1. NH RESPONDS Demonstration Site Application Information Session March 12, 2008

2. 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

3. Agenda 1. Welcome and Introduction of Team 2. Purpose of the Information Session 3. What is RtI? 4. What is NH RESPONDS? 5. RtI in Literacy, Behavior and Secondary Transition 6. Eligibility Requirements – Who Can Apply? 7. What Supports do Demonstration sites get from NH RESPONDS? 8. SAU, School and Team Commitments 9. Application Packet and Process 10. Questions?

4. Today’s Outcomes 1. An overview of RtI as it applies to behavior and literacy in schools and early childhood centers, and to secondary transition services in high schools. 2. An understanding of the NH RESPONDS grant and how the demonstration sites, and this application process, fit in 3. An understanding of the commitments and readiness requirements for applicant SAU’s, schools and teams

5. Today’s Outcomes 4. An understanding of the eligibility requirements and application procedures 5. An understanding of what to expect in the first year 6. An understanding of the next steps to take if you are interested in pursuing the application process 7. Answers for most of your questions

6. We Know that Challenges to Implementation Exist Multiple and often competing initiatives Lack of data-based decision making Need to build competence for accurate and sustained implementation Reactive classroom and school environments Low rates of regular positive acknowledgements for students and staff Need to design strategies to support staff with the same emphasis that we design strategies to support students Skepticism of some staff members based on previous experiences

7.  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

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

9. What is RtI?

10. Responsiveness to Intervention (RtI) Batsche et al. (2006) RtI is defined as “the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions.”

11. 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.

12. 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, 2002. Copyright 2002 by the National Association of School Psychologists.

13. 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.

14. 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.

15. A 3-Tier Approach Level 2 (cont’d) The goal is two-fold: To increase opportunities for student success in areas that they do not typically experience success To establish effective and efficient strategies, approaches and tools that will increase their responsiveness to primary interventions Secondary interventions must be structured to meet needs of at-risk youth such as group interventions in addition to core instruction that target specific areas of student need Increased monitoring of targeted skills to measure intervention progress

16. 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.

17. Integrating RtI with a Three-Tier System of Support Step 1: Problem Identification Step 2: Problem Analysis Step 3: Intervention Design Step 4: Response to Intervention

18. RtI Applications EARLY READING/LITERACYSOCIAL BEHAVIOR TEAM General educator, special educator, reading specialist, Title 1, school psychologist, etc. General educator, special educator, behavior specialist, Title 1, school psychologist, etc. UNIVERSAL SCREENING Curriculum based measurement Systematic Screening, record review, gating PROGRESS MONITORING Curriculum based measurement ODR, suspensions, behavior incidents, precision teaching EFFECTIVE INTERVENTIONS specific literacy skills: phonemic awareness, phonics, fluency, vocabulary, comprehension and writing Direct social skills instruction, positive reinforcement, token economy, active supervision, behavioral contracting, group contingency management, function- based support, self-management DECISION MAKING RULES Universal, targeted, intensivePrimary, secondary, tertiary tiers

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

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21. What is NH RESPONDS?

22. State Certification Standards and Competencies Curriculum Development Pre and Inservice Professional Development Activities Federal Laws and Requirements NH RESPONDS – State Professional Development Grant Positive Behavior Supports Secondary Transition Literacy Evidence PracticesBased

23. 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

24. RtI in Literacy, Behavior and Secondary Transition

25. 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 Integrated RtI for Literacy and Behavior 1. Administrative Leadership Team

26. 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 Reducing the Gap Improve Post School Outcomes

27. Anticipated System Outcomes Increased hired or retained personnel meeting competency standards in a) behavior supports, b) literacy instruction, and (c) secondary transition supports in high schools. Increased knowledge and skills by SAU and school teams in designing, implementing with fidelity, assessing, and sustaining of RtI systems of behavior support, literacy instruction and secondary transition supports in high schools.

