rti and nh responds professional development for excellence in education november 5, 2009

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

Agenda What is Response to Intervention (RTI)? NH RESPONDS: Grant Goals and ObjectivesHow NH RESPONDS Aligns with other National and State InitiativesRTI at the High School Level Questions and Answers

*

What is RTI? *

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.

*

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 students responsiveness

Ongoing high quality job embedded professional development *

NH RESPONDS Big IdeasSupport 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.*

RTI ComponentsLeadership teams Representative, collaborative and influential Data based decision making Universal screeningMonitor student progressSystematic tiered model of instruction Continuum of supports based on student needsProvide evidence-based instruction and interventions all along the continuum of supportsDifferentiated instruction *

1-5%1-5%5-10%5-10%80-90%80-90%Designing School-Wide Systems for Student Success*

A 3-Tier ApproachLevel 1Primary prevention for the whole population 100% - ALL StudentsDifferentiated 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.*

A 3-Tier ApproachLevel 2Increase 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 *

A 3-Tier ApproachLevel 3Targets 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 progressStudent-centered and adapted to meet individual needs.*

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 GSEsBegin by examining data management/progress monitoring systems already in place NOTDiscard whats workingPushing a particular program or method*

NH RESPONDS Grant Goals & Objectives*

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

*

NH RESPONDS Grant Goals Improve pre-service and in-service personnel preparation systems by designing, delivering and evaluating research based practices inResponse 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.

*

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.

*

*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 teamBegins with Universal System, then Targeted and Intensive -- Spiraled4 Years of SupportResources provided free of charge

How NH RESPONDS aligns with other National and State Initiatives *

NH RESPONDS Framework Aligns with National Initiatives:National Center on Response to InterventionNational Positive Behavior Interventions & Supports (OSEP Training and TA Center)National Association of State Directors of Special Education International Reading AssociationNational High School CenterNational Association for the Education of Young ChildrenFederal Policy: IDEIA; NCLBIES: What Works Clearing House

*

NH RESPONDS Framework Aligns with State Initiatives:Follow the ChildNH Literacy Action PlanReading First NH RTI Task ForceHigh School Reform and RedesignPositive Behavior Interventions & SupportsNH (PBIS-NH)APEX Drop Out PreventionCommunity of Practice in Secondary TransitionNH Alternate AssessmentPreschool Performance Outcome Measures

*

RTI at the High School Level *

The High School ContextThe mission of a high school education includes preparation for: Lifelong learning, Social development, Citizenship, A vocation, CollegeVocational trainingThe militaryEmploymentIndependent living

*

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.)

*

The High School Context (cont.)Most high schools have varied course levels with pre-requisites for eligibility:Freshmen courses and academiesHonor and Advanced Placement coursesLeveled courses (based upon academic and behavioral performance)Vocational classesGuided and segregated studiesSocial skill and alternative classesThese classes serve to sort students according to informal academic and behavioral criteria*

APEX IIFunded by the U.S. DOE Office of Elementary and Secondary Education under its Dropout Prevention Initiative2006- 200910 participating high schools in NH with the highest annual dropout ratesRegular Education, high school reformOur staff (the institute on Disability at UNH) use the consultant expert model to provide PD and support

*

APEX Model Relates Directly to What the Research Tells Us

The quality of a schools 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 riskStudents with significant emotional or behavioral challenges require individualized, community-based transition services in order to successfully complete high school (Wagner & Davis, 2006)*

APEX II ModelTo address school-based systems/climate issues1. Positive Behavioral Interventions and Supports (PBIS) (Bohanon, et. al., 2004; NH CDEBIS; Sugai & Horner, 1999)2. Student Leadership DevelopmentTo 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. 8th to 9th grade transition system and practices

*

The APEX II High School Model: Positive Behavior Interventions & Supports & RENEWMalloy, Agorastou & Drake, 2009 Adapted from Illinois PBIS Network, Revised Sept., 2008 & T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary Student Progress Tracker; SIMEO Tools: HSC-T, SD-T, EI-TSmall Group Interventions (CICO, Social and Academic support groups, etc) Group Interventions withIndividualized Focus (CnC, etc)Simple Individual Interventions(Brief FBA/BIP, Schedule/ Curriculum Changes, etc)Multiple-Domain FBA/BIPRENEWWraparoundODRs, Attendance, Tardies, Grades, Credits, Progress Reports, etc.Weekly Progress Report (Behavior and Academic Goals)Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.*

