rti plan - draft 1

Nevada RTI Implementation PlanSEPTEMBER 2012

NE VADA DEPARTMENT OF EDUCATION

2 Nevada RTI Implementation Plan | September 2012

NEVADA STATE BOARD OF EDUCATION

Stavan Corbett President

Adriana Fralick Vice President

Christopher Wallace

Dave Cook

Craig Wilkinson

Gloria Bonaventura

Willia Chaney

Cliff Ferry

Sandy Metcalf

Annie Yvette Wilson Clerk

Aquilla Ossian Student Representative (Ex-Officio)

James W. Guthrie Superintendent of Public Instruction

Rorie Fitzpatrick Deputy Superintendent of Instructional, Research, & Evaluation Services

Vacant Deputy Superintendent of Administrative & Fiscal Services

Nevada State Board For Career & Technical Education

3Nevada Department of Education

Jane Splean, Chair NDE Assistant Director

Homa Anooshehpoor NDE Assistant Director for School Improvement

Janie Lowe NDE Education Programs Professional – Title I

Marva Cleven NDE Education Programs Professional – Special Education

Leslie James NDE Education Programs Professional – Title IIA

Cynthia Sharp Assistant Director for Curriculum

Kimberly Smerkers-Bass NDE Education Programs Professional

Jonathan Gibson NDE Education Programs Professional – Title III

Dr. Gene Hall UNLV – Professor of Educational Leadership

Sally Jost Clark County School District

Robert Weires Clark County School District

Trish Schafer Washoe County School District

Scott Reynolds Washoe County School District

DeAnna Owens Humboldt County School District

Shawn Carsrude Elko County School District

Tammy Abernathy UNR

Karen Taycher Parent Training and Information Center – NV PEP

Allison Turner NV PTA

Ralph Cadwallader Nevada Association of State Administrators

Yvonne Brueggert Nevada Disability and Law Center

Dr. Todd Gravois President and CEO ICAT Resources

Nevada RTI State Advisory Group


TABLE OF CONTENTS

Executive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Purpose of the NV State RTI Implementation Plan

What the State Plan Provides

The Overview of Response to Intervention . . . . . . . . . . . . . . . . . . . . . . . 7Definition of RTI

The Underlying Purpose of an RTI System

Building Capacity Aligned to that Purpose

Essential Components of RTI

Alignment of RTI with State and District Reform Priorities . . . . . . . . 10Implement Standards and Assessments

Provide Valid and Reliable Data

Create a Comprehensive Educator Effectiveness System

Implement Innovative Programs

RTI and Implementation Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Why Focus on Implementation Science

Stages of Implementation

Implementation Drivers

Plan for Statewide Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Implementation Evidence

Statewide Implementation Supporting Activities

Appendices of Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

The Nevada Department of Education definition

of RTI aligns to “the learning-instruction-

assessment nexus.”


The Nevada Department of Education (NDE) believes that the practice and consistent provision of quality instructionmatched to student needs results in increased student learning. Response to Intervention (RTI) is a capacity building and preventative instructional framework, aligned with State and District priorities to support increased academic and behavioral outcomes for ALL students.

The NDE intends to support districts as they continue to develop and implement RTI plans. As depicted in the following illustration (Fig.1), the Nevada RTI Implementation Plan is built around a theory of action whereby identified statewide activities, which leverage access and utilization of identified resources, are designed to support effective implementation of capacity building and preventative strategies, and thus yield evidence of effective implementation and increased student outcomes.

EXECUTIVE SUMMARY

• Implementation plan used at state, district, school

• Universal screeners identify students who need addi-tional support

• Schools have systems in place to provide students additional instructional support (academic & be-havioral) as needed

• Schools monitor student progress and growth

• Provides a foundation for district and school to support academic and behavioral success of all students

• Facilitates resource allocation

• Process for special education eligibility

• Conduct statewide RTI needs assessment

• Provide technical assistance

• Develop internal NDE processes, systems, structures to support district & school implementation

Statewide Supporting Activities

Evaluation Indicators of Capacity Building

Improved Student

Outcomes for ALL

Students

TAKEN FROM PAGE 11 TAKEN FROM PAGE 13-14

Goal

Figure 1: Nevada RTI Implementation Plan

Capacity Building/ Prevention Strategies

TAKEN FROM PAGE 5


Purpose of the NV State RTI Implementation Plan The purpose of this plan is to provide guidance and support to districts in the development and implementation of their RTI plan utilizing tools and supports established through implementation science research, in order to maximize student achievement and support appropriate behavior for all students so they are college and career ready. The audience of the document is intended to be state education agency staff and regional, district and school leadership.