28. Anticipated System Outcomes High Schools only – 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.

29. Who is eligible to apply for NH RESPONDS demonstration site status?

30. ALL NH SAUS ARE ELIGIBLE TO APPLY 3 demonstration sites in each SAU 1 school (2008-2012)  Can be an elementary, middle, or high school  Demonstrates commitment 80% staff vote (70% in high schools) 1 school (2009-2012)  Can be an elementary, middle, or high school  Demonstrates commitment 80% staff vote (70% in high schools) by 2009 1 ECE program (2008-2012)/(2009-2012)  Can be SAU/District program, community based program or Head Start program

31. Demonstration Sites within SAU ECE programs and K-12 Schools Demonstrate current implementation w/ fidelity of universal systems of RtI in either Literacy (evidence-based literacy program) Behavior (PBIS or other evidence-based behavior program) or Both as requisite for acceptance. Participating high schools would be expected to implement secondary transition supports in addition to above.

32. Number of SAUs to be Selected and Time Period Expect to select 5 SAUs Geographically spread across state In Each SAU: 2 schools and 1 ECE program 4 year grant period (2008-2012) receive training and technical assistance provided by NH Center for Effective Behavioral Interventions and Supports (CEBIS) and Institute on Disability at UNH

33. What supports do demonstration sites get from NH RESPONDS?

34. NH RESPONDS 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

35. A dedicated Response to Intervention 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 Demonstration sites are provided with the following resources and assistance

36. Training  For RtI Teams 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 and literacy  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 program. Demonstration sites are provided with the following resources and assistance

37. SAU, School and Team Commitments

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

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

40. SAU-wide Leadership Team SAU Coordinator Coaches School Teams

41. 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.)

42. 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

43. 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

44. SAU-wide Coaches Connect point between school teams and the SAU initiative Provide technical assistance to school teams Not intended to “lead” team, rather, serve as an additional resource Access materials, share examples from other schools, updates from the SAU

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

46. 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.

47. Composition of the School Team(Universal RtI) 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

48. Roles of the School Team 1. Lead the Universal System of RtI 2. Identify key presenting problems 3. Conduct a site analysis 4. Develop/revise the school-wide RtI program based on on-going data 5. Actively communicate with staff members and families regarding the activities of the leadership team 7. Conduct staff meetings to ensure the understanding, implementation and maintenance of the school-wide RtI program 8. Serve as exemplars for staff and families

49. The Ideal RtI Coach Must Be Well respected (foremost) A strong communicator Flexible in terms of developing schedules Highly skilled at building trusting relationships Ambitious about the change process Respectful of teachers and the demands of the classroom Skilled at working with data An effective problem-solver

50. 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)

51. Mar Apr May Jun Jul Aug Sept Oct Nov Contact Amy Jenks by April 14 to schedule RtI overview Evaluate SAU Interest and capacity If 80%+ (70%+ HS), Complete application Conduct RtI Overview Determine school readiness and interest Complete and action plan the Working Smarter Inventory as necessary to minimize duplication of effort and staff burnout Assess and develop communication strategies and protocols Determine sources, and use, of data for decision-making At least one SAU/ NH RESPONDS Planning meeting Additional assessments of readiness for RtI approaches to behavior and literacy SAU-specific action planning based on data General Schedule for Initial RtI Planning Assess and develop effective team processes Submit application by June 16 Full faculty votes Applicants notified July 8 Assign facilitator/ consultant

52. Application Packet and Process

53. 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. Part IV: Narrative (Appendix C) completed and demonstrates how NH RESPONDS aligns with current SAU and school priorities, initiatives, and use of data for decision making purposes. (40 points)

54. Application Content & Scoring Cont. 4. Part IV: Team Rosters (Appendix D) completed with necessary membership and others key members in your SAU/school that should be part of these teams (10 points) The Total points will be an important factor, but not the only consideration in selecting demonstration sites. Other factors may include geographic distribution, size and demographic diversity of applicant SAU’s and designated districts in need of improvement (DINI) or schools in need of improvement (SINI) status of applicant sites.

