NH RESPONDS High School Demonstration Site Application Information Session October 16, 2008

Support for NH RESPONDS is provided by the NH Bureau of Special Education, NH Department of Education under a grant from the US Department of Education, Office of Special Education and Rehabilitation Services

Agenda 1. Welcome and Introduction 2. Purpose of the Information Session 3. What is NH RESPONDS? 4. What is the High School Demo Project? 5. Eligibility Requirements – Who Can Apply? 6. SAU, School and Team Commitments 7. Application Packet and Process 8. Questions?

Today’s Outcomes 1. Share an overview of the NH RESPONDS project elements 2. Understand the high school demo site initiative and the secondary transition services in high schools. 3. Understand the high school demonstration site application process, 4. Understand the commitments and readiness requirements for applicant SAU’s and schools.

 Initial agreements are achieved  School culture is acknowledged  Purpose is stated clearly  Communication is consistent and effective  Expectations for initial success are realistic  Progress is systematically measured and analyzed  Participants are included in the planning  “Train and sustain” instead of “train and hope” Factors in the Success of School Initiatives

Response to Intervention RtI is a systematic framework for improving social, emotional, behavioral & academic outcomes for children in K-12 schools & ECE Programs. RtI uses a broad set of evidence-based systemic & individualized strategies to effectively prevent and respond to academic and behavioral problems. RtI is a strategic approach in which collaborative teams use effective group processes & data-based decision- making to achieve desired outcomes.

What is NH RESPONDS?

New Hampshire’s Response Building a System of Care and Education RENEW APEX PBIS-NH MAST-NH SIG RtI Literacy

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

The Secondary Transition Component…. 2-3 High Schools will demonstrate the outcomes: of implementation, with fidelity, of a 3- tiered system for improving behavior (PBIS) of implementation, with fidelity, of an intensive school-to-career model for youth at most risk of school failure (RENEW)

APEX- Model Assumptions School organization and systems are related to dropout rates (school-wide issues) (Gottfredson, Gottfredson & Hybl, 1993; Bryk & Thum, 1989; Lee & Burkham, 2001; Nelson, 1996; Rumberger, 2001; Rutter, 1979) Behavioral problems in school are associated with a likelihood of dropping out – indicator of risk Students with significant emotional or behavioral challenges require individualized, community- based transition services in order to successfully complete high school (Wagner & Davis, 2006)

APEX II Model Work with 10 high schools in New Hampshire, To address school-based systems/climate issues: Positive Behavioral Interventions and Supports (PBIS) (Bohanon, et. al., 2004; Sugai & Horner, 1999) Student Leadership Development To address issues for students most at-risk: Rehabilitation for Empowerment, Natural supports, Education and Work (RENEW) (Eber, Nelson & Miles, 1997; Cheney, Malloy & Hagner, 1998; Bullis & Cheney, 1999) 8 th to 9 th grade transition system and practices

APEX II GOALS* 1. Work toward implementing Positive Behavioral Interventions and Supports (PBIS), 2. Provide leadership in the school-wide systems change process and support the dedication of staff time to participate in project activities, 3. Collaborate with project staff to develop a systematic transition from the 8 th to 9 th grade for at-risk students, 4. Collaborate with project staff to develop individualized school- to-career services for the most at-risk students using the RENEW model, and, 5. Develop and implement a high school student leadership initiative to focus on school climate issues. *From 2005 MOU between districts and NH DOE

APEX II PBIS Implementation

RENEW: The “Red Zone” Component of the APEX II Project For the most “at risk” students (60 per high school): Model components: Person-centered planning Individualized academic programming (creative solutions and “Real World Learning” opportunities). Naturally supported employment Interagency collaboration and braided funding School to Career transition articulation, including post-secondary education Mentoring

CAFAS Data APEX (n=20)

NH RESPONDS: Expected High School Student Outcomes Improve Early Literacy and Social Competence Decrease Suspensions and Expulsions Increase Reading Proficiency on Statewide Assessments Reduce Drop Out Rates Increase Graduation Rates Improve Post School Outcomes

NH RESPONDS: Expected High School System Outcomes Increased knowledge and skills by SAU and school teams in designing, implementing with fidelity, assessing, and sustaining of RtI systems of behavior support, dropout prevention, and secondary transition supports in high schools. Increased hired or retained personnel meeting competency standards in a) behavior supports and secondary transition supports in high schools. Increased knowledge and skills in engaging youth at risk of school failure in a self-directed school-to- career planning process in developing Individualized Graduation Plans and Alternative Learning Plans.

