AT & UDL IN A MULTI-TIERED
SYSTEM OF SUPPORTS
David Davis
Coordinator
Technology & Learning
Connections
PS/RtI Project USF
• Technology & Learning Connections: AT &
UDL Team
Increasing student
achievement through
the systemic
alignment of
technology, policies,
and curriculum.
Florida Dept. of Education
PS/RtI in Florida
MTSS
SCALING UP
Florida Dept. of Education / 1
• FDOE Mission Statement
– Highest student achievement (full option
graduation)
– Seamless articulation and maximum
access
– Skilled workforce and economic
development
– Quality efficient services
Florida Dept. of Education / 2
• Programs
– 21st Century Community Learning Centers
– Just Read, Florida!
– Sunshine Math
– Science Fairs
– Earth/Space Science
– Florida Diagnostic & Learning Resources System
– Positive Behavior Support
– Response to Intervention
PS/RtI / 1
• FLDOE Statewide RtI Implementation Plan 2008
• The basic elements of RtI are required by the
No Child Left Behind (NCLB) Act and the
Individuals with Disabilities Education Act
(IDEA); therefore, they are included in the
broad-based initiatives for schools striving to
meet Adequate Yearly Progress (AYP).
PS/RtI / 2
• Clearly, each set of efforts is built upon
common elements, but with single-purpose
resources and in segregated activities. Each
separate effort also involves a unique set of
terminology, professional development
requirements, and data collection and
reporting systems, which result in district
and school personnel perceiving that an
overwhelming number of parallel initiatives
are either required or encouraged.
PS/RtI / 3
• Goals
– Align language
– Align common core beliefs
– Align professional development
– Align data collection & reporting
– MTSS provides a
vehicle for alignment
PS/RtI / 4
• RtI is the practice of providing high-quality
instruction and interventions matched to student
need, monitoring progress frequently to make
decisions about changes in instruction or goals and
applying child response data to important
educational decisions
(NASDSE, 2006)
Florida’s MTSS
IT'S A FRAME,
NOT A BOX
Parts of the “Frame”/ 1
• A Multi-Tiered System of Supports (MTSS) is a term used to
describe an evidence-based model of schooling that uses databased problem-solving to integrate academic and behavioral
instruction and intervention.
• The integrated instruction and intervention is delivered to
students in varying intensities (multiple tiers) based on student
need.
• “Need-driven” decision-making seeks to ensure that district
resources reach the appropriate students (schools) at the
appropriate levels to accelerate the performance of ALL
students to achieve and/or exceed proficiency .
Parts of the “Frame”/ 2
• 3 Tiers of service delivery into which all
academic and behavioral
instruction/intervention “fit.”
– Content is not been defined by the model
• Use and regular review of data to ensure
students are responding to the tiered
instructional delivery.
Parts of the “Frame”/ 3
• Instruction/interventions are modified
and intensified based on student
performance data
• Instruction is integrated and
systematically planned across the tiers
What is an MTSS / 1
The goal of an MTSS is: highly effective
academic instruction and behavioral
supports as evidenced by positive
student growth and performance data
and no disproportionate representation
of student subgroups (e.g. race,
economically disadvantaged, students
with disabilities, etc.).
What is an MTSS / 2
• A multi-tier system rooted in the datainformed practices of RtI and PBS.
– Tier 1 – comprehensive tier with an emphasis on
school-wide differentiated universal core
instruction & behavioral supports
– Tier 2 – supplemental instruction/interventions
that move from universal in nature to small
group or individual
– Tier 3 – highly individualized
instruction/interventions and supports
What is an MTSS / 3
• Everything is anchored in Tier 1
What is an MTSS / 4
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Interventions
Resources
Services
Funding
Data Collection
What is an MTSS / 5
• Requires alignment and consensus
– Consensus
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Superintendents
Curriculum Directors
ESE Personnel
IT Dept. Personnel
School Staff (Principals, Teachers, Therapists, etc.)