NDE is committed to applying the research on implementation science, including the Stages of Implementation and the essential components (i.e., implementation drivers) to the practice of developing, implementing and sustaining effective intervention systems at all levels of the system.

In the following sections, the document provides an overview of response to intervention, a discussion of RTI alignment to state priorities, a brief explanation of the stages of implementation, and an outline of the Nevada plan for statewide implementation of RTI according to Stages of Implementation. Appendices contain resources that may be useful to learn more about RTI, implementation science and practice, and access to additional available resources and tools.

Maximize student achievement & support

What the State Plan Provides

Executive Summary (CONTINUED)

Appendices of Resources

• National Center on Response to Intervention

• OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports (PBIS Center)

• Implementation Science

• Nevada Department of Education

The Overview of Response to Intervention

A description of the Nevada Department of Education definition of RTI and the RTI Essential Components to assist district and school leaders with RTI implementation

Alignment of RTI with State and District Priorities

A description of the ways in which RTI supports state priorities within the larger educational system

Plan for Statewide Implementation

Supporting activities to help Nevada districts and schools in RTI implementation, scale-up and sustainability of their RTI plan

Implementation Science relative to RTI Implementation

An introduction to implementation science including the rationale for using implementation science and the Stages of Implementation

Learn More on Page 7





THE OVERVIEW OF RESPONSE TO INTERVENTION

The NDE Definition of RTI aligns to “the learning-instruction-assessment nexus” which Fullan states is at the heart of driving student achievement (Fullan, 2011). RTI is a system of essential components that define the instructional infrastructure that facilitates closing a student’s (or group of students) learning gap between a designated learning target and where a student (or students) is/are as compared to that target.

In order to close an instructional-learning gap, teachers are supported through RTI models that utilize a problem solving process to use data to:

Define the instructional problems the student is experiencing relative to the learning target

Analyze why the problem is occurring

Design interventions and develop intervention plans for students or groups of students. Individualized intervention plans for eligibility purposes must contain all the elements required by the Nevada Administrative Code (NAC 388.325).

Evaluate implementation and effectiveness of the interventions.

The Underlying Purpose of an RTI System is to Close Instructional-Learning Gaps

The Nevada Department of Education (NDE) defines response to intervention as:

• a school-wide, multi-level instructional system

• that integrates instruction, assessments and interventions

• to maximize student achievement and support appropriate behavior for all students

• so they are college and career ready.

The Nevada Department of Education Definition of RTI


Building Capacity Aligned to that PurposeThis RTI system supports teachers in the development of instruction-assessment skills so they are more effective in helping students meet the learning targets.

Effective RTI implementation in Nevada builds capacity for:

• The academic and behavioral success for all students.

• The system of district and school instructional delivery, use of data-based decision making across all levels of the accountability system (formative, interim and summative assessment data), staff professional development to enhance instructional capacity to increase student outcomes, and development of a collaborative school culture.

• Effective allocation of resources by the state education agency, districts and schools in a timely manner to improve outcomes for all students, especially for students at risk of experiencing academic and/or behavior challenges.

• The process for special education eligibility identification.

Essential Components of RTIThe NDE recognizes that throughout the state there are different models of how districts and schools are implementing RTI, including the use of different terminology and operational considerations so RTI might “look” different between districts and schools. For example, some districts

are implementing an “instructional consultation model” while other districts have established “tiered”, or “blended models”, of supports. Regardless of the specific model, the NDE believes that ALL RTI models should include a problem solving process, as described above and the following essential components, as adapted from the National Center on Response to Intervention (NCRTI, 2010).

Again, the RTI system provides a process for special education eligibility identification documentation necessary when appropriate.

Given the range of factors that might affect how a school/district chooses to implement RTI (e.g., school size), schools and districts will need to customize the RTI system to create or adopt an RTI model that works for each site. While customizing the RTI model, these essential components are non-negotiable elements of implementation. In other words, the essential components will be part of each RTI model, although how these components are implemented or operationalized will vary across schools and districts. See Appendix A for more information about NCRTI’s essential components.

