Thinking about AT as part of your Multi-tiered System of ...€¦ · Differentiated Instruction (DI) and Universal Design for Learning (UDL) 11 Differentiated Instruction Planning

RTI and TechnologyCharting The C’s, 2014

Penny Reed and Gayl Bowser 1

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Thinking about AT as part of your Multi-tieredSystem of Support

Minnesota

Charting the C’s Conference

Gayl Bowser

[email protected]

Penny Reed

[email protected]

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Our Alphabet Soup

What is RTI

� RTI refers to the practice of providing high-quality, multi-tier instruction and interventions matched to students' needs, monitoring student progress frequently, and evaluating data on student progress to determine the need for special education support (Batsche et al., 2005; Fuchs & Fuchs, 2006).

� Common features (Batsche et al., 2005; Gresham, 2007), including universal screening of all students, multiple tiers of intervention service delivery, a problem-solving method, and an integrated data collection and assessment system to inform decisions at each tier of service delivery. 3



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1-5%

10-15%

80% or more

Intensive, Individual Interventions•Individual Students

•Assessment-based•High Intensity

Targeted Group Interventions•Some students (at-risk)

•High efficiency•Rapid response

Multiple Tiers

Universal Interventions•All students

•Preventive, proactive

What is PBIS

Positive Behavior Intervention and Supports, or PBIS

� somewhat of a parallel model to RTI

� preventative behavioral instruction is delivered to the whole school to foster a positive school climate.

� Like RTI, PBIS espouses a multi-tier, data-based approach to service delivery.

� 1st tier-teaches a set of appropriate behaviors within the whole school

� 2nd tier-activates behavioral interventions for students who do not respond to the primary instruction,

� 3rd tier-involves individualized behavior support plans for students who do not respond to primary or secondary prevention support

(McIntosh et al., 2010).

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Reading/Literature Performance by # Office Discipline

Referrals - 2004-05

216

224226

231234

237

243

204

209

219222 223

230232

180

200

220

240

260

Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7 Gr. 8 Gr. 10

RIT

Scale

Score

s

0 Referrals 1 Referral 2-5 Referrals 6+ Referrals

From: Effective Behavior and Instructional Support: A District Model for Early Identification and Prevention of Reading

and Behavior Disabilities, Sadler & Sugai, 2006, in press.



What is MTSS� MTSS leverages the principles of RTI and PBIS and integrates a

continuum of system wide resources, strategies, structures and practices.

� While their foci are different, the underlying principles of both RTI

and PBIS draw upon the U.S. Public Health Service's conceptual

multi-tier pyramid model of prevention, which involves primary, secondary and tertiary approaches (Walker et al., 1996). This

framework provides a source for understanding how RTI and PBIS

originated and how they can be woven together, offering the foundation for a Multi-Tier System of Supports (MTSS ).

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What about DI and UDL?

Differentiated Instruction (DI)

and

Universal Design for Learning (UDL)

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Differentiated Instruction� Planning and delivery of instruction that

addresses the varied levels of readiness, learning needs, and interests of each student.

� Guided by principles such as…

� Ongoing assessment

� Timely Adjustments

� Respectful tasks

� Flexible grouping

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Differentiation for Student’s…

�Readiness

�Interests

�Learning Profile



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According to Student Readiness

�Achievement of CCSS

�State Assessments

�DIBBELS

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According to Student Interest

�Topical Groups

�Student choices

�Project based learning

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According to Learning Profile

�Visual Learner

� Learns best alone

� Self Directed

�Active learner

�Concrete learner

�Auditory Learner

� Learns best in groups

�Needs guidance

�Reflective learner

�Abstract learner



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Teachers can Differentiate:

�Content

�Process

�Product

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Universal Design

The term universal design means a concept or philosophy for designing and delivering products and services that are usable by people with the widest possible range of functional capabilities, which include products and services that are directly accessible (without requiring assistive technologies) and products and services that are interoperable with assistive technologies.

Assistive Technology Act of 1998, as amended, 29 U.S.C. 3002

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Universal Design for Learning (UDL)

� Multiple means of representation, to give learners various ways of acquiring information and knowledge,

� Multiple means of expression, to provide learners alternatives for demonstrating what they know,

� Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation.

www.cast.org



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UDL and Assistive Technology

�Universal Design is a strategy to make the learning environment as flexible as possible for students with multiple learning styles.

�Assistive Technology is used to over come the specific barriers a student may face

�Both approaches help ensure access, participation and progress of students with disabilities.

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UDL

Multiple choices of

� Content

� Process

� Product

Multiple means of…

�Representation

�Engagement

�Expression

DI

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What roles do technology and AT play?