Instructional Support Personnel
Assistive Technology Specialists
What is an MTSS / 6
• Requires alignment and consensus
– Infrastructure
Training & technical assistance for all educators
Alignment of professional development
Recalibration of roles & responsibilities
Identification of key roles to monitor fidelity of
implementation
• Identification of practices and decision making
across tiers
• Alignment of district policies, procedures, and
systems
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What is an MTSS / 7
• Implementation
– Identification of the critical components of the
framework
– Development of an on-going support of an
evaluation system to address fidelity of
implementation
» Urban Special Education Leadership, May 2011
Implementation / 1
• Florida’s MTSS program works with districts
through:
– Professional development
– Sharing system change tools & resources
– Development of district and school based
problem solving teams
– District Action Planning Process (DAPPS) for
Implementation of a Multi-tiered System of
supports
Implementation / 2
• Florida’s MTSS program works with FLDOE
through:
– An MTSS liaison located at FLDOE
– Meetings with representatives from the various
FLDOE Bureaus
– Coordination of professional development
Implementation / 3
• Technology support for students with
disabilities is now integrated into Florida’s
MTSS
– Accommodations
– Assistive Technology
– Accessible Instructional Materials
– Universal Design for Learning
– Instructional Technology
– Virtual Instruction
Guiding Concepts / 1
• 3 tier system of supports
Guiding Concepts / 2
• Gradual Release of Responsibility
– Teachers, therapists, etc. shift from assuming all
the responsibility for performing a task . . . to a
situation in which the students assume all of the
responsibility” (Duke & Pearson, 2002)
Guiding Concepts / 3
• Transparency of Services
–Any sufficiently advanced
technology is indistinguishable
from magic.
– Arthur C. Clarke (3rd law)
Guiding Concepts / 4
• Transparency of Services
–Any sufficiently advanced
education system is highly
effective, seamless, and
transparent.
Guiding Concepts / 5
ACCOMMODATIONS
Accommodations / 1
• Definition
– Accommodations are changes that can be made
in the way the student accesses information and
demonstrates performance
– Accommodations meet the individual student
needs and ensure equal access to the academic
content standards
– Accommodations make it possible for students
to work around the effect of their disabilities
Accommodations / 2
• There are 3 Tiers
– Accommodations must be anchored in tier 1
• Start from a current tier 1 service or task
• Return to tier 1
• If there is no anchor
then address tier 1
universally
Accommodations / 3
• Transparency
– What accommodations or supports can be
provided universally to all students?
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Presentation supports
Word recognition & comprehension
Following directions
Behavior management
Organization of space and materials
Accommodations / 4
• Release of Responsibility
– Recognition of self-accommodation
– Recognition of the validity of a student selfassessment
– Report self-accommodation in the IEP
ASSISTIVE TECHNOLOGY
Assistive Technology / 1
• Assistive technology device means any item,
piece of equipment, or product system,
whether acquired commercially off the shelf,
modified, or customized, that is used to
increase, maintain, or improve the functional
capabilities of a child with a disability. The
term does not include a medical device that
is surgically implanted, or the replacement of
such device.
Assistive Technology / 2
• Discussion: The definition of assistive technology
device does not list specific devices, nor would it be
practical or possible to include an exhaustive list of
assistive technology devices. Whether an
augmentative communication device, playback
devices, or other devices could be considered an
assistive technology device for a child depends on
whether the device is used to increase, maintain, or
improve the functional capabilities of a child with a
disability, and whether the child’s individualized
education program (IEP) Team determines that the
child needs the device in order to receive a free
appropriate public education (FAPE).
Assistive Technology / 3
• Assistive technology service means any
service that directly assists a child with a
disability in the selection, acquisition, or use
of an assistive technology device. The term
includes:
– Evaluations
– Purchasing, leasing, acquisition
– Selecting, customizing, adapting, repairing
– Coordinating other services
– Training & technical assistance
Assistive Technology / 4
• Discussion: We believe the definition is clear that an
assistive technology service is any service that helps a
child with a disability select an appropriate assistive
technology device, obtain the device, or train the child
to use the device.
• Discussion: The definition of assistive technology
service does not list specific services. We do not
believe it is practical or possible to include an
exhaustive list of assistive technology services, and
therefore, decline to add the specific assistive
technology service recommended by the commenter to
the definition.
Assistive Technology / 5
• There are 3 Tiers
– What assistive technologies
can be provided universally
in tier 1?
– How do we move from tier’s
2 and 3 back to tier 1?
– How do we build
independence in tier 1?
Assistive Technology / 6
• Transparency
– Use typical devices
when appropriate
– Provide more devices
universally
– Revisit data collection
requirements (e.g. selfassessment)
Assistive Technology / 7
• Release of Responsibility
– Recognition of the validity of a student selfassessment/evaluation
– Report self-assessment in the IEP
– Recognize universal and small group assistive
technology services
ACCESSIBLE INSTRUCTIONAL
MATERIALS
Accessible Instructional Materials / 1
• Accessible instructional materials are
instructional materials and print
instructional materials that have been
formatted or adapted to meet the
individual needs of students with
disabilities.