The Nevada Department of Education believes that ALL RTI models

should include a problem solving process.

Universal Screening

Progress Monitoring

Multi-Level Support System

Data-Based Decision Making

See Appendix A for more information

about NCRTI’s essential components.

On Page 17A

The Overview of Response to Intervention (CONTINUED)


Essential Components of RTI

Universal Screening:“Brief assessments that are valid, reliable, and demonstrate diagnostic accuracy for predicting which students will develop learning or behavioral problems. They are conducted with all students to identify those who are at risk of academic failure and, therefore, need more intensive intervention to supplement primary prevention (i.e., the core curriculum)” (NCRTI, p. 8). These assessments are administered during established benchmark periods (typically 1-3 times a school year).

Data-Based Decision Making:Data collection and analysis on RTI implementation occurs across all domains including state, district, school, classroom and student. Data collection and analysis are also essential at all levels of instruction and behavioral support (e.g., Level One, Two, and Three). Data are used first and foremost to determine the adequacy of the core curriculum and the effectiveness of instructional and behavioral intervention strategies for individual students and groups. Teachers use assessment data to identify students’ needs and provide instruction and behavioral support to address those needs.

Progress Monitoring:“Repeated measurement of performance on reliable and valid assessment tools to inform the instruction of individual students [or groups of students] in general and special education. Progress monitoring is conducted at least monthly to:

• Estimate rates of improvement

• Identify students who are not demonstrating adequate progress

• Compare the efficacy of different forms of instruction to design more effective, individualized instruction” (NCRTI, p. 9).

Multi-Level Support System:NDE uses terminology of “levels” while many in the field use the term “tiers”. RTI has three broad levels of support linking high-quality instruction, targeted interventions, and ongoing assessments. Multiple interventions implemented with fidelity can occur within each level of support. NDE defines the various levels as follows:

High-quality core instruction is research-based and meets the needs of most students. Level one instruction supports all students to achieve academic standards and behavioral expectations through differentiated instruction and supports, flexible grouping and active student engagement.

LEVEL ONE:

Evidence-based, targeted, instruction and/or behavioral supports matched to student need that is provided in addition to Level One instruction.

LEVEL TWO:

Individualized, evidence-based interventions of increased intensity that are provided to students who show minimal response to both Level One and Level Two instruction and/or behavioral supports.

LEVEL THREE:


ALIGNMENT OF RTI WITH STATE AND DISTRICT PRIORITIES

As described in the NDE definition of RTI and the system of essential components, RTI is integral to the learning-instruction-assessment nexus and thus supports the NDE Theory of Action, which is articulated as:

The State Board Strategic Framework identifies 4 priorities to support achievement of 5 State Improvement Plan (STIP) goals. The 4 Strategic priorities are:

Implement standards and assessments that prepare students for success in postsecondary education and careers

Provide valid and reliable data to support decision making for student achievement

Create and implement a comprehensive educator effectiveness system

Implement innovative programs and scale up evidence-based practices for school and district improvement

The following identifies ways in which an RTI system supports and aligns with these priorities.

Implement Standards and Assessments

Quality instruction is the basis for promoting long-term student growth and achievement

• Implementation of the Common Core State Standards is a paradigm shift in teaching and learning. RTI is a framework to help students achieve the new standards. RTI supports strong multi-level instruction for all students throughout all grade levels.

• Smarter Balance Assessment Consortium creates adaptive assessments responsive to learner performance. An RTI system is an integral part of accountability measures. Some common formative assessment measures will exist statewide.

The purpose of public education in Nevada is to meet the learning needs of

all students in order to prepare them to be college and career ready. This

purpose is supported by an integrated and comprehensive accountability

system, which has two essential aims—to ensure educators meet

professional responsibilities and to support capacity building. The system

achieves this goal by aligning preK-12 standards, curriculum, pedagogy,

assessment, personnel evaluation, and professional development.


• RTI is a capacity building and preventative framework, not a student deficit approach, supporting increased outcomes through a focus on quality instruction for students and improving staff performance through aligned professional development.

Provide Valid and Reliable Data

Accurate and relevant data drives real-time decision making

• Universal Screening and Progress Monitoring documentation yields data to inform instructional practices and decisions and improve instruction.