APEX II Outcomes:Annual Dropout Rates for 10 APEX II Schools*

Chart1

6.5Woodsville4.1WoodsvilleWoodsvilleWoodsville4.7WoodsvilleWoodsvilleWoodsville4.5WoodsvilleWoodsvilleWoodsville3

5.6Berlin HS4.3Berlin HSBerlin HSBerlin HS5.5Berlin HSBerlin HSBerlin HS3.8Berlin HSBerlin HSBerlin HS4

5.6Kennett5.3KennettKennettKennett7KennettKennettKennett4.4KennettKennettKennett2.3

8Somersworth HS8.2Somersworth HSSomersworth HSSomersworth HS3.6Somersworth HSSomersworth HSSomersworth HS3.7Somersworth HSSomersworth HSSomersworth HS2.6

6.4Spaulding HS (Rochester)5.6Spaulding HS (Rochester)Spaulding HS (Rochester)Spaulding HS (Rochester)5.3Spaulding HS (Rochester)Spaulding HS (Rochester)Spaulding HS (Rochester)6Spaulding HS (Rochester)Spaulding HS (Rochester)Spaulding HS (Rochester)5.8

6.1Raymond HS8.3Raymond HSRaymond HSRaymond HS4.9Raymond HSRaymond HSRaymond HS6.8Raymond HSRaymond HSRaymond HS5

9.2Manchester Central5.8Manchester CentralManchester CentralManchester Central5.9Manchester CentralManchester CentralManchester Central5.8Manchester CentralManchester CentralManchester Central5.1

6Manchester Memorial4.4Manchester MemorialManchester MemorialManchester Memorial4.9Manchester MemorialManchester MemorialManchester Memorial4.8Manchester MemorialManchester MemorialManchester Memorial4.5

4.7Nashua North HS4.9Nashua North HSNashua North HSNashua North HS3Nashua North HSNashua North HSNashua North HS2.7Nashua North HSNashua North HSNashua North HS1.8

4.7Nashua HS South4.6Nashua HS SouthNashua HS SouthNashua HS South4.3Nashua HS SouthNashua HS SouthNashua HS South3.1Nashua HS SouthNashua HS SouthNashua HS South1.8

6.28TOTALS5.55TOTALSTOTALSTOTALS4.91TOTALSTOTALSTOTALS4.56TOTALSTOTALSTOTALS3.59

2003-2004 Baseline Year %

2003-2004 Baseline Year #

ACTUAL 2004-05 %

ACTUAL 2004-05 #

Target 2005-2006 %

Target 2005-2006 #

ACTUAL 2005-06 %

ACTUAL 2005-06 #

Target 2006-071 %

Target 2006-071 #

ACTUAL 2006-07 %

ACTUAL 2006-07 #

Target 2007-081 %

Target 2007-081 %

Actual 2007-8 %

Sheet1

Participating high schools2003-2004 Baseline YearACTUAL 2004-05Target 2005-2006ACTUAL 2005-06ACTUAL 2006-07Actual 2007-82003-042004-052005-062006-072007-08

%#%#%#%#%#%#%%

Woodsville6.5214.1135.53174.7154.55144.50193.25143

Berlin HS5.6334.3264.76275.5323.92223.80222.8194.0Somersworth HS88.23.63.72.8

Kennett5.6555.3514.76457683.92374.40422.82.3

Somersworth HS8498.2506.8403.6215.6333.702342.6

Spaulding HS (Rochester)6.41055.6925.44585.3924.48486.001013.25.8

Raymond HS6.1368.3495.19284.9274.27236.80373.055

Manchester Central9.22285.81437.821875.91436.441545.801344.65.1

Manchester Memorial61334.4995.101164.91134.20954.8010934.5

Nashua North HS4.71974.91034.00813613.29672.70552.351.8

Nashua HS South4.71974.61034.00904.3993.29743.10682.351.8

TOTALS6.2810545.557295.346894.916714.405674.566103.143.59

1Projections based upon 2005-06 enrollment

Participating high schools2003-2004 Baseline YearACTUAL 2004-05Target 2005-2006ACTUAL 2005-06ACTUAL 2006-07Actual 2007-8