Help Teachers Apply UDL Principles

Provide Multiple means of :

�Representation

�Engagement

�Expression

Support for Differentiated Instruction



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Universal Design Features

Technology Application: ____Clicker 6_____________

How can I apply this technology’ to offer students

Multiple Means of

Representation�

How can I apply this technology’ to offer students Multiple Means of

Engagement

�


Expression�

Pictures (clip art)

PhotographsText to speech

Recorded Voice

MusicGraphs and charts

Movie clips

Type words

Record voiceClick on cels

Listen to what I have

doneHighlight the words

as they are read

Switch accessibleOn screen keyboard

Rebus (picture with

word)

Import your photos

Record your voiceText

Email to others

Spell checkClick on word wall

Clicker Grids

Print copy of the grid

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Differentiated Instruction &Technology Technology Application: _Clicker 6________________

How do I apply this technology to differentiate instruction according

to students’ Readiness?�

How do I apply this technology to differentiate instruction according to

students’ Learning Profiles?

�

How do I apply this technology to differentiate instruction according to

students’ Interests�

How do I apply this technology to

differentiate

Content�

�Learning Grid with Pictures and words about the person�Learning grid with words only�No grid

�Picture Assisted Reading//No speech output�Text to speech/No Pictures

�Text to Speech and Pictures

�Varied Clicker Content titles�Starter grids created by the teacher

How do I apply this technology to differentiate

Process�

�Pictures of buildings with their names or purposes or �Write a paper �Grid to practice the content-Reinforcement of content

�Listen to text oral report�Read a text/Write a report

�Illustrate with photos from the internet

How do I apply this technology to

differentiate

Products�

�Clicker Grid which includes varied rubrics�Students score their work

�Report emailed to teacher�Oral report to class� Computer report projected using grids

Student-driven

Variables

Teacher-driven

Variables

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Technology and RTI

� What technology do you see being used in your school(s) as part of their RTI program?



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Second Grade ExampleExample:

Core Standard 2.1 Number and Operations:

2.1.1 Write, compare and order whole numbers to at least 1000.

2.1.2 Understand and apply base-ten numeration, and count in multiples of one, two, five, ten and one hundred.

2.1.3 Compose and decompose whole numbers less than one thousand by place value (e.g., 426 as 4 hundreds + 2 tens + 6 ones).

2.1.4 Use place value and properties of operations to find and use equivalent representations of numbers (such as 35 represented by 35 ones, 3 tens and 5 ones, or 2 tens and 15 ones).

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If 80% of students do not meet criteria, change the school program

Example Math Changes:

�Skill grouping by class or grade?

�Identifying and emphasizing specific strands?

�Adequate allocated time for instruction each day?

�Fluency issues, e.g., facts?

�Use of Technology?

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Alterable Variables Chart



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Thinking about Technology and Tiers

�Not “low” tech vs. “high” tech

�Not “less expensive” vs. “more expensive”

�Not even networked vs. stand alone

Technology and MTSS

� It’s not logical to fit complete products into tiers.

� Technology is flexible.

� Often multi-featured.

� It makes more sense to identify individual features that service providers can call upon to create a multi-tiered system of support.

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Technology decisions

� What features does it have that could beneficial to 80% of student

� What features does it have that would provide additional support within the context of small group interventions? ( 5-20%)

� What additional features are needed by students who are still not meeting expectations?

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Universal Design Features

Technology Application: ____Clicker 6_____________

How can I apply this technology’ to offer students

Multiple Means of

Representation�


Engagement

�


Expression�

Pictures (clip art)

PhotographsText to speech

Recorded Voice

MusicGraphs and charts

Movie clips

Type words

Record voiceClick on cels

Listen to what I have

doneHighlight the words

as they are read

Switch accessibleOn screen keyboard

Rebus (picture with

word)

Import your photos

Record your voiceText

Email to others

Spell checkClick on word wall

Clicker Grids

Print copy of the grid

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Assignment:

Write about a

famous

American.

What features does it have that could be beneficial to 80% of student

Word processor and

spell check

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Assignment:

Write about a

famous

American.

What features does it have that would provide additional support for small group interventions? ( 5-20%)

Word processor and

spell check

Text-to-speech with

pictures as you write



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Word processor and

spell check

Text-to-speech with

pictures as you write

Clicker grids and pictures

with text-to-speech as you

write.

Assignment:

Write about a

famous

American.

What features are needed by 5 % or fewer of students who are still not meeting expectations?

Features needed by 5% or fewer of students

� Are they included in the tool?

� If not, where will they come from?

� Software

� App

� Online

� Dedicated Devices

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Feature Match Chart

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Additional tool examples

� Rewordify.com

� Thoughtq.com

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http://bit.ly/1gqOszG

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Talking to Teachers about Technology for MTSS

� Identify features of technology

� Identify a unique problem and match technology feature to the problem.

� When possible, emphasize technology that has features for all tiers.



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Technology in the TiersAn example: Clicker 6

Type assignments.

Text-to-speech as you

write.

Clicker grids and text-to-

speech as you write.

Assignment:

Write about a

famous

American.

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Specialists’ Roles in MTSS

� Suggest tools for instruction

� Suggest tools for individual support

� Suggest data collection strategies for all tiers

� Help determine support services a student may need to benefit from technology use

� Serve on the district’s MTSS team

Documents

Thinking about AT as part of your Multi-tiered System of ...€¦ · Differentiated Instruction (DI) and Universal Design for Learning (UDL) 11 Differentiated Instruction Planning