NH RESPONDS Demonstration Site Application Information Session March 12, 2008

NH RESPONDS Demonstration Site Application

Information Session

March 12, 2008

Support for NH RESPONDSis 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

Agenda1. 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?

Today’s Outcomes1. 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

Today’s Outcomes4. An understanding of the eligibility

requirements and application procedures5. An understanding of what to expect in

the first year6. An understanding of the next steps to

take if you are interested in pursuing the application process

7. Answers for most of your questions

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

Initial agreements are achievedSchool culture is acknowledgedPurpose is stated clearlyCommunication is consistent and effectiveExpectations for initial success are realisticProgress is systematically measured and analyzedParticipants are included in the planning“Train and sustain” instead of “train and hope”

Factors in the Success of School Initiatives

New Hampshire’s ResponseBuilding a System of Care and Education

RENEWAPEX

PBIS-NH MAST-NH

SIG RtI

Literacy

What is RtI?

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.”

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.

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.

A 3-Tier ApproachLevel 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.


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 ApproachLevel 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


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

Step 1: Problem Identification

Step 2: Problem Analysis

Step 3: Intervention Design

Step 4: Response to Intervention

RtI ApplicationsEARLY READING/LITERACY SOCIAL BEHAVIOR

TEAMGeneral 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, intensive Primary, secondary, tertiary tiers

Responsiveness to Intervention

EVIDENCE-BASEDINTERVENTIONS

STUDENTPERFORMANCE

CONTINUOUSPROGRESS MONITORING

DATA-BASEDDECISION MAKING &PROBLEM SOLVING

jRtI Logic

Teach w/ best curriculum & instruction

Intervene early at all levels

Use student behavior as

progress indicator

Screen universally &

frequently

Modify & specialize for

non-responders

What is NH RESPONDS?

State Certification

Standards and Competencies

CurriculumDevelopment

Pre and Inservice

Professional Development

Activities

Federal Laws and

Requirements

NH RESPONDS – State Professional Development Grant

Positive Behavior Supports


Literacy

Evidence

PracticesBased

NH RESPONDSIntegrated 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

Professional Development

RtI in Literacy, Behavior and


RtI Assessment ofSystems 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. DesignatedCoordinator

4. Outcomes:Capacity Building

Student AchievementSchool Climate

3. Unified Vision & Integrated Approach forBehavior and Literacy

5 .District Plan for Implementation

7. Consolidated Resources &

Streamlined Practices

Integrated RtI for Literacy and Behavior

1. Administrative Leadership Team

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

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.

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.

Who is eligible to apply for NH RESPONDS

demonstration site status?

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

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.

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

What supports do demonstration sites

get from NH RESPONDS?

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 SupportResources provided free of charge

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

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

SAU, School and Team

Commitments

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

Solution: SAU-wide Approach

Efficiently organize/distributer resources, TA, & professional development opportunities

Establish SAU policy to guide efforts

& increase accountabilityCentralize & streamline action planning

& decision making

SAU-wide Leadership Team

SAU Coordinator

Coaches

School Teams

SAU Coordinator

Professional DevelopmentCoordinate professional development

opportunities for current teamsAssist with training of new teamsCoordinate coaches trainingWork with teams/coaches on

development of resource bank (materials, examples, updates of website, etc.)

SAU Coordinator

CommunicationCoordinate communication across SAUAttend 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 CoordinatorCoordination 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

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 resourceAccess materials, share examples from

other schools, updates from the SAU

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

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.

Composition of the SchoolTeam(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

Roles of the School Team1. Lead the Universal System of RtI2. Identify key presenting problems3. Conduct a site analysis4. Develop/revise the school-wide RtI program based

on on-going data5. 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

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

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)

Mar Apr May Jun Jul Aug Sept Oct Nov

Contact Amy Jenks by April 14 to schedule

RtI overview

Evaluate SAUInterest and

capacityIf 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 applicationby June 16

Full faculty votes

Applicantsnotified July 8

Assign facilitator/consultant

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. 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)

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.

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 1st 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 [email protected] as soon as possible but no later than April 14, 2008. 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.

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

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.


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


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 1st year school

To be used to determine school level readiness and commitment to participate in this grant.


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


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.


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.


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.


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 1st year school is a high school - STS team in addition to your school team


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 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

Timeline

Month, Year Task

March 1, 2008 Application & Information Session Disseminated

March 7, 2008 RSVP for Information Session

March 12, 2008 Information Session 1-4PM NH Department of Education Room 15

April 7 – May 31, 2008 Faculty Presentations for 80/70% vote

June 16, 2008 NH RESPONDS Demonstration sites Application deadline

June – July 2008 Review and Scoring of Applications

July 8, 2008 Project Recipients Notified

Summer 2008 Minimum of 1 initial SAU Leadership Team meeting

September – October 2008

Projects begin - School-based leadership teams formed

Need More Information or Have Any Questions?

Any questions after today, please contact:Amy Jenks, Grant CoordinatorNH RESPONDS Grant NH Department of Education101 Pleasant Street Concord, New Hampshire 03301(603) [email protected]

Documents

NH RESPONDS Demonstration Site Application Information Session March 12, 2008