1. RTI and NH RESPONDS Professional Development for Excellence in Education November 5, 2009 1

2. Agenda 1.What is Response to Intervention (RTI)? 2.NH RESPONDS: Grant Goals and Objectives 3.How NH RESPONDS Aligns with other National and State Initiatives 4.RTI at the High School Level 5.Questions and Answers 2

3. What is RTI? 3

4. 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. 4

5. Big Ideas of RTI Conceptualizing RTI as a systematic framework based on educational research 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 5

6. 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. 6

7. 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 7

8. 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 8

9. 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. 9

10. 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 10

11. 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. 11

12. 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 12

13. NH RESPONDS Grant Goals & Objectives 13

14. 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. 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 - H323A070028 14

15. 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. 15

16. 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. 16

17. 17 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

18. How NH RESPONDS aligns with other National and State Initiatives 18

19. 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 19

20. 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 20

21. RTI at the High School Level 21

22. The High School Context The mission of a high school education includes preparation for: – Lifelong learning, – Social development, – Citizenship, – A vocation, – College – Vocational training – The military – Employment – Independent living 22

23. The High School Context (cont.) The outcome for high school is the attainment of a “credential (diploma, GED, or equivalent) Interim steps include obtaining at least 20 credits Standards for a diploma require passing required courses (4 English, 3 Math, etc.) 23

24. The High School Context (cont.) Most high schools have varied course levels with pre- requisites for eligibility: – “Freshmen” courses and academies – Honor and Advanced Placement courses – “Leveled” courses (based upon academic and behavioral performance) – Vocational classes – Guided and segregated studies – “Social skill” and alternative classes These classes serve to “sort” students according to “informal” academic and behavioral criteria 24

25. APEX II Funded by the U.S. DOE Office of Elementary and Secondary Education under its Dropout Prevention Initiative 2006- 2009 10 participating high schools in NH with the highest annual dropout rates Regular Education, high school reform Our staff (the institute on Disability at UNH) use the “consultant expert” model to provide PD and support 25

26. APEX Model Relates Directly to What the Research Tells Us The quality of a school’s organizational and systems features 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) 26

27. APEX II Model To address school-based systems/climate issues 1. Positive Behavioral Interventions and Supports (PBIS) (Bohanon, et. al., 2004; NH CDEBIS; Sugai & Horner, 1999) 2. Student Leadership Development To address issues for students most at-risk: 3. Rehabilitation for Empowerment, Natural supports, Education and Work (RENEW) (Bullis & Cheney, 1999; Cheney, Malloy & Hagner, 1998; Eber, Nelson & Miles, 1997; Malloy & Cormier, 2004; ) 4. 8 th to 9 th grade transition system and practices 27

28. The APEX II High School Model: Positive Behavior Interventions & Supports & RENEW Malloy, Agorastou & Drake, 2009 Adapted from Illinois PBIS Network, Revised Sept., 2008 & T. Scott, 2004 Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Tier 2/Secondary Tier 3/ Tertiary Student Progress Tracker; SIMEO Tools: HSC-T, SD-T, EI-T Small Group Interventions (CICO, Social and Academic support groups, etc) Intervention Assessment Group Interventions with Individualized Focus (CnC, etc) Simple Individual Interventions (Brief FBA/BIP, Schedule/ Curriculum Changes, etc) Multiple-Domain FBA/BIP RENEW Wraparound ODRs, Attendance, Tardies, Grades, Credits, Progress Reports, etc. Weekly Progress Report (Behavior and Academic Goals) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. 28

29. APEX II Outcomes: Annual Dropout Rates for 10 APEX II Schools 29

30. APEX Features: Universal Level Systems: – Leadership Team & Processes – Student Leadership – Data-based decision making, decision rules – Universal expectations, response system Practices: – Classroom Management – Teach and recognize expected behavior – Responding to problem behavior Data: – Office Discipline Referrals Attendance, Progress Reports, – Universal screening 30

31. Secondary Features Systems: – Targeted Team – Early Identification, Decision Rules. – Communication with teacher, parents and students. Practices: – Check In/Check Out – Social Contracting – Other Targeted Group Interventions – Simple Functional Behavioral Assessment and Behavior Support Plans Data: – Weekly (Bi-weekly) ODRs, Attendance, Progress Reports. – Functional Behavioral Assessment, Competing Behavior Pathway 31

32. Tertiary Features Systems – Systematic Screening for Intensive Supports – Teacher training and support through Targeted Team – Staff time and resources to provide individualized supports to youth Practices – Intensive FBA and Behavior Support Plans – Escalating Behavior Cycle/Conflict Cycle – RENEW Individualized Services – Referral to Community Resources – Wraparound 32

33. Rehabilitation, Empowerment, Natural supports, Education and Work {RENEW} A process that utilizes the strengths of the individual, fosters his/her self determination and builds a system of care around the individual in order to improve his/her quality of life so that s/he will more likely be successful in school and other life domains. 33

34. RENEW Outcomes High School Completion Employment Post-secondary Education Community Inclusion- Linkages with community resources and supportive relationships 34

35. Implications for HS RTI Limited research on RTI in secondary level. 8 th to 9 th Grade transition is critical: – Baseline – Progress monitoring Academic and behavioral challenges might not surface until the student reaches high-school. 3-Tiered structure should be in place for all incoming freshmen 35

36. Progress Monitoring for High Schools Programs and progress monitoring/data collection should be focused on high school related issues: – Attendance/academic progress/credits earned – Dropout prevention – monitor to keep students on track – Transition and planning for after high school – School climate 36

37. Case Study: Secondary Level Prevention: Evolution of Targeted Team Identified a team that already focused on at- risk students (Student Intervention Team) Consensus to re-structure the team (membership and procedures)- Winter 2006 Training: received formal training and weekly technical support Began using SWIS data to ID students Began using Functional Behavioral Assessment 37

38. Interventions used Check In Check Out Mentoring Credit recovery Social skills Homework lab Home setting involvement Counseling Pass system RENEW Student Leadership Referral. 38

39. 39 Rate per month of Office Discipline referrals

40. 40

41. Case Example: RENEW Implementation in one High school 1.Person Centered Planning 2.Individualized Team Development and Wraparound services 3.Braided Funding (Individualized Resource Development) 4.Flexible Education Programming 5.Individualized School-to-Career planning 6.Naturally supported employment 7.Mentoring 8.Sustainable Community Connections 41

42. RENEW Goals High School Completion Employment Post-secondary Education Community Inclusion- Linkages with community resources and supportive relationships 42

43. Office Discipline Referral Data: Cohort 1 Cohort 2 43

44. Skipping Data: Cohort 1 Cohort 2 44

45. Credit Data: Cohort 1 Cohort 2 45

46. From APEX II to RESPONDS 2 APEX II High Schools have continued as NH RESPONDS demonstration sites Secondary transition for youth with emotional and behavioral disorders (EBD) is one of the focus areas of NH RESPONDS (using the RENEW model and in collaboration with VR, behavioral health, & the Community of Practice in Secondary Transition) 46

47. Questions? 47

48. Contacts Amy Jenks, Program Specialist III NH Department of Education (603) 271-3842 ajenks@ed.state.nh.us JoAnne Malloy UNH Institute on Disability (603) 228-2084 JoAnne.Malloy@unh.edu www.iod.unh.edu 48