The New Hampshire Department of Education has moved to the third and final stage for consideration to become a partner state with the University of Kansas SWIFT Center Project (Schoolwide Integrative Framework for Transformation). The SWIFT project will provide technical assistance and professional development over a period of four years to selected schools in the state. The overarching framework is MTSS/RtI with the desired outcomes being enhanced inclusive educational practices as well as increased social and academic progress for all students, all subgroups. The SWIFT Center project seeks to assist SEAs, LEAs and schools to fully integrate school-based systems of support.
The third stage of the selection process involves a visit to the state to meet with the SEA and interested LEAs/schools. The SWIFT team will be visiting New Hampshire on April 11, 2013. The meeting will take place at the Walker Building in room 100 from 9:00 to 3:00. The visiting team from the SWIFT Center will make a presentation detailing the SWIFT process. After the presentation, the team would like to meet with LEA teams to answer questions, determine interest and readiness. LEAs interested in attending the information session will be asked to complete a short survey to gather information. Completion of the survey will help the LEA to gauge the level of commitment.
If you are interested in attending the meeting, please send an email to Deborah Connell at the Department of Education Deborah.email@example.com. The SWIFT team has requested the attendance of a district level instructional leader, the special education coordinator and the principal of the school. Please indicate the team members. Upon receipt of your letter of interest, the agenda will be forwarded. Thank you for your interest.
The goal of the NH Response to Instruction (RTI) Task Force is to lead the transformation of instruction in New Hampshire school districts in accordance with the principles and practices of RTI. (Response to Instruction is the practice of providing high-quality instruction matched to student need, using learning rate over time and level of performance to make important educational decisions. (NASDSE, 2008)
New Hampshire educational systems continually evolve in response to consensus on effective instructional practices. All students' academic and behavioral needs are addressed in a timely manner through effective and targeted supports that enhance students' outcomes.
|Goal 1 - Operational Infrastructure|
|By September of 2012 the NH DOE will have an operational infrastructure that integrates the RTI Framework with the State System of Support (SSOS) at the local level.|
|Goal 2 - Communications|
|By September 2010 the NH RTI Task Force/PLC will establish a mechanism to ensure transparent and reciprocal communication among all relevant stakeholders about its work and outcomes.|
|Goal 3 - Teacher and Leader Education|
|By July 2011, in order to support the development of effective teachers and leaders, a professional development plan will align the state's multiple school improvement initiatives to support the design and implementation of RTI systems at the local level.|
|Goal 4 - Curriculum, Instruction, and Assessment|
|By September 2012 the PLC will act in an advisory capacity to the NH DOE and to Implementation Teams (schools and districts) regarding the efficacy of curriculum, instruction, and assessment practices that support effective RTI implementation.|
|Goal 5 - Use of Data|
|By September 2012 the NH DOE, PLC, and Implementation Teams (schools and districts) will fully access and use longitudinal student data to advance and support RTI systems.|
The Department was selected as one of nine states to receive "intensive technical assistance" from the National Center on RTI regarding School Improvement and the RTI process. The focus of the technical assistance will be to provide a framework for the successful implementation of RTI in NH and to formalize statewide efforts that will promote school wide practices that ensure highest possible student achievement in both academic and behavioral pursuits within the RTI framework. This includes the selection of six pilot sites to demonstrate the implementation of the RTI process.
Professional Development Opportunities
2011 - Summer RTI Training
RTI Technical Assistance and Support
Guidance and resources are available to find answers to your questions. Districts may access short term onsite consultation to facilitate start up and implementation. For assistance in planning and implementing a Response to Instruction model of school wide improvement contact Elaine McNulty, Elaine.Mcnulty@doe.nh.gov.
RTI Task Force
IES has released a practice guide on reading instruction and response to instruction. This guide offers five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement. Teachers and reading specialists can utilize these strategies to implement RTI and multi-tier instruction methods and frameworks at the classroom or school level. Recommendations cover how to screen students for reading problems, design a multi-tier intervention program, adjust instruction to help struggling readers, and monitor student progress.
Regional Educational Laboratory Northeast and Islands (REL-NEI) produced this report in response to requests from state officials for information on RTI policy across the Northeast and Islands Region. The report includes narrative descriptions of the seven states’ approaches to RTI.
NH RESPONDS seeks to reform and improve pre-service personnel preparation and in-service professional development systems in order to improve the knowledge and skills of general and special education teachers, early intervention personnel, related services personnel, paraprofessionals and administrators in designing, delivering and evaluating scientifically-based practices in two areas: (1) response to intervention (RTI) systems of positive behavioral interventions and supports (PBIS) and literacy instruction; and (2) tertiary secondary transition supports for students with emotional/behavioral disorders.
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