katherine aaron 2

12/30/2013

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21st Century Learning and Response to Instruction and Intervention

Katherine Aaron, Special Education Program Coordinator

Michelle André, Special Education Director

Atascadero Unified School District

Agenda

• Review of Objectives

• Review of RtI2 for Academics & Behavior

• RtI2 for Assistive Technology – Tiers of Educational vs. Assistive Technology

• RtI2 for Academics, Communication & Social‐Emotional‐Behavioral

• Assistive Technology Assessment

• Resources and Examples

Take a moment……….

• think about all the demands that a student must meet to be successful in school

• think about how easy it is for some students to access their education vs. others

• think about if this was you or your child…….

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Objectives

• Understand how educational/assistive technology fits into RtI2

• Understand levels of technology

• Understand how to implement RtI2 using the benefits of technology

• Understand how to conduct an Assistive Technology Assessment

• Resources and examples

Review of RtI2

• A three‐tiered, data‐driven approach that provides access to quality instruction and intervention for all students.

• Core components outline a comprehensive instructional approach that includes:– Systematic screening

– Differentiating instruction

– Targeted interventions

– Progress monitoring

Top 1%

Referral for

Spec Ed

Individual Needs ~ High Intensity ~ Increase Duration ~ Intensive

Support

Targeted Skills

Supplemental Intervention

Specific Instructional & Testing Accommodations

Environmental Structural Support

Active Participation & Engagement Strategies

Vocabulary Development Strategies

Evidence Based Instructional Strategies

Strategies for Monitoring Progress and Adjusting Instruction

Strategies for Differentiating Instruction and Compacting

Common Core‐Instruction

Critical Thinking Communication Collaboration Creativity

Effective Classroom Management and Relationship Building

TIER I‐80%

TIER II‐15%

TIER III‐5%

RtI² Tiered Academic Model Intensive Progress Monitoring‐Daily/WeeklySpecific Instructional ModificationsModified Testing/Grades/StandardsIndividual Student Support Plans

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RtI² Tiered Social‐Emotional‐Behavioral Model

Assistive Technology vs.Educational Technology

• Assistive technology is “…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 functional capabilities of a child with a disability.” (20 U.S.C. 1401(1))

• Educational technology is technological tools combined with curriculum that enhances the teaching and learning experiences of all students.

INTENSIVE INTERVENTIONS

High Tech Specialized Access

for: Seating, Positioning, &

Mobility‐Communication‐Computer

Access‐Motor Aspects of Writing‐Composition

of Written Material‐Reading‐Math‐Organization‐

Recreation & Leisure‐Vision‐Hearing

ASSISTIVE TECHNOLOGY ASSESSMENT

GROUP INTERVENTIONS

Low Tech Specialized Access for:

Seating, Positioning, & Mobility‐

Communication‐Computer Access‐Motor

Aspects of Writing‐Composition of Written

Material‐Reading‐Math‐Organization‐Recreation & Leisure‐Vision‐Hearing

CORE INSTRUCTION

Universal Design/Universal Access for:

Seating, Positioning, & Mobility‐

Communication‐Computer Access‐Motor

Aspects of Writing‐Composition of Written

Material‐Reading‐Math‐Organization‐Recreation & Leisure‐Vision‐Hearing

TIER III

TIER II

TIER I

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Text reader

Scanner with OCR and text reader


GROUP INTERVENTIONS

Handheld device to read individual words

Use of pictures/symbols with text

Electronic text

Audio books

CORE INSTRUCTION

Standard text

Book adapted for access

Low‐tech modifications to text

TIER III

TIER II

TIER I

READING

Reading(Specific Examples)

• Standard text – use of research based teaching strategies that include all modalities (visual, verbal, and kinesthetic)

• Book adapted for access – standard text but adapted for physical access, AAC users, or visual impairments

• Low‐tech modifications to text – changing readability of text, marking text, or different fonts

• Handheld device to read individual words – talking dictionaries or reading pens

• Use of pictures/symbols with text – software and newspapers

• Electronic text – e‐books and handheld readers and applications

• Audio books – books on tape/CDs/MP3, etc.

