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Goals and Objectives


The overall outcome of NH RESPONDS is the development of a statewide training and TA network that is aligned with federal regulations, state certification standards and the state performance plan (SPP) in special education and builds the capacity of ECE programs and K-12 schools to adopt, implement with fidelity and sustain effective and efficient responsiveness to intervention (RTI) systems of PBIS and LI and tertiary STS for students with EBD. In order to achieve this outcome, we propose goals/objectives.

Goals and Objectives

  • The primary strategies for accomplishing NH RESPONDS grant goals and objectives outlined below 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.

Goal 1: To improve recruitment, hiring and retentions of highly qualified educators by increasing the knowledge and skills of NH special and general education teachers, related service personnel and school administrators. This will be achieved through statewide capacity building trainings and 5 SAU Demonstration Sites (inclusive of five ECE programs and 10 K-12 public schools) in designing, implementing with fidelity and sustaining scientifically-based response to intervention (RtI) systems of PBIS and Literacy Instruction (LI) and tertiary Secondary Transition Supports (STS) for students with Emotional Behavioral Disorders (EBD). Thus meeting the needs of, and improve the behavior, performance, achievement and secondary transition success of children and youth with disabilities ages 3-21 in NH.

Objective 1.1 To recruit at least one SAU (School Administrative Unit) in each of the five regions of NH who shows readiness and commitment to adopting or expanding RtI systems of PBIS and LI and tertiary STS for students with EBD.

Objective 1.2 To recruit at least one SAU (School Administrative Unit) in each of the five regions of NH who shows readiness and commitment to adopting or expanding RtI systems of PBIS and LI and tertiary STS for students with EBD.

Objective 1.3 To develop and incorporate a set of competencies required for (a) building administrators, (b) behavior support coaches and (c) program or school-based team members to be considered qualified to design, implement with fidelity, and sustain a 3-tiered system of PBIS, LI, and tertiary STS in all NH RESPONDS PD.

Objective 1.4.1. To build SAU capacity by increasing the knowledge and skills of 15 participating LEA leadership teams in designing, implementing with fidelity, assessing and sustaining RtI systems of behavior support and literacy instruction.

Objective 1.4.2 Personnel in 5 LEAs will be supported by evidenced-based in-service PD systems and practices that are aligned to state certification standards and competencies in scientifically-based RtI systems of PBIS, LI and STS for students with EBD.

Objective 1.5 To build program/school capacity by increasing the knowledge and skills of 15 participating site-based primary, secondary and tertiary teams and coaches in designing, implementing with fidelity, assessing and sustaining RtI systems of behavior support and literacy instruction.

Objective 1.6 To build ECE program capacity by increasing the knowledge and competency of early care and education professionals in the areas of early literacy and PBIS by providing individualized TA and support to five child care programs/Head Start and Early Head Start programs across NH.

Objective 1.7 To build statewide capacity by increasing the knowledge and skills of 400 K-12 special and general education teachers, related service personnel and school administrators and 40 family members in the systems, evidence-based practices, and fidelity of implementation and process assessment tools of RtI systems of behavior support and literacy instruction.

Objective 1.8 To build statewide capacity to provide individualized, self-directed school-to-career transition services to youth with emotional and behavioral challenges by increasing the capacity of school personnel and community-based providers in the use of RENEW strategies and supports.

Goal 2: To reform and improve personnel preparation and PD systems to include scientifically-based RtI systems of PBIS, Literacy Instruction (LI) and tertiary Secondary Transition Supports (STS) for students with EBD that are aligned with federal regulations, state certification standards, statewide initiatives, and the state performance plan (SPP) in special education through collaborative partnerships between the NHDOE, NH DHHS, Institutions of Higher Education (IHEs), family organizations, and LEAs.

Objective 2.1.1. To work with subcommittees under the NHDOE Professional Standards Board (PSB) in their efforts in reforming and improving state standards for certification and endorsement programs, such that, all programs not currently containing competencies infused with scientifically-based RtI systems of PBIS, include them as state standards are revised.

Objective 2.1.2. To work with subcommittees under the PSB in their efforts in reforming and improving state standards for certification and endorsement programs, such that, all programs not currently containing competencies infused with scientifically-based RtI systems of LI, include them as state standards are revised.

Objective 2.1.3. To work with subcommittees under the PSB in their efforts in reforming and improving state standards for certification and endorsement programs, such that, all programs not currently containing competencies infused with scientifically-based secondary school-to-career transition supports, include them as state standards are revised.

Objective 2.2 To revise educator preparation programs at four IHEs to reflect state standards and competencies in scientifically-based RtI systems of PBIS, LI and STS for students with EBD.

Objective 2.3 Develop and engage at least one IHE in the development of at least one undergraduate or graduate-level course or training series in best practices in School-to-Career Transition (StCT) services.

Updated and OSEP approved Jaunary, 25, 2010


New Hampshire Department of Education
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Telephone: (603) 271-3494 | TDD Access: Relay NH 711