• Effective RTI implementation requires the collection and use of student level data. RTI models have an established data collection and analysis process, i.e., decision maps and rules to guide data use.

Create a Comprehensive Educator Effectiveness System

Teachers and administrators impact student learning

• Building level administrators model capacity building strategies and earn teacher trust through active participation on RTI teams.

• An RTI system includes ongoing, embedded, effective professional development to build educator capacity and effectiveness.

Implement Innovative Programs; Scale Up Evidence-Based Practices for School and District Improvement

Scaling up evidence-based practices builds instructional capacity of districts and schools

• RTI is an integral part of the district/school instructional and improvement system. Through school and district improvement planning and implementation processes, RTI procedures and practices are implemented, monitored and evaluated. Continuous improvement of RTI processes supports and ensures sustainability.

The purpose of public education in Nevada is to meet the learning needs of all students in order to prepare them to be college and career ready.


RTI AND IMPLEMENTATION SCIENCE

As many research studies have documented–change is a process, not an event. An important and often neglected part of the process is implementation. The Nevada Department of Education recognizes the need to focus on implementation science and is committed to supporting effective implementation of RTI. This section will provide a brief overview of implementation science. More information on implementation science is located in Appendix C.

Why Focus on Implementation SciencePositive outcomes for students require not only effective interventions but also effective implementation strategies and practices. The State Implementation and Scaling-up of Evidence-Based Practices Center, funded by the US Department of Education’s Office of Special Education Programs uses the following equation to help illustrate the importance of focusing on implementation (retrieved 2/27/2012 from http://sisep.fpg.unc.edu/news/enotes-12-2011).

EffectiveIntervention(the “What”)

EffectiveImplementation

(the “How”)

Positive Outcomes for

Students

Both the intervention and effective

implementation need to be evidence-based.

More information on implementation science

is located in Appendix C.

On Page 18C


The first challenge in utilizing implementation science is to develop an understanding of each tool and it’s potential role and utility in supporting RTI implementation. The second challenge is to match appropriate activities to the current degree or stage of implementation for each district and/or school. When all parts

of the system have a shared understanding of implementation and the related constructs and tools, there can be dramatic increases in the likelihood of building an infrastructure that will support each district and school in achieving high levels of RTI implementation and the desired student outcomes.

The “What”

Implementation science applies to any innovation/intervention that is being implemented. In this application, the “What” refers to response to intervention and the essential components of response to intervention as explained earlier in this document. An underlying expectation is that all instruction, across all levels, is evidence-based.

The “Who”

Teachers, policy makers, districts, schools, and leaders are part of one system. A common practice and area of great risk is for each of the subsystems to assume that they are an independent agency that can accomplish outcomes by themselves. All parts of the education system have to be in synch and work together in order to accomplish the ultimate aims. This document serves to provide a platform for the Nevada Department of Education to show how it will support districts to implement RTI statewide as well as address the various components of implementation.

The “How”

Implementing Response to Intervention will require districts and schools to adopt new practices and procedures. Given the finite resources that the state, districts and schools have available, addressing implementation in affordable and effective ways is challenging. This section provides a brief introduction to implementation science, highlighting just two basic constructs–stages of implementation and implementation drivers. Fortunately, there are a number of additional research-based constructs and tools that can support effective implementation of RTI.

Implementation Science


RTI and Implementation Science (CONTINUED)

Stages of ImplementationThe table below provides an overview of the stages of implementation, with a description of each stage and some questions for consideration matched to each stage. This framework provides a conceptual overview of the phases and questions that must be addressed as a change process unfolds system-wide.

Implementation DriversImplementation drivers are multi-level supports for the users of innovations in education environments. There are three integrated and interactive sets of implementation drivers designed to a) develop and sustain staff competencies, b) establish hospitable organizational environments, and c) assure effective leadership. When all of the drivers are working in an integrated manner, performance assessments will show consistent use of the education innovations as intended, and outcome data will show benefits to students year after year. For more information on implementation drivers, please visit SISEP’s web site in Appendix C.

Stage of Implementation & Description Questions for Consideration

• What is it?

• How will it impact us?

• Do we agree with the philosophy?

• Should we do it?