%#%#%#%#%#%#%%

16.5214.1135.53174.7154.55144.50193.25143

25.6334.3264.76275.5323.92223.80222.8194.0

35.6555.3514.76457683.92374.40422.82.3

48498.2506.8403.6215.6333.702342.6

56.1368.3495.19284.9274.27236.80373.055

661334.4995.101164.91134.20954.8010934.5

74.71974.91034.00813613.29672.70552.351.8

Average-All4.255243.953913.613533.363372.982913.073072.1252.32

Sheet1

Woodsville

Berlin HS

Kennett

Somersworth HS

Spaulding HS (Rochester)

Raymond HS

Manchester Central

Manchester Memorial

Nashua North HS

Nashua HS South

TOTALS

APEX II annual dropout rates

Sheet2

Somersworth HS

Somersworth HS Annual Dropout Rates

Sheet3



ACTUAL 2004-05 %

ACTUAL 2004-05 #

Target 2005-2006 %

Target 2005-2006 #

ACTUAL 2005-06 %

ACTUAL 2005-06 #

Target 2006-071 %

Target 2006-071 #

ACTUAL 2006-07 %

ACTUAL 2006-07 #

Target 2007-081 %

Target 2007-081 %

Actual 2007-8 %



ACTUAL 2004-05 %

ACTUAL 2004-05 #

Target 2005-2006 %

Target 2005-2006 #

ACTUAL 2005-06 %

ACTUAL 2005-06 #

Target 2006-071 %

Target 2006-071 #

ACTUAL 2006-07 %

ACTUAL 2006-07 #

Target 2007-081 %

Target 2007-081 %

Actual 2007-8 %

Dropout Rates: NH High Schools Implementing PBIS- APEX II

APEX Features: Universal LevelSystems:Leadership Team & ProcessesStudent LeadershipData-based decision making, decision rulesUniversal expectations, response systemPractices:Classroom ManagementTeach and recognize expected behaviorResponding to problem behaviorData:Office Discipline Referrals Attendance, Progress Reports,Universal screening*

Secondary FeaturesSystems:Targeted TeamEarly Identification, Decision Rules.Communication with teacher, parents and students.Practices:Check In/Check OutSocial ContractingOther Targeted Group InterventionsSimple Functional Behavioral Assessment and Behavior Support PlansData:Weekly (Bi-weekly) ODRs, Attendance, Progress Reports.Functional Behavioral Assessment, Competing Behavior Pathway

*

Tertiary FeaturesSystemsSystematic Screening for Intensive SupportsTeacher training and support through Targeted TeamStaff time and resources to provide individualized supports to youthPracticesIntensive FBA and Behavior Support PlansEscalating Behavior Cycle/Conflict CycleRENEW Individualized ServicesReferral to Community ResourcesWraparound*

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.

*

RENEW OutcomesHigh School CompletionEmploymentPost-secondary EducationCommunity Inclusion- Linkages with community resources and supportive relationships*

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

*

Progress Monitoring for High Schools Programs and progress monitoring/data collection should be focused on high school related issues:Attendance/academic progress/credits earnedDropout prevention monitor to keep students on trackTransition and planning for after high schoolSchool climate *

Case Study: Secondary Level Prevention: Evolution of Targeted TeamIdentified 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*

Interventions used Check In Check OutMentoring Credit recovery Social skills Homework labHome setting involvement Counseling Pass systemRENEWStudent Leadership Referral. *

