Thinking about AT as part of your Multi

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RTI and Technology
Charting The C’s, 2014
Thinking about AT as part of
your Multi-tiered
System of Support
Minnesota
Charting the C’s Conference
Gayl Bowser
[email protected]
Penny Reed
[email protected]
1
Our Alphabet Soup
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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.
Penny Reed and Gayl Bowser
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RTI and Technology
Charting The C’s, 2014
Multiple Tiers
Intensive, Individual Interventions
1-5%
•Individual Students
•Assessment-based
•High Intensity
10-15%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
80% or more
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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
5
al., 2010).
Reading/Literature Performance by # Office Discipline
Referrals - 2004-05
0 Referrals
1 Referral
2-5 Referrals
6+ Referrals
RIT Scale Scores
260
243
240
234
231
224
220
216
230
226
232
223
222
219
237
209
204
200
180
Gr. 3
Gr. 4
Gr. 5
Gr. 6
Gr. 7
Gr. 8
Gr. 10
From: Effective Behavior and Instructional Support: A District Model for Early Identification and Prevention of Reading
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and Behavior Disabilities, Sadler & Sugai, 2006, in press.
Penny Reed and Gayl Bowser
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RTI and Technology
Charting The C’s, 2014
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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Penny Reed and Gayl Bowser
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RTI and Technology
Charting The C’s, 2014
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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Penny Reed and Gayl Bowser
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RTI and Technology
Charting The C’s, 2014
According to Student Readiness
Achievement
of CCSS
Assessments
DIBBELS
State
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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
Self
best alone
Directed
Active
learner
Concrete
learner
Auditory
Learner
Learns
best in groups
Needs
guidance
Reflective
Abstract
learner
learner
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Penny Reed and Gayl Bowser
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RTI and Technology
Charting The C’s, 2014
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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Penny Reed and Gayl Bowser
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RTI and Technology
Charting The C’s, 2014
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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DI
UDL
Multiple choices of
Multiple means of…
Content
Representation
Process
Engagement
Product
Expression
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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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Penny Reed and Gayl Bowser
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RTI and Technology
Charting The C’s, 2014
Universal Design Features
Technology Application: ____Clicker 6_____________
How can I apply this technology’ to
offer students
Multiple Means of
How can I apply this technology’ to
offer students Multiple Means of
How can I apply this technology’ to
offer students Multiple Means of
Engagement
Expression
Representation
Pictures (clip art)
Photographs
Text to speech
Recorded Voice
Music
Graphs and charts
Movie clips
Type words
Record voice
Click on cels
Listen to what I have
done
Highlight the words
as they are read
Switch accessible
On screen keyboard
Rebus (picture with
word)
Import your photos
Record your voice
Text
Email to others
Spell check
Click on word wall
Clicker Grids
Print copy of the grid
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Differentiated Instruction &Technology
Technology Application: _Clicker 6________________
Student-driven
Variables
How do I apply this technology to
differentiate instruction according
to students’ Readiness?
Content How do I apply this
technology to
differentiate
Process How do I apply this
technology to
differentiate
How do I apply this
technology to differentiate
instruction according to
students’ Interests
Profiles?
Teacher-driven
Variables
How do I apply this
technology to
differentiate
How do I apply this
technology to differentiate
instruction according to
students’ Learning
Learning
Grid with Pictures
and words about the person
Learning grid with words
only
No grid
Picture
Pictures
of buildings with
their names or purposes or
Write a paper
Grid to practice the contentReinforcement of content
Listen
Illustrate
Clicker
Report
Grid which includes
varied rubrics
Students score their work
Products Assisted
Reading//No speech
output
Text to speech/No
Pictures
Text to Speech and
Pictures
Read
to text oral report
a text/Write a report
Varied Clicker Content
titles
Starter grids created
by the teacher
with photos
from the internet
emailed to teacher
report to class
Computer report
projected using grids
Oral
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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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Penny Reed and Gayl Bowser
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RTI and Technology
Charting The C’s, 2014
Second Grade Example
Example:
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
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2 tens and 15 ones).
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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Penny Reed and Gayl Bowser
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RTI and Technology
Charting The C’s, 2014
Thinking about
Technology and Tiers
Not
“low” tech vs.
“high” tech
Not “less
expensive” vs.
“more expensive”
Not even
networked vs.
stand alone
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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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Penny Reed and Gayl Bowser
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RTI and Technology
Charting The C’s, 2014
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)
Photographs
Text to speech
Recorded Voice
Music
Graphs and charts
Movie clips
How can I apply this technology’ to
offer students Multiple Means of
Type words
Record voice
Click on cels
Listen to what I have
done
Highlight the words
as they are read
Switch accessible
On screen keyboard
Rebus (picture with
word)
Import your photos
Record your voice
Text
Email to others
Spell check
Click on word wall
Clicker Grids
Print copy of the grid
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What features does it have that could
be beneficial to 80% of student
Word processor and
spell check
Assignment:
Write about a
famous
American.
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What features does it have that would
provide additional support for small group
interventions? ( 5-20%)
Text-to-speech with
pictures as you write
Word processor and
spell check
Assignment:
Write about a
famous
American.
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Penny Reed and Gayl Bowser
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RTI and Technology
Charting The C’s, 2014
What features are needed by 5 % or fewer of
students who are still not meeting expectations?
Text-to-speech with
pictures as you write
Clicker grids and pictures
with text-to-speech as you
write.
Word processor and
spell check
Assignment:
Write about a
famous
American.
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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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Penny Reed and Gayl Bowser
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RTI and Technology
Charting The C’s, 2014
Additional tool examples
Rewordify.com
Thoughtq.com
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http://bit.ly/1gqOszG
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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Penny Reed and Gayl Bowser
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RTI and Technology
Charting The C’s, 2014
Technology in the Tiers
An example: Clicker 6
Text-to-speech as you
write.
Clicker grids and text-tospeech as you write.
Type assignments.
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
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Penny Reed and Gayl Bowser
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