Exploration / AdoptionMake decision regarding commitment to adopting the innovation and supporting successful implementation

1• How do we do it?

• Do we have the materials, training, time, and support to do it right?

InstallationSet up the infrastructure so that successful implementation can take place and be supported

2• Is it working?

• Are we doing it right?

Initial ImplementationTry out the practices, work through problems, work out the details, learn, improve before expanding

3• It’s working well, do we have supports in

pace to involve more people?

• Are we ready to focus on other tiers of supports?

ElaborationExpand the practice/program to other locations, times, individuals

4• It’s working fine, but how do others do it?

• Is there a way to make it better?

• How do we ensure this sustains over time and through staff changes?

Continuous Improvement/Sustainability Make it easier, more efficient. Embed within current practices

5Table 1. Adapted from MiBLSi 12/11


PLAN FOR STATEWIDE IMPLEMENTATION

Implementation EvidenceSuccessful RTI implementation in Nevada will be demonstrated by:

Schools have systems (aligned within a teaching and learning framework) in place to provide students who need additional help with increasingly intense evidence-based supports.

The state, districts and schools utilize an implementation plan that addresses effective strategies to support sustainability (leadership, organizational and competency drivers).

All students have access to established curriculum.

Schools use valid, universal screeners to identify students who need additional support or assessment.

Schools monitor student responsiveness to interventions with valid progress monitoring tools and procedures.

Schools use a systematic, data-driven process to address student needs, evaluate the efficacy of the instructional system, and allocate resources.

Education leaders ensure that the essential components of RTI are

integrated into school and district teaching and learning frameworks and that embedded professional development supports RTI implementation.

All partners (school, district and state leaders; school staff; family members; community members, etc.) are actively involved and engaged in the implementation process.

All partners receive ongoing, job-embedded professional learning.

Teacher education programs in Nevada prepare teachers to effectively work within a school-wide RTI system.

Statewide Implementation Supporting ActivitiesThe NDE recognizes that districts and schools not only have different models of RTI, but are also at different stages of implementing RTI. In order to provide differentiated supports to all schools and districts within the state, this section is organized by the stages of implementation referred to previously (see Table 1). The NDE intends to conduct the following activities as a way of assisting local education agencies to effectively implement RTI.

A few statewide implementation supporting activities include:• Exploration and

Adoption, • Installation and

Initial Implementation• Elaboration

and Continuous Improvement


Plan for Statewide Implementation (CONTINUED)

Exploration and Adoption

• Conduct a statewide RTI needs assessment of districts.

• Conduct a needs assessment of how regional professional development centers are currently supporting RTI efforts in schools and districts across Nevada.

• Provide technical assistance and/or guidance statewide:

• To assist districts to understand RTI components, philosophy and outcomes

• To assist districts in the creation of a district implementation plan

• To evaluate capacity to support district implementation (funding, time, skills, resources).

Installation and Initial Implementation

• NDE develops internal processes, systems, and structures to support state and district implementation of RTI implementation including:

• Disseminate the district/school implementation plan template utilizing implementation stages and drivers

• Develop a coordinated approach across various state initiatives (e.g., Striving Readers, Common Core, School and District Improvement) to support effective utilization of

resources and increased student outcomes

• Develop an RTI section of the Nevada Department of Education website

• Develop a communication plan to ensure a common understanding of language and efforts to maintain alignment of multi-initiatives purposes, goals and outcomes

• Share RTI resources to support district and school implementation. Resources may include:

• Implementation Science and Drivers

• Intervention Resources

• Progress Monitoring and Screening Tools Resources

• Parent Guides

• Evaluation Resources and Tools

• District Planning and Implementation Templates

• Collaborate with Nevada Institutions of Higher Education to ensure pre-service programs prepare students to effectively work within an RTI framework.

Elaboration and Continuous Improvement

• NDE engages in continuous improvement of systems, processes, and structures that support state and district RTI implementation including:

• Determine need for additional statewide

supports (professional development, policies, etc.).

• State RTI advisory group reviews and modifies (as needed) the RTI state implementation plan.

• Evaluate state RTI efforts relative to both the stages of implementation and the implementation drivers.

• Assist and/or guide districts in conducting the NCCAT-D.

• NDE will provide support and/or technical assistance to districts in evaluating their RTI efforts. These supports might include the following topics:

• Skill development and implementation of best practices.