*Rate per month of Office Discipline referrals

Chart1

5542.57.53.5568

02010.50.5201

student 1

student 2

student 3

student 4

student 5

student 6

student 7

student 8

student 9

Intervention Timeline

ODR's Behavior problems

Sheet1

ODR's Rate pre-interventionODR's Rate post-intervention

student 150

student 252

student 340

student 42.51

student 57.50.5

student 63.50.5

student 752

student 860

student 981

Sheet1

101085157101216

040211402

student 1

student 2

student 3

student 4

student 5

student 6

student 7

student 8

student 9



Sheet2

Academic Failure Referrals

1st semester2nd semester

Student 104

Student 224

Student 304

Student 400

Student 506

Student 626

Sheet2

000000

000000

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

# of classes

Classes passed Pre and Post Targeted Intervention

Sheet3

*

Chart1

00.40.450.50.660.630.870.6

10.5110.830.810.9

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

% of classes

% of Classes passed Pre and Post Targeted Intervention

Sheet1

ODR's pre-referralODR's post-referral

student 1100

student 2104

student 380

student 452

student 5151

student 671

student 7104

student 8120

student 9162

Sheet1

000000000

000000000

student 1

student 2

student 3

student 4

student 5

student 6

student 7

student 8

student 9



Sheet2

Academic Failure Referrals

prior interventionafter intervention

Student 10%100%

Student 240%50%

Student 345%100%

Student 450%100%

Student 566%83%

Student 663%80%

Student 787%100%

Student 860%90%

Sheet2

00000000

00000000

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

% of classes

% of Classes passed Pre and Post Targeted Intervention

Sheet3

Student 10%100%

Student 240%50%

Student 345%100%

Student 450%100%

Student 566%83%

Student 663%80%

Student 787%100%

Student 860%90%

Sheet3

00000000

00000000

Student 1

Student 2

Student 3

Student 4

Student 5

Student 6

Student 7

Student 8

% of Classes Passed

Case Example: RENEW Implementation in one High schoolPerson Centered PlanningIndividualized Team Development and Wraparound servicesBraided Funding (Individualized Resource Development)Flexible Education ProgrammingIndividualized School-to-Career planningNaturally supported employmentMentoringSustainable Community Connections*

RENEW GoalsHigh School CompletionEmploymentPost-secondary EducationCommunity Inclusion- Linkages with community resources and supportive relationships*

Office Discipline Referral Data:Cohort 1Cohort 2*

Chart16

10.777777777810.44444444441.7777777778

00.33333333330.66666666670.33333333331

10.607 -08 Monthly Rate007 -08 Monthly Rate

Number of Referrals per Month

Office Discipline Referral Monthly Rate

Sheet1

Discipline/Attendance

School: Somersworth

Cohort 1 (3/07)NameODR's 05 -06ODR's 06 -0706-07 Monthly RateODR's's the Last 3 Months of School06 -07RENEW Monthly Rate07 -08 ODR's07 -08 Monthly Rate

RC19100101

JP370.7810.3360.6

MK69120.67NANA

KC140.4410.3300

KA4161.7831NANA

NameAbsenses 05 -06Absenses 06 -07Most Skips In One Class 05-06Most Skips in One Class 06-0706-07 Monthly RateMost Class Skips the Last 3 Months of 06-07 School YearRENEW Monthly Rate07 -08 Skips07 -08 Monthly Rate

RC5313194.7551.67353.5

JP303112.7551.67141.4

MK120326215.5237.67

KCn/a1n/a184.5144.67121.2

KA113245614144.67

1: Yes, 2: No, 3: Undertermined

NameEmployed 06 -0706 -07 Yes06 -07 NoUndeterminedEmployed 07 -0807 -08 Yes07 -08 No07 -08 Undertermined

RC1311132

JP31

MK13

KC11

KA23

NameCreditsYear 05/06Credits Year 06/07Credits Year 07/08

JP416.5

KC03.56

MK01Moved

RC3.56.5Withdrew -Incomplete Data

KTransferredTransferredTransferred

Cohort 2 (9/08)Credits Semester Two 07 -08Credits Semester One 08 -09Skips Semester OneSkips Semester TwoODR's Semester OneODR's Semester Two

BtL43.519400

LP1526171314

BL0.511237172

Cohort 3 (12/08)Credits Semester Two 07 -08Credits Semester One 08 -0990 Days Pre RENEW Total Skips90 Days Post RENEW Total Skips90 Days Pre RENEW Total ODR's90 Days Post RENEW ODR's

