Sarah Arden, National Center for Systemic ImprovementTeri Marx and Rebecca Zumeta Edmonds, National Center on Intensive Intervention

David Sienko, Rhode Island Department of Education

Working Together to Build Capacity to Progress toward SIMR Goals

Beyond Collaboration for Collaboration’s Sake

2015 Leadership Conference“All In: Achieving Results

Together”

Center Introductions• National Center on Systemic Improvement (NCSI)

– State Systemic Improvement Plan Development

• National Center on Intensive Intervention (NCII)

State and Center Collaboration• Rhode Island: Collaboration around SIMR Goals

Resources

Discussion

Agenda

NATIONAL CENTER FOR SYSTEMIC IMPROVEMENT (NCSI)

• Provide states with technical assistance (TA) to build capacity around improved outcomes for children with disabilities

• Play a major role in helping states achieve a national vision of Results-Driven Accountability (RDA) for special education and early intervention programs

The NCSI Charge

Slide from: OSEP Slides to Explain Results Driven Accountability (RDA) Retrieved from OSEP RDA Website

All components of an accountability system will be aligned in a manner that best support states in improving results for infants, toddlers, children, and youth with disabilities and their families.

Shift from Compliance to

Results + Compliance

Results-Driven Accountability: Vision

• Increase the capacity to develop and evaluate State Systemic Improvement Plans (SSIPs) while meaningfully engaging stakeholders in the process

• Increase knowledge, selection, and utilization of evidence-based practices (EBPs) and ensure sustainable implementation

• Improve infrastructure and coordination for scaling-up effective strategies, meaningful engagement of stakeholders, resource mapping and allocation, and instructional collaboration

• Increase the capacity of state education agencies and lead agencies to effectively utilize technical assistance resources funded by the Department of Education

Objectives for State and Local Agencies

Slide from: OSEP Slides to Explain Results Driven Accountability (RDA) Retrieved from OSEP RDA Website

Year 1—FFY 2013Delivered by April 2015

Year 2—FFY 2014Delivered by April 2016

Years 3–6—FFY 2015–18Feb. 2017–Feb. 2020

Phase I Analysis Phase II Plan Phase III Evaluation Data analysis Infrastructure

analysis State-identified

measureable result Coherent

improvement strategies

Theory of action

Multiyear plan addressing:• Infrastructure development• Support early intervening

services program and local education agencies in implementing evidence-based practices• Evaluation plan

Reporting on progress including:• Results of ongoing

evaluation• Extent of progress

Revisions to the State Performance Plan

State Systemic Improvement Plan (SSIP)

• State-identified Measurable Result(s) (SiMR)– A child-level (or family-level, for Part C) outcome– Not a process or system result– May be a single result or a cluster of related

results

• Identified based on analysis of data

State-identified Measurable Result(s)

Where are States Focusing?Part B SiMRs

• What knowledge do you have about NCSI?

• What is the focus of your State’s SiMR?

Turn and Talk

• Data Use– Knowing what data to look at…accessing those data…root cause analysis to make sense

of the data• Knowledge Utilization

– Selecting coherent/aligned evidence-based practices…implementing them with fidelity…scaling up and sustaining them

• Systems Change– Infrastructure considerations…resource mapping and alignment…policies that support

the goals• Communication & Collaboration

– Problem solving and planning with diverse stakeholders, in the right settings, at the right time…and working together for implementation to achieve results

NCSI Areas of Focus

• Meeting SiMR goals will require a focus on improving instruction and intervention.

• States will be in need of support on how to provide intensive intervention for the kids who need it the most, including: – Evidence-based intervention strategies – Overcoming implementation barriers– Making connections to other state, district, and school initiatives

Why is progressing toward your SiMR important?

• One way NCSI is providing State support is through Cross State Learning Collaboratives

• These collaboratives are intended to provide States with face to face opportunities to convene and problem solve around:– Continuous Improvement– Implementation of Evidence Based Practices– Infrastructure Development – Data Analysis– Other Priority areas and Phase II SSIP development

NCSI State Support

NATIONAL CENTER ON INTENSIVE INTERVENTION (NCII)

to build district and school capacity to support implementation of data-based individualization in reading, mathematics, and behavior for students with severe and persistent learning and behavioral needs.

