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  • 1. 21st Century Learning and Response  to Instruction and Intervention Katherine Aaron, Special Education Program  