• Developing plans and/or tools to monitor fidelity of implementation

• Evaluation of training and technical assistance.

• Impact on students outcomes related to:

• Achievement

• Behavior

• Drop-out/graduation rates

• Special education referral and/or identification rates

Contact Information:

For more information about the state’s plan to support RTI implementation, please contact Jane Splean at 775-687-9148 or [email protected].


Appendix A

The following appendices provide resources that might be useful to districts and schools that are implementing response to intervention. These appendices are hyperlinked to help users quickly access pertinent information. The information that follows is a sampling of RTI resources available to schools and districts. While this information is not exhaustive, the information and resources are from the NDE or federally funded centers.

Appendix A: National Center on Response to InterventionThis federally-funded technical assistance center has many resources that might be useful to schools and districts implementing RTI. Some examples of information on the NCRTI web site www.rti4success.org include:

• The Essential Components of RTI—A Closer Look at Response to Intervention provides an overview to RTI, outlines the essential components that must be present in order to implement RTI with fidelity, and answers some frequently asked questions regarding RTI.

• The NCRTI has tool charts on screening, progress monitoring and instructional interventions. A users’ guide that explains the tool chart and provides some tips of how to best use the chart accompanies each tool chart. To develop these tool charts, the NCRTI established a standard process to evaluate the scientific rigor of commercially available tools and interventions that can be used in an RTI context. These tools, and accompanying data, have been voluntarily submitted by vendors for review by a Technical Review Committee (one for each tool chart).

• The RTI Essential Components Integrity Rubric and the RTI Essential Components Integrity Worksheet are for use by individuals responsible for monitoring the school-level fidelity of RTI implementation. They may also be used by schools for self-appraisal; however, they were not designed for compliance monitoring and therefore should not be used for this purpose. The rubric and the worksheet are designed to be used together and are aligned with the Center’s essential components of RTI.

• Based on the lessons learned from providing support to states developing guidance documents, the National Center on Response to Intervention has created Developing an RTI Guidance Document. Included in this tool are frequently asked questions about guidance documents and a template to help states, districts, and schools develop their own guidance documents.

• Response to Intervention (RTI): Funding Questions and Answers is an information brief providing written responses from the U.S. Department of Education Office of Special Education Programs (OSEP) on the use of Individuals with Disabilities Education Act (IDEA) funds for the implementation of RTI and answers eight commonly asked questions on funding RTI.

• The glossary of terms defines some of the common terms used in an RTI framework.

• The NCRTI regularly provides additional technical assistance through webinars and short ask-the-expert videos on a variety of topics related to RTI. Following each webinar, the center also posts a document containing answers to all of the questions asked during the webinar. These question and answer documents are all located in the Archive section of the website.

www.rti4success.org/pdf/rtiessentialcomponents_042710.pdf

www.rti4success.org

www.rti4success.org/pdf/NCRTIGuidance_102910.pdf

www.rti4success.org/pdf/NCRTI_RTI_Funding_Questions_and_Answers.pdf


Appendix B, C

Appendix B: OSEP Technical Assistance Center on Positive Behavioral Interventions & Supports (PBIS Center)

This federally-funded technical assistance center has many resources that might be useful to schools and districts implementing PBIS. Some examples of information on the PBIS web site www.pbis.org include:

• The School-wide PBIS page provides an overview to school-wide PBIS, including the multi-level approach to behavior support and the essential elements of a school-wide PBIS systems approach. A video on the homepage also explains the PBIS framework. www.pbis.org/school/default.aspx

• In addition, School-wide PBS for Beginners, Primary Level, Secondary Level, Tertiary Level, and District Level pages provide overviews on these important components of PBIS. Each of these pages has a Resource Box at the bottom, which provides resources for implementing these components, such as FAQs, tools, publications, and presentations.