NCII’s Mission is…

Intensive intervention is designed to address severe and persistent learning or behavior difficulties. Intensive interventions should be— (a) Driven by data (b) Characterized by increased intensity (e.g.,

smaller group, expanded time) and individualization of academic instruction and/or behavioral supports

What is intensive intervention?

Why Intensive Intervention?

Too many students, especially those with disabilities, lack basic skills for reading and math or have serious discipline problems in school

• Students with disabilities who are not making adequate progress in their current instructional program• Students who present with very low academic

achievement and/or high-intensity or high-frequency behavior problems (typically those with disabilities) • Students in a tiered intervention system who have not

responded to secondary intervention programs delivered with fidelity

Who needs Intensive Intervention?

Data-Based Individualization (DBI): A systematic method for using data to determine when and how to provide more intensive intervention:• Origins in data-based program modification/experimental teaching were

first developed at the University of Minnesota (Deno & Mirkin, 1977).• It is a process, not a single intervention program or strategy.• It is not a one-time fix, but an ongoing process comprising intervention

and assessment adjusted over time.

What is NCII’s Approach toIntensive Intervention?

DBI: Integrating data-based

decision-making across academics

and social behavior

• Prior to this presentation, had you heard about NCII or had you utilized any NCII resources?

• What comes to mind when you think about “intensive intervention?”

Turn and Talk

• Intensive Technical Assistance in 4 States: • Michigan (7 elementary schools)• Minnesota (2 elementary schools)• Missouri (5 elementary and 1 middle school)• Rhode Island (5 elementary and 1 middle school)

NCII’s Technical Assistance

SUPPORTING STUDENTS THROUGH INTENSIVE INTERVENTION

• Theory of Action and Plan for Improvements in SSIP Phase I and II:– SiMRs /Strategies specifying intensive intervention, multi-tiered intervention

structures, and data-based decision making

• These plans allowed for collaboration opportunities to occur between NCSI, NCII, and States:– NCSI: Selecting coherent/aligned evidence-based practices, implementing

them with fidelity and scaling up and sustaining– NCII: Designing and delivering intensive intervention for students with the

most persistent academic and/or behavioral needs

NCII and SiMR Goals

• Intensive intervention is embedded within a multi-tiered system of support (MTSS) such as Response to Intervention (RTI) or positive behavioral interventions and supports (PBIS).

• Progress monitoring data collected to determine response to intervention.

• Challenges remain:– Unclear distinction between secondary (Tier 2) and intensive (tertiary/Tier 3)

interventions– Intensity of intervention defined more often in “quantitative” ways than in “qualitative”

ways– Use of progress monitoring data more clearly defined and well established in reading

than in mathematics or behavior

Delivering Intensive Intervention: High-Performing Sites

• Staff commitment• Student plans• Student meetings• Valid, reliable data• Inclusion of students with disabilities

Key Lessons: Intensive Intervention

Key Element Flexibility Within Implementation

Commitment of:Principal Intervention staff Special educators

Specific intervention staff involved including staff who work with students with intensive needs in the area(s) of concern. (e.g., reading specialists, social workers)

Staff Commitment

Key Element Flexibility Within Implementation

Student plans are developed and reflect: Accurate and timely student

data Goal(s) for the intervention

based on valid, reliable assessment tools

Timeline for executing and revisiting the intervention plan

Content area(s) Number of student plans Grade level(s)

Student Plans

Key Element Flexibility Within Implementation

Student meetings are data driven.

There is a regularly scheduled time to meet.

Meetings are structured to maximize efficiency and focused problem solving

Frequency Schedule Team members

Student Meetings

Key Element Flexibility Within Implementation

Valid, reliable progress monitoring tools are used.

Data are graphed. Data are collected at regular

intervals.

Choice of tool Use of progress-monitoring

data at other tiers

Progress Monitoring

Key Element Flexibility Within Implementation

Students with disabilities must have access to intensive intervention.

Who delivers intervention for students with disabilities

Inclusion of students with and without IEPs

Students With Disabilities

Learn more at: NCSI Website

• Led by WestEd• Partners:

– AIR– NASDSE– SRI– CCSO– Parent Center Network– Meadows Center for Prevention

Educational Risk (evaluator)

NCII and NCSI Collaboration

• Was there anything surprising about the “Key Lessons” shared?

