and to make any modifications as needed. Systematic assessment is completed of the fidelity or integrity with which instruction and interventions are implemented. 52

NH RESPONDS Aligns with Reading First in Several Ways Prevention & timely interventions to ensure all children can read; target grade level reading Clearly articulated overall goal, objectives & priorities, including curriculum alignment – Use of evidence based curriculum, instruction, and interventions – Use of valid and reliable assessment tools – Structured review of & selection of a core and supplemental reading programs, universal curriculum and instruction, consistent with reading research in the National Reading Panel (NICHD, 2000) and critical elements outlined by Simmons & Kame’enui (2003) 53

NH RESPONDS Aligns with Reading First Continued Effective leadership, coordination, and Communication – Attention to systems, collaboration & coordination Screening, diagnostic, progress monitoring, outcome based, and classroom based assessments that are valid and reliable Research-based instructional strategies and delivery model 54

NH RESPONDS Aligns with Reading First Continued Research-based programs and aligned materials Increased access to print materials Deliberate attention to the needs of special populations An aligned professional development plan Provisions for high quality technical assistance 55

NH RESPONDS Framework Differs from Aspects of Some State and National Initiatives: High School Redesign & Reform – Public school, school-wide reform Preschool – All children ages 3-5; including Part B Reading First (K-3) – PreK – 12 – National Reading Panel “Big 5” extended and reframed in the “Whole to Part Model” (Spadorcia, 2007; Cunningham, 1993) 56

Word ID Phonemic Awareness Alphabetic Principle Automaticity Decoding Writing Language Comprehension Vocabulary Comprehension Background Knowledge Text Structures Adapted from Spadorcia, 2007 and Cunningham, 1993 Whole- to-Part Model Print Processing Beyond Word ID Fluency Prosody Print-to-Meaning Links Writing

Fidelity of Implementation “Without knowing whether an intervention was delivered in the way that research has shown it to be most effective, it is impossible to know the reason for the child’s lack of progress.” Recognition & Response Implementation Guide (2008) 58

Questions? 59