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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
Penny Reed
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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
RTI and TechnologyCharting The C’s, 2014
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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.
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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
�
How can I apply this technology’ to offer students Multiple Means of
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�
How can I apply this technology’ to offer students Multiple Means of
Engagement
�
How can I apply this technology’ to offer students Multiple Means of
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