• If not, why do you think schools and districts continue to struggle with MTSS implementation?

Turn and Talk

State Collaboration: Rhode Island

• The Rhode Island Department of Education (RIDE) applied for intensive TA supports. – “In-Kind” contributions from RIDE include coaches from the State Department, the

Northern Rhode Island Collaborative (NRIC), the RI Technical Assistance Project (RITAP), and SPDG - MTSS

• Two districts receiving intensive TA from NCII. – Currently working closely with two districts who have continued to refine their

implementation of DBI across school sites. One district has expanded to 3 additional schools since receiving support from NCII.

• Currently moving into Year 5 of the NCII grant-funding cycle, so the focus is building State and District capacity.

NCII and RI

• Focus group with practitioners in the State who are implementing intensive interventions to prepare for scaling-up.

• Rhode Island Parent Information Network (RIPIN) hosted the focus group, and the Director of the PTIC @ RIPIN participated.

• Interviews with special education leaders and their representatives in urban districts.

NCII Scale-Up: Stakeholder Involvement

• What’s the most effective method to share new knowledge in your school/district/area? (e.g., regional trainings, summer summit, on-line materials/on-line COP, embedded TA, “train-the-trainer”)

• Are there specific types of training/process that are better for certain topics?

• What kind of (progress monitoring) data do you have that drives intensive instruction for students with disabilities (academic and behavior)?

• Who are individuals with the knowledge about interventions and data-based decision making?

Focus Group Questions

• How do they demonstrate that knowledge?• How do schools/interdisciplinary teams support students with

disabilities and intensive needs when there are barriers at Tier 1 and Tier 2?

• How are data being used to intensify supports for students? • How do you access that data?• What are your tools/personnel/resources to intensify the

instruction?

Focus Group Questions (Cont.)

Summarized Focus Group Results

• Data Analysis – identified the SiMR

• Infrastructural Analysis – identified intensive intervention as one improvement strategy

• Stakeholder Involvement – gained insight from a broad constituency

Rhode Island’s Phase I of SSIP

SSIP Stakeholder Involvement

The SSIP Core Team sought feedback from multiple groups in RI bringing data and infrastructure to each session and returning with new areas to examine in the data based on group feedback:• IDEA Staff• OSCAS Staff (Title I, Title III, IDEA, 21st Century, Safe & Healthy Schools)• MTSS Implementation Team• RI Systems of Supports Team (includes additional RIDE offices such as

Transformation, Multiple Pathways, Instruction/Assessment)• RISEAC• Special Education Directors• Curriculum Directors• General comment opportunity online

RIDE Presentation Including Data Analysis

• Improving intensive and individualized instruction within a systematic framework of culturally and linguistically responsive supports for students with disabilities, particularly elementary Grades 3-5 Hispanic and Black children with specific learning disabilities in urban settings, will improve their performance on State assessments of math by 2% by 2018.

Rhode Island SiMR

• Extensive data analysis showed a number of students with disabilities making little to no academic progress despite access to general education usually 80% or more of the day.

• Observed clear evidence of this in the NCII schools.• In the initial meetings State Planning Team

(RRC/NCSI), the interventions provided through NCII emerged as a major infrastructure tool for addressing the SiMR

How did NCII assistRI in SSIP Phase I?

• SPDG – MTSS– Created alignment of PBIS and RTI – unified system– Aligned MTSS with NCII tools and training – DBI

• CCSS Rollout• Assistive Technology – Feature Matching

– Blended learning– State assessment

• Development of State Data System– Instructional Support System (RTTT)

In addition to NCII…

Moving into Phase II

• Utilize the results from the initial focus group and interviews to support with identifying specific ways to build capacity. – Sustainable practices to ensure intensive

intervention doesn’t lose traction. • Evaluation Planning– Tools and Resources from NCSI and NCII

Rhode Island Approach to SSIP Implementation

Improved Student Results

State & District Data

Analysis

Targeted Investments

Targeted Interventions

Changes in Adult

Behavior & School

Practices

• Sustainable practices in NCII pilot districts– LEA Changes in Adult Behavior and Practices– LEA-initiated professional development– Changes in LEA culture and practices

• Rethinking Internal Capacity– Scripts for teams to follow in the event of leadership/staff turnover occurs– Building relationships with higher education to support teacher/leader

training

Planning for Implementation

Leveraging NCII to Support with RDA/SSIP Implementation In Phase II, next year, RIDE will be refining improvement strategies on which

the State will focus, that will lead to a measurable child-based result in Indicator 17.