EC444100

FM12.51424171

Sheet2

Cohort 1

Cohort 2

Cohort 3

Sheet2

4.752.7515.54.514

1.66666666671.66666666677.66666666674.66666666674.6666666667

3.51.407 -08 Monthly Rate1.207 -08 Monthly Rate

Number of Skips

Monthly Skip Rate

Sheet3

3

1

1

Employment at End of RENEW

4003.5

13.516.5

6.56Credits Year 07/08Credits Year 07/08

Number of Credits

Credits Earned

3

07 -08 No

2

1 Year Post RENEW Employment

410.5

3.551

Number of Credits

Credits Earned

1926123

4177

Number of SKips

Total Skips

01317

0142

Number of Referrals

Office Discipline Referrals

41

42.5

Number of Credits

Credits Earned

414

124

Number of Skips

Total Number of Skips

017

01

Number of Referrals

Total Number of Office Discipline Referrals

10.777777777810.44444444441.7777777778

00.33333333330.66666666670.33333333331



Office Discipline Rerral Monthly Rate

Chart8

0131710

01427

Total Number of Referrals

Office Discipline Referral Data

Sheet1


School: Somersworth


RC19100101

JP370.7810.3360.6

MK69120.67NANA

KC140.4410.3300

KA4161.7831NANA


RC5313194.7551.67353.5

JP303112.7551.67141.4

MK120326215.5237.67

KCn/a1n/a184.5144.67121.2

KA113245614144.67



RC1311132

JP31

MK13

KC11

KA23


JP416.5

KC03.56

MK01Moved




BtL43.519400

LP1526171314

BL0.511237172

DR03572107


EC444100

FM12.51424171

Sheet2

Cohort 1

Cohort 2

Cohort 3

Sheet2

4.752.7515.54.514

1.66666666671.66666666677.66666666674.66666666674.6666666667


Number of Skips

Monthly Skip Rate

Sheet3

3

1

1


4003.5

13.516.5


Number of Credits

Credits Earned

3

07 -08 No

2


41

42.5

Number of Credits

Credits Earned

414

124

Number of Skips


017

01

Number of Referrals


10.777777777810.44444444441.7777777778

00.33333333330.66666666670.33333333331




41

42.5

Number of Credits

Credits Earned

410.50

3.5513

Total Number of Credits

Credits Earned

192612357

41772


Skip Data

0131710

01427

Total Number of Referrals

Office Discipline Referral Data

Skipping Data:Cohort 1Cohort 2*

Chart17

4.752.7515.54.514

1.66666666671.66666666677.66666666674.66666666674.6666666667


Monthly Skip Rate

Sheet1


School: Somersworth


RC19100101

JP370.7810.3360.6

MK69120.67NANA

KC140.4410.3300

KA4161.7831NANA


RC5313194.7551.67353.5

JP303112.7551.67141.4

MK120326215.5237.67

KCn/a1n/a184.5144.67121.2

KA113245614144.67



RC1311132

JP31

MK13

KC11

KA23


JP416.5

KC03.56

MK01Moved




BtL43.519400

LP1526171314

BL0.511237172


EC444100

FM12.51424171

Sheet2

Cohort 1

Cohort 2

Cohort 3

Sheet2

4.752.7515.54.514

1.66666666671.66666666677.66666666674.66666666674.6666666667


Number of Skips

Monthly Skip Rate

Sheet3

3

1

1


4003.5

13.516.5


Number of Credits

Credits Earned

3

07 -08 No

2


410.5

3.551

Number of Credits

Credits Earned

1926123

4177

Number of SKips

Total Skips

01317

0142

Number of Referrals


41

42.5

Number of Credits

Credits Earned

414

124

Number of Skips


017

01

Number of Referrals


10.777777777810.44444444441.7777777778

00.33333333330.66666666670.33333333331




Chart6

192612357

41772


Skip Data

Sheet1


School: Somersworth


RC19100101

JP370.7810.3360.6

MK69120.67NANA

KC140.4410.3300

KA4161.7831NANA


RC5313194.7551.67353.5

JP303112.7551.67141.4

MK120326215.5237.67

KCn/a1n/a184.5144.67121.2

KA113245614144.67



RC1311132

JP31

MK13

KC11

KA23


JP416.5

KC03.56

MK01Moved




BtL43.519400

LP1526171314

BL0.511237172

DR03572107


EC444100

FM12.51424171

Sheet2

Cohort 1

Cohort 2

Cohort 3

Sheet2

4.752.7515.54.514

1.66666666671.66666666677.66666666674.66666666674.6666666667