Accessible Instructional Materials / 2
• Discussion: Timely access to
appropriate and accessible
instructional materials is an inherent
component of a public agency’s
obligation under the Act to ensure that
FAPE is available for children with
disabilities and that children with
disabilities participate in the general
curriculum as specified in their IEPs.
» Federal Register, Vol. 71, No. 156, p. 46618
Accessible Instructional Materials / 3
• There are 3 Tiers
– Covers all instructional materials
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Core materials
Reading/reference materials
Universal manipulatives
Emergent technologies
Accessible Instructional Materials / 4
• Transparency
– Assessments should be anchored in regular
reading assessments given to all students
• Accommodations for text accessibility should be
available “on-the-fly”
– Reviewed by reading coaches & teachers,
reading specialists, etc.
– Additional services & resources should be
provided as needed (increase in tier)
– Support should return to tier 1
Accessible Instructional Materials / 5
• Release of Responsibility
– Can accommodations/digital tools be easily
accessed/obtained by the student?
– How much of the assessment or determination
process and data can the student be
responsible for?
– Does the student have the tools to convert
media “on-the-fly”?
UNIVERSAL DESIGN FOR
LEARNING
Universal Design for Learning / 1
• 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."
Universal Design for Learning / 2
• Universal Design for Learning
– A set of principles for curriculum
development that give all individuals equal
opportunities to learn.
– UDL provides a blueprint for creating
instructional goals, methods, materials, and
assessments that work for everyone--not a
single, one-size-fits-all solution but rather
flexible approaches that can be customized
and adjusted for individual needs.
Universal Design for Learning / 3
• There are 3 Tiers
– Dynamic Instructional Media
Universal Design for Learning / 4
• There are 3 Tiers
– Dynamic Instructional Media
Universal Design for Learning / 5
• There are 3 Tiers
– Dynamic Instructional Media
Universal Design for Learning / 6
• There are 3 Tiers
– Rich Learning Environment
Universal Design for Learning / 7
• Four types of Engagement
– Academic
• I can . .
– Behavioral
• I will . .
– Psychological
• I want to . .
– Social
• I belong . .
INSTRUCTIONAL
TECHNOLOGY
Instructional Technology / 1
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Progress monitoring (teachers & students)
Materials organization tools
Assignment/task tracking
Digital materials
Virtual learning spaces
Simulations & robotics
Reading/writing/research support
Curriculum interventions
21st Century Tools
Instructional Technology / 2
• There are 3 Tiers
– Curriculum support should directly relate to what
is being covered in the classroom.
Instructional Technology / 3
• Release of Responsibility
– Students should be able to do their own
progress monitoring, including:
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Grades
Assignment tracking
Scheduling
Management of materials
– Students should be able to independently select
and use problem solving tools
Instructional Technology / 4
• Transparency
– Students should use the same technologies
(robotics, simulations, interactive whiteboards,
social media, emergent technologies, digital
tools)
VIRTUAL INSTRUCTION
Virtual Instruction / 1
• Virtual Instruction
– Online classes
– Blended learning/instruction
– Online assessments
– Continuity of learning
– Virtual schools
– Gaming/virtual worlds
Virtual Instruction / 2
• Language in vendor application
– Includes instructional materials in accessible
formats
– Uses a multi-tiered system of supports
– Provision of curriculum based on Universal
Design in Learning (UDL)
– Completes two iNACOL checklists
– http://www.fldoe.org/schools/virtualschools/DistrictVIP.asp
Integration / 1
Integration / 2
• Accommodations
• Assistive technologies
• Accessible instructional
materials
• Universal Design for
Learning
• Instructional
technologies
• Virtual instruction
• Progress monitoring by
teachers & students
• Materials & tasks
organization tools
• Digital materials
• Virtual learning spaces
• Simulations & immersive
technologies
• Reading, writing, and
research support tools
• Problem solving tools
TECHNOLOGY & LEARNING
CONNECTIONS
TLC: AT & UDL Team
• Activities
– Regional AT & UDL loan libraries
– Regional professional development activities
– Technical Assistance Papers
– Participation in Florida MTSS activities
– Continued support of all current ESE processes
– Liaison with ESE discretionary projects and
general education initiatives to move to a
common language, common core values, and a
common goal
AT & UDL IN A MULTI-TIERED
SYSTEM OF SUPPORTS:
THANKS FOR JOINING US
David Davis
Coordinator
Technology & Learning
Connections