• The PBIS Center provides resources and tools for evaluating PBIS. The Evaluation Blueprint provides an overview of why evaluation is important and what tools should be used. Each of these tools is available for download on the Evaluation Tools page. Further guidance on evaluation is provided in the Evaluation Briefs and Evaluation Examples. www.pbis.org/links/pbis_network/default.aspx

• PBIS Frequently Asked Questions is one of the website’s most visited pages. Here you will find common questions related to PBIS, brief answers, and links to where more information can be found. www.pbis.org/pbis_faq.aspx

• The PBIS Newsletter section provides 5 years of issues of the PBIS newsletter. The newsletter, which is released quarterly, shares recent PBIS research findings and helpful tips for practitioners implementing PBIS. Visit the Subscribe page for instructions on how to sign up for the newsletter. www.pbis.org/pbis_newsletter/default.aspx

• The Resource Catalog allows users to search through a wide array of journal articles, presentations, tools, training materials, and videos relevant to PBIS. Users can search by subject, resource type, and author and can narrow results by specifying prevention level (e.g., tertiary), system impacts (e.g., district team), or audience (e.g., trainers). The Catalog Search Guide provides instructions and tips for using the Resource Catalog. www.pbis.org/resource_catalog/default.aspx

• PBIS Videos provide interactive teaching and guidance on PBIS. The videos can be downloaded and saved to your computer so that they can be easily shared with staff without needing an internet connection. www.pbis.org/swpbs_videos/default.aspx

• PBIS in Your State allows users to connect with those at the state level who can provide assistance to districts and schools. Click on Nevada on the map, and you will find contact information for the Nevada state coordinator, and PBIS TA Center partners. Nevada also has its own PBIS website, which can also be found here.

www.pbis.org/links/pbis_network/default.aspx

• The PBIS Center also has a collection of resources and tools available in Spanish. These can be accessed by clicking Español on the homepage.

Appendix C: State Implementation & Scaling-up of Evidence-based PracticesSISEP is one of several technical assistance centers funded by the U.S. Department of Education and its Office of Special Education Programs. The SISEP Center is focused on developing State capacity for large-scale implementations of evidence-based practices to produce good outcomes for all students. The SISEP Center works in collaboration with existing TA Centers to coordinate efforts, maximize benefits to states, and maximize the use of resources in each State. sisep.fpg.unc.edu/


Appendices C, D, E

Appendix C: The National Implementation Research NetworkThe mission of the National Implementation Research Network (NIRN) is to close the gap between science and service by improving the science and practice of implementation in relation to evidence-based programs and practices. www.fpg.unc.edu/~nirn/

Appendix D: Nevada Department of Education• NDE Policy Statement, Response to Scientific, Research-Based Intervention - April 2007 (pdf)

• NDE Policy Statement, Response to Scientific, Research-Based Intervention - April 2007 - SPANISH VERSION (pdf)

• A Parent’s Guide to Response to Intervention (English version) (pdf)

• A Parent’s Guide to Response to Intervention (Spanish version) (pdf)

Special Education Regulations

• Nevada Administrative Code, Chapter 388

• 9/18/08 Adopted Regulations to Chapter 388 of NAC (pdf)

• 34 CFR Part 300 IDEA Federal Regulations (pdf)

Appendix E: ReferencesFullan, Michael 2011 Choosing the wrong drivers for whole system reform Seminar series 204

Centre for Strategic Education Victoria

Michigan’s Integrated Behavior & Learning Support Initiative. (n.d.) Science of Implementation & The Stages of Implementation. Retrieved February 20, 2012 from http://miblsi.cenmi.org.

National Center on Response to Intervention (March 2010). Essential Components of RTI – A Closer Look at Response to Intervention. Washington, DC: U.S. Department of Education, Office of Special Education Programs, National Center on Response to Intervention.

Nevada Department Of Education State Improvement Plan, 2012

Scaling up Evidence-based Practices Center (n.d.) WHY focus on Implementation? State Implementation & Scaling-up of Evidence-based Practices. Retrieved February 27, 2012 from http://sisep.fpg.unc.edu/learning-zone/why.

www.doe.nv.gov/SpecialEdResources/SPTechnicalAssistance/LD_Policy.pdf

http://nde.doe.nv.gov/SpecialEdResources/LD_policy_spanish_lh.pdf

www.doe.nv.gov/SpecialEdResources/RtI_brochure_English-Web.pdf

www.doe.nv.gov/SpecialEdResources/RtI_brochure_Spanish-Web.pdf

www.leg.state.nv.us/NAC/NAC-388.html

http://nde.doe.nv.gov/SpecialEdResources/R064-08A.pdf

http://idea.ed.gov/download/finalregulations.pdf

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