55. NH RESPONDS Overview Presentation for Faculty Vote Application requires at least an 80% (70% in high school) vote by faculty in favor of adopting the goals of NH RESPONDS and begin implementing during the next school year (2008-2009). This requirement applies to participating 1 st year schools (2008-2009) at the time the SAU submits their NH RESPONDS application. (See Appendix B: Part 2: School Readiness and Commitments Checklist item #4 on Page 16 of this application). The vote should be taken after the school’s full faculty has been provided with an overview of NH RESPONDS. To request the required Overview Presentation to your faculty by the NH RESPONDS staff: Contact Amy Jenks at (603) 271-3842 or ajenks@ed.state.nh.us as soon as possible but no later than April 14, 2008.ajenks@ed.state.nh.us Please be prepared with possible dates between April 7 and May 31, times and locations for this presentation to occur so you can schedule a presenter accordingly. Your faculty can then take the required vote. Overview presentations will last about an hour and a half and, due to limited presenter time, will be on a first come first serve basis.

56. Application Forms Appendix A – Application Cover Page (p.10) Captures Application contact information Clearly Identifies schools and ECE program to participate Assurance of readiness and commitment for application with administrative signatures

57. Application Forms Continued Appendix B – Part I SAU Readiness and Commitment (pp. 11-13) Schools starting in Year 1(2008-2009) must have universal (Tier 1) levels of support already in place for either: PBIS literacy instruction STS (high school only), or all three. Self-assessment (charts on pp. 11-13) to determine SAU readiness.

58. Application Forms Continued Appendix B Part 2: School Readiness and Commitments (pp.14-16) To be completed by the building or program administrator of the school listed to participate starting in year 1 (2008-2009) Complete School data table on p. 14 The questions on Page 15 gather information about your school’s current curriculum and initiatives

59. Application Forms Continued Appendix B – Part 2 continued Complete the school readiness and commitment checklist on pp. 16 and 17 High School Only questions are to be completed only by those SAUs who identify a high school as their 1 st year school To be used to determine school level readiness and commitment to participate in this grant.

60. Application Forms Continued Appendix B – Part 3 ECE Program Readiness and Commitments (pp. 17-18) SAUs are required to have at least one ECE program demonstration site- either year 1 or 2 ECE program can be an SAU/district program, community program, or Head Start Programs including students with and without disabilities will be given priority

61. Application Forms Continued Appendix B – Part 3 ECE Program Readiness and Commitments (pp. 17-18) continued Describe your program’s current literacy and behavior program ECE Program Commitment Checklist (p.18) to demonstrate ECE program readiness and commitment to participate in this grant.

62. Application Forms Continued Appendix C – Narrative (pp. 19-22) Question 1. (p. 19) complete with information about how NH RESPONDS priorities align with and may enhance your SAU’s identified strategic priorities Question 2. (p.20) Give examples of the features in place in your school that would assist your SAU to successfully implement this initiative. Identify if they are factors at the SAU, School or Team/Individual level.

63. Application Forms Continued Appendix C – Narrative (pp. 19-22) Question 3. (p. 21) Current initiatives related to NH RESPONDS areas and extent of implementation to demonstrate commitment to sustaining changes. Question 4. (p. 4) Share your data systems and use of this data. Shows need for data systems and/or demonstrates your current ability to use data for decision-making for improved student outcomes.

64. Application Forms Continued Appendix D – Team Rosters (pp. 23-24) * Signifies required team members Add additional members as you feel are needed Complete SAU Team Roster and School Team Roster for your participating school in year 1 Complete ECE Program Roster (only if ECE Program will participate in year 1) Complete Secondary Transition Team Roster only if your 1 st year school is a high school - STS team in addition to your school team

65. 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.

66. Application Deadline An original Application and 3 copies must be received by: 4:00 PM on June 16, 2008 Please Submit Applications to: Tamela Dalrymple NH RESPONDS Grant NH Department of Education 101 Pleasant Street Concord, New Hampshire 03301

67. Timeline Month, YearTask March 1, 2008Application & Information Session Disseminated March 7, 2008RSVP for Information Session March 12, 2008Information Session 1-4PM NH Department of Education Room 15 April 7 – May 31, 2008Faculty Presentations for 80/70% vote June 16, 2008NH RESPONDS Demonstration sites Application deadline June – July 2008Review and Scoring of Applications July 8, 2008Project Recipients Notified Summer 2008Minimum of 1 initial SAU Leadership Team meeting September – October 2008Projects begin - School-based leadership teams formed

68. 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 03301 (603) 271-3842 ajenks@ed.state.nh.us