RENEW Secondary Transition- Figure 1. School-wide systems of prevention for academics (especially reading) and behavior. Both sides of the triangle feature the same levels of prevention and support: universal, targeted group, and intensive individual. Adapted from Sugai, Horner, and Gresham, Copyright 2002 by the National Association of School Psychologists.

What is RtI in Literacy, Behavior and Secondary Transition?

A 3-Tier Approach Level 1 Level 1, primary prevention, is designed to address the whole population All students (regular classroom) using differentiated instruction with emphasis here on reaching the approximately 80-90% of students who do not have serious behavioral or academic difficulties The purpose of universal strategies is to maximize achievement, prevent future difficulty, and increase positive interactions (success) with people and learning.

A 3-Tier Approach Level 2 Level 2, secondary prevention, is aimed at the roughly 5-10% of students considered at risk for developing behavioral disorders or reading deficiencies These students enter school with significant risk factors and are usually unresponsive to universal prevention strategies alone.

A 3-Tier Approach Level 3 Level 3, tertiary prevention, targets the 1-5% who are not responding to Tier I and Tier II efforts. Intensive, evidence-based strategies or programs focused on addressing targeted student needs in small group or 1:1 in addition to core instruction Increased progress monitoring of targeted skills to measure intervention progress Tertiary interventions are implemented for students with significant needs and are student-centered and adapted to meet individual needs.

Integrating RtI with a Three-Tier System of Support

Responsiveness to Intervention EVIDENCE-BASED INTERVENTIONS STUDENT PERFORMANCE CONTINUOUS PROGRESS MONITORING DATA-BASED DECISION MAKING & PROBLEM SOLVING

SYSTEMS PRACTICES DATA Supporting Staff Supporting Decision Making Supporting Students RtI Support Systems

Who is eligible to apply for NH RESPONDS High School demonstration site status?

ELIGIBLE TO APPLY… SAUs with a high school that has… Participated as part of a CEBIS cohort, or Participated in the APEX I and APEX II project, And, Has obtained buy in, within the past 6 years, from at least 60% of the high school staff to adopt PBIS

SAU and High School Readiness and Commitment The SAU and high school demonstrate the readiness and experience to: Ensure success for ALL high school students, including students with the greatest challenges Create, support and sustain Universal and Secondary level teams, interventions, and data collection as priorities in the SAU and school’s improvement and operations plans Identify and address the needs of secondary level students who are at high risk of school failure, and to address internal challenges to adopt best practices

Number of High Schools to be Selected and Time Period Expect to select 2-3 High Schools based upon scores on application 4 year grant period ( ) Receive training and technical assistance provided by NH Center for Effective Behavioral Interventions and Supports (CEBIS) and Institute on Disability at UNH Emphasis is on behavior (PBIS) and secondary transition (RENEW)

What supports will High School demonstration sites receive from NH RESPONDS?

NH RESPONDS Training and Technical Assistance On-site facilitation for SAU and school teams in PBIS development, implementation and sustainability 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

A dedicated facilitator/external consultant Assist SAU and schools in developing effective, integrated RtI systems, practices, data and teams Support data management and analysis Provide technical assistance on-site, minimum twice per month High Schools are provided with the following resources and assistance

Training For PBIS Teams, RENEW facilitators and/or full faculty Number and focus of days/sessions determined by data and negotiated action plan Guidance in creating a tiered system of student support for behavior Evaluating the impact of RtI on educators and students Creating a system and practice for assisting high-risk high school students to successfully complete their high school programs. High Schools are provided with the following resources and assistance

SAU, School and Team Commitments

SAU Commitments Establish a representative SAU-wide team to oversee and coordinate the effort (this may be with an existing SAU team). Support demonstration sites’ in a integrated RtI system of behavior support to address student needs; and a professional development plan that supports the hiring and retaining of highly qualified personnel to implement this effort. Commitment to data-based decision-making and sharing data with NH RESPONDS.