Infrastructure analysis helped identify key areas of work that connect to improving outcomes for students with disabilities on state assessments.

Coordination with the NCSI and the IDEA Data Center (IDC) Initial cross-Center call with RIDE’s Special Education Director Phase II supports from NCSI and IDC including access to evaluation tools

SPDG Multi-Tiered System of Supports Engaging more schools especially urban districts

Planning for Implementation

• RIDE to work closely with the “In Kind” Partners– Capitalize on work with State-level MTSS implementation– Coaches have already begun incorporating DBI – Several SPDG trainers for MTSS work are cross-trained in DBI

• Continued collaboration with RIPIN– Co-development of parent/family resources

• Moving forward with Limited Funds– Use NCII as much as possible in Year 5– RIDE - perhaps releasing an RFP related to coaching in DBI when funds become

available

Continued Support

• Community of Practice with NCII Districts and a special education cohort that has been working with RIDE personnel on common core and intensive intervention

• Create a tutorial on DBI requirements for Special Education and Curriculum Directors

• Create a set of interactive online modules to supplement coaching and technical assistance efforts

• Reach out to the urban districts to have current NCII district personnel share implementation strategies

• Statewide Conference to generate interest in DBI

Initial Thinking on Next Steps related to SSIP & NCII (draft)

Questions for RI?

NCII RESOURCES

WWW.INTENSIVEINTERVENTION.ORG

NCII Website Link to Webinars

Center Webinars

NCII Website Link to Ask the Expert Videos

Ask the Expert Videos

NCII Website Link to the DBI Framework Document

DBI Framework Document

NCII Website Link to Lessons Learned from the Field Document

Lessons Learned From the Field

NCII Website Link to DBI Training Series

DBI Training Series

• Academic Progress Monitoring

• Academic Interventions

• Behavior Progress Monitoring

• Behavior Interventions (Coming Soon)

Tools Charts

• Sign up on our website to receive our newsletter and announcements

• Follow us on YouTube and Twitter– YouTube Channel:

National Center on Intensive Intervention

– Twitter handle: @TheNCII

Connect to NCII

NCSI RESOURCES

http://ncsi.wested.org/

NCSI Website

http://ncsi.wested.org/category/news-events/

• Targeted TA– Cross State Learning Collaboratives

• Thought Leader Forums– Measuring and reporting growth for students with disabilities– Defining levels of evidence regarding ‘Evidence-Based Practices’

Upcoming Activities: News & Events

http://ncsi.wested.org/resources/learning-collaboratives/

• Opportunity for States to meet virtually and face to face to as part of sustained, targeted TA

• Available to every state to support the ongoing development and implementation of the SSIP and other priority areas

Cross State Learning Collaboratives

• Opportunity for States to help shape priorities of the collaborative in focus areas (i.e., mathematics, literacy, graduation)

• Provides important roll out dates, details about financial support, and participant roles

Learning Collaboratives:Focus Area Q & A

http://ncsi.wested.org/resources/learning-collaboratives/

• Tools to support SSIP Phase II efforts• Analysis of States’ Phase I SSIP submissions• Support for resubmission of SSIPs that need refinement• Tool to aid in development & submission of State Equity

Plans, relative to recruitment and retention of special educators

• Exemplars for school turnaround that intentionally addresses special education systems at the school level

• http://ncsi.wested.org/resources/webinars/

Additional Activities

• Download the NCSI flyer for more information on the center and resources

• Ask the NSCI: http://ncsi.wested.org/ask-the-ncsi/

• Sign up to receive monthly newsletter• Follow NCSI on Twitter @TheNCSI

• http://ncsi.wested.org/

Contact & More Information

• How might the processes/structures/theories introduced in this session add value to your State’s implementation of Indicator 17?

• How might your State incorporate NCSI and NCII resources to support achievement of your SiMR?

• What additional resources do you wish were available?

Discussion

This presentation was produced under the U.S. Department of Education, Office of Special Education Programs, Award No. H326Q110005. Celia Rosenquist serves as the project officer.

The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this website is intended or should be inferred.

Disclaimer

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