Number of Skips

Monthly Skip Rate

Sheet3

3

1

1


4003.5

13.516.5


Number of Credits

Credits Earned

3

07 -08 No

2


01317

0142

Number of Referrals


41

42.5

Number of Credits

Credits Earned

414

124

Number of Skips


017

01

Number of Referrals


10.777777777810.44444444441.7777777778

00.33333333330.66666666670.33333333331




41

42.5

Number of Credits

Credits Earned

410.50

3.5513


Credits Earned

192612357

41772


Skip Data

Credit Data:Cohort 1Cohort 2*

Chart22

4003.5

13.516.5


Number of Credits

Credits Earned

Sheet1


School: Somersworth


RC19100101

JP370.7810.3360.6

MK69120.67NANA

KC140.4410.3300

KA4161.7831NANA


RC5313194.7551.67353.5

JP303112.7551.67141.4

MK120326215.5237.67

KCn/a1n/a184.5144.67121.2

KA113245614144.67



RC1311132

JP31

MK13

KC11

KA23


JP416.5

KC03.56

MK01Moved




BtL43.519400

LP1526171314

BL0.511237172


EC444100

FM12.51424171

Sheet2

Cohort 1

Cohort 2

Cohort 3

Sheet2

4.752.7515.54.514

1.66666666671.66666666677.66666666674.66666666674.6666666667


Number of Skips

Monthly Skip Rate

Sheet3

3

1

1


4003.5

13.516.5


Number of Credits

Credits Earned

3

07 -08 No

2


410.5

3.551

Number of Credits

Credits Earned

1926123

4177

Number of SKips

Total Skips

01317

0142

Number of Referrals


41

42.5

Number of Credits

Credits Earned

414

124

Number of Skips


017

01

Number of Referrals


10.777777777810.44444444441.7777777778

00.33333333330.66666666670.33333333331




Chart24

41

42.5

Number of Credits

Credits Earned

Sheet1


School: Somersworth


RC19100101

JP370.7810.3360.6

MK69120.67NANA

KC140.4410.3300

KA4161.7831NANA


RC5313194.7551.67353.5

JP303112.7551.67141.4

MK120326215.5237.67

KCn/a1n/a184.5144.67121.2

KA113245614144.67



RC1311132

JP31

MK13

KC11

KA23


JP416.5

KC03.56

MK01Moved




BtL43.519400

LP1526171314

BL0.511237172


EC444100

FM12.51424171

Sheet2

Cohort 1

Cohort 2

Cohort 3

Sheet2

4.752.7515.54.514

1.66666666671.66666666677.66666666674.66666666674.6666666667


Number of Skips

Monthly Skip Rate

Sheet3

3

1

1


4003.5

13.516.5


Number of Credits

Credits Earned

3

07 -08 No

2


410.5

3.551

Number of Credits

Credits Earned

1926123

4177

Number of SKips

Total Skips

01317

0142

Number of Referrals


41

42.5

Number of Credits

Credits Earned

414

124

Number of Skips


017

01

Number of Referrals


10.777777777810.44444444441.7777777778

00.33333333330.66666666670.33333333331




Chart26

41

42.5

Number of Credits

Credits Earned

Sheet1


School: Somersworth


RC19100101

JP370.7810.3360.6

MK69120.67NANA

KC140.4410.3300

KA4161.7831NANA


RC5313194.7551.67353.5

JP303112.7551.67141.4

MK120326215.5237.67

KCn/a1n/a184.5144.67121.2

KA113245614144.67



RC1311132

JP31

MK13

KC11

KA23


JP416.5

KC03.56

MK01Moved




BtL43.519400

LP1526171314

BL0.511237172


EC444100

FM12.51424171

Sheet2

Cohort 1

Cohort 2

Cohort 3

Sheet2

4.752.7515.54.514

1.66666666671.66666666677.66666666674.66666666674.6666666667


Number of Skips

Monthly Skip Rate

Sheet3

3

1

1


4003.5

13.516.5


Number of Credits

Credits Earned

3

07 -08 No

2


410.5

3.551

Number of Credits

Credits Earned

1926123

4177

Number of SKips

Total Skips

01317

0142

Number of Referrals


41

42.5

Number of Credits

Credits Earned

414

124

Number of Skips


017

01

Number of Referrals


10.777777777810.44444444441.7777777778

00.33333333330.66666666670.33333333331




410.5

3.551

Number of Credits

Credits Earned

41

42.5

Number of Credits

Credits Earned

Chart26

41