Solution: SAU-wide Approach Efficiently organize/distribute resources, TA, & professional development opportunities Establish SAU policy to guide efforts & increase accountability Centralize & streamline action planning & decision making

SAU-wide Leadership Team SAU Coordinator Coaches School Teams

SAU Coordinator Professional Development Coordinate professional development opportunities for current teams Assist with training of new teams Coordinate coaches training Work with teams/coaches on development of resource bank (materials, examples, updates of website, etc.)

SAU Coordinator Communication Coordinate communication across SAU Attend school team meetings to provide SAU updates and to listen to school concerns/questions Prepare quarterly & annual reports on progress of the initiative to SAU team Develop SAU policies and procedures

SAU Coordinator Coordination Prepare SAU team agenda Maintain file of meeting minutes, coach logs, and other data sources from school teams Meet with school coaches to problem solve Develop connections between NHRESPONDS and SAU/district school improvement plans Develop linkages to external agencies Explore funding opportunities to expand & support initiative

School Commitments Provide sufficient time for planning and professional development aligned with NH RESPONDS Implement an integrated RtI systems of behavior support and secondary transition instruction to address student needs. Link SAU and individual PD plans and align with goals of NH RESPONDS Use data-based decision-making

School Commitments Continued Collaborate with NH RESPONDS staff and parent organization partners. Provide a system for collecting, analyzing and sharing SAU, district, school, and student level data to improve desired outcomes. Collaborate with NH RESPONDS outside evaluators. Develop an infrastructure and policies to sustain the effort after the life of the project.

Roles of the Universal Team 1. Lead the Universal System of PBIS 2. Identify key presenting problems 3. Conduct a site analysis 4. Develop/revise the school-wide PBIS program based on on- going data 5. Actively communicate with staff members and families regarding the activities of the leadership team 6. Conduct staff meetings to ensure the understanding, implementation and maintenance of the school-wide RtI program 7. Serve as exemplars for staff and families Nelson & Sugai, 1999

The RtI Coach "Effective coaches embody...a 'compelling combination of personal humility and professional will.' They are affirmative, humble, and deeply respectful of classroom teachers, but they are unwilling to rest unless they achieve significant improvements in teaching and learning in their schools.” Instructional Coaching/The School Administrator (April 2006)

Application Packet and Process

Application Content & Scoring Application will be reviewed and scored by an evaluation team using the following scoring criteria: 1. NH RESPONDS Demonstration Sites Application Cover Page (Appendix A) completed and required signatures of assurances for the application. (5 points) 2. Readiness and Commitments (Appendix B) completed and demonstrates readiness and commitment to participate as NH RESPONDS Demonstration sites (45 points) 3. Staff agreement (buy in) to participate (25 points) 4. Part IV: Narrative completed and demonstrates how NH RESPONDS aligns with current SAU and school priorities, initiatives, and use of data for decision making purposes. (30 points)

Application Forms Appendix A – Application Cover Page (p.10) Appendix B Part 1- faculty Vote Appendix B Parts 2 and 3- SAU and School Readiness and Commitments Appendix C- Narrative

Application Forms Continued Application is posted on DOE website as a word document so you can download and type on Application forms If you need additional pages for Appendix C Narrative please add them. Please clearly identify and label additional materials submitted to meet application requirements.

Application Deadline An original Application and 1hard copy must be received by: 4:00 PM on November Please Submit Applications to: Amy Jenks NH RESPONDS Grant NH Department of Education 101 Pleasant Street Concord, New Hampshire 03301

Timeline Month, YearTask October 16, 2008Information Session 1-4PM NH Department of Education Room 15 October 16- November 3, 2008 Faculty Presentations for 60% vote if necessary November 6, 2008NH RESPONDS Demonstration sites Application deadline November 10-24, 2008Review and Scoring of Applications November 28, 2008Project Recipients Notified December 15, 2008Projects begin – SAU and School-based leadership teams formed

Need More Information or Have Any Questions? Any questions after today, please contact: Amy Jenks, Grant Coordinator NH RESPONDS Grant NH Department of Education 101 Pleasant Street Concord, New Hampshire (603)