• Text reader – text to speech

• Scanner with OCR and text reader – scanning of any material that will turn text into speech


Math Software/Web Simulations

Voice Recognition Math Software

Portable Math Processors


GROUP INTERVENTIONS

Adapted Math Tools

Math Toolbars

On‐Screen Calculator

Virtual Manipulatives

CORE INSTRUCTION

Math Manipulatives

Ruler/Abacus/Number Line/Calculator

Adapted Math Paper

Math "Smart Charts"/Math Scripts

TIER III

TIER II

TIER I

MATH

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Math(Specific Examples)

• Math Manipulatives‐physical representations of math concepts

• Ruler/Abacus/Number Line/Calculator‐math tools

• Adapted Math Paper‐enlarged worksheets, graph paper, guideline paper

• Math "Smart Charts"/Math Scripts‐reference guides (math facts, process steps, conversions, etc.)

• Adapted Math Tools‐talking tools, large displays, overlays, etc.

• Math Toolbars/On‐Screen Calculator‐computer toolbars for equations, computation, etc.

• Virtual Manipulatives‐digital versions that add movement and interactivity to math concepts

• Math Software/Web Simulations‐graphic organizers, visual formats, etc.

• Voice Recognition Math Software‐speech to text

• Portable Math Processors‐works like a portable word processor with math notation capability


Voice Recognition Software

Multimedia Software

Reference Software

Word Prediction Software


GROUP INTERVENTIONS

Talking Word Processor

Digital Templates

Word Processing with Digital Supports

CORE INSTRUCTION

Picture Supports

Word Cards/Word Banks/Word Wall

Pocket Dictionary/Thesaurus

Graphic Organizers/Written Templates

Cloze Assignments

Word Processing Software

TIER III

TIER II

TIER I

WRITTEN LANGUAGE

Written Language(Specific Examples)

• Picture Supports‐real life representations

• Word Cards/Word Banks/Word Wall‐frequently used words

• Pocket Dictionary/Thesaurus‐portable

• Graphic Organizers/Written Templates‐story starters, outlines, etc.

• Cloze Assignments‐fill in missing blanks with key words

• Word Processing Software‐easy production, editing, and publishing

• Talking Word Processor‐provides verbal feedback as a student writes

• Digital Templates‐interactive prompted writing guides

• Word Processing with Digital Supports‐access features to support digital writing

• Multimedia Software‐access to alternative expression of ideas

• Reference Software‐access to citation formats

• Word Prediction Software‐predicts words as student types

• Voice Recognition Software‐types as student speaks

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Text Based Device with Speech Synthesis

Speech Generating Device


GROUP INTERVENTIONS

PECS

Visual Modeling

Simple Speech Generating Device

CORE INSTRUCTION

Concrete Representation

Visual Schedules

Communication Systems

TIER III

TIER II

TIER I

COMMUNICATION

Communication(Specific Examples)

• Concrete Representation‐actual concrete objects or parts of an object

• Visual Schedules‐visual representation of daily schedules

• Communication Systems‐low tech communication boards

• PECS‐Picture Exchange Communication System

• Simple Speech Generating Device‐digitized or recorded speech for single words or simple phrases

• Speech Generating Device‐sophisticated devices that have levels, icon sequencing, or dynamic displays

• Text Based Device with Speech Synthesis‐keyboarding text to speech


Video Modeling/Social Stories

Reinforcement Apps

Self‐Monitoring Devices

GROUP INTERVENTIONS

Conover‐Everyday Social Skills

Device Apps‐Minding the Gap

CORE INSTRUCTION

Universal Screening

Illuminate Data Collection

Social Skills Instruction

TIER III

TIER II

TIER I

SOCIAL‐EMOTIONAL‐BEHAVIORAL

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Assistive Technology Assessment

Wisconsin Assistive Technology Initiative’s

Assessing Students’ Needs for Assistive Technology

(ASNAT)

A Resource Manual for School District Teams*

http://www.wati.org/

*The assessment process is meant to be completed as a team

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RESOURCES

• Assessment Manual:

http://www.wati.org/

• AT Modules:

http://www.atinternetmodules.org/

• Assessment Services/Professional Development:

http://www.dcc‐cde.ca.gov/

Contact Information

Atascadero Unified School District

Student Intervention Services

4507 Del Rio Road

Atascadero, CA 93422

(805) 462‐4230

[email protected]

[email protected]