42.5

Number of Credits

Credits Earned

Sheet1


School: Somersworth


RC19100101

JP370.7810.3360.6

MK69120.67NANA

KC140.4410.3300

KA4161.7831NANA


RC5313194.7551.67353.5

JP303112.7551.67141.4

MK120326215.5237.67

KCn/a1n/a184.5144.67121.2

KA113245614144.67



RC1311132

JP31

MK13

KC11

KA23


JP416.5

KC03.56

MK01Moved




BtL43.519400

LP1526171314

BL0.511237172


EC444100

FM12.51424171

Sheet2

Cohort 1

Cohort 2

Cohort 3

Sheet2

4.752.7515.54.514

1.66666666671.66666666677.66666666674.66666666674.6666666667


Number of Skips

Monthly Skip Rate

Sheet3

3

1

1


4003.5

13.516.5


Number of Credits

Credits Earned

3

07 -08 No

2


410.5

3.551

Number of Credits

Credits Earned

1926123

4177

Number of SKips

Total Skips

01317

0142

Number of Referrals


41

42.5

Number of Credits

Credits Earned

414

124

Number of Skips


017

01

Number of Referrals


10.777777777810.44444444441.7777777778

00.33333333330.66666666670.33333333331




410.5

3.551

Number of Credits

Credits Earned

41

42.5

Number of Credits

Credits Earned

Chart4

410.50

3.5513


Credits Earned

Sheet1


School: Somersworth


RC19100101

JP370.7810.3360.6

MK69120.67NANA

KC140.4410.3300

KA4161.7831NANA


RC5313194.7551.67353.5

JP303112.7551.67141.4

MK120326215.5237.67

KCn/a1n/a184.5144.67121.2

KA113245614144.67



RC1311132

JP31

MK13

KC11

KA23


JP416.5

KC03.56

MK01Moved




BtL43.519400

LP1526171314

BL0.511237172

DR03572107


EC444100

FM12.51424171

Sheet2

Cohort 1

Cohort 2

Cohort 3

Sheet2

4.752.7515.54.514

1.66666666671.66666666677.66666666674.66666666674.6666666667


Number of Skips

Monthly Skip Rate

Sheet3

3

1

1


4003.5

13.516.5


Number of Credits

Credits Earned

3

07 -08 No

2


01317

0142

Number of Referrals


41

42.5

Number of Credits

Credits Earned

414

124

Number of Skips


017

01

Number of Referrals


10.777777777810.44444444441.7777777778

00.33333333330.66666666670.33333333331




41

42.5

Number of Credits

Credits Earned

410.50

3.5513


Credits Earned

MBD01580FFF.xls

Chart18

1926123

4177

Number of SKips

Total Skips

Sheet1


School: Somersworth


RC19100101

JP370.7810.3360.6

MK69120.67NANA

KC140.4410.3300

KA4161.7831NANA


RC5313194.7551.67353.5

JP303112.7551.67141.4

MK120326215.5237.67

KCn/a1n/a184.5144.67121.2

KA113245614144.67



RC1311132

JP31

MK13

KC11

KA23


JP416.5

KC03.56

MK01Moved




BtL43.519400

LP1526171314

BL0.511237172


EC444100

FM12.51424171

Sheet2

Cohort 1

Cohort 2

Cohort 3

Sheet2

4.752.7515.54.514

1.66666666671.66666666677.66666666674.66666666674.6666666667


Number of Skips

Monthly Skip Rate

Sheet3

3

1

1


4003.5

13.516.5


Number of Credits

Credits Earned

3

07 -08 No

2


410.5

3.551

Number of Credits

Credits Earned

1926123

4177

Number of SKips

Total Skips

01317

0142

Number of Referrals


41

42.5

Number of Credits

Credits Earned

414

124

Number of Skips


017

01

Number of Referrals


10.777777777810.44444444441.7777777778

00.33333333330.66666666670.33333333331




From APEX II to RESPONDS2 APEX II High Schools have continued as NH RESPONDS demonstration sitesSecondary 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)*

Questions?*

ContactsAmy Jenks, Program Specialist III NH Department of Education(603) [email protected]

JoAnne MalloyUNH Institute on Disability(603) [email protected]*

* *JoAnne*JoAnne***Jon*Jon****Maria*Maria*Jon*Jon*Jon*Jon*Jon

rti and nh responds professional development for excellence in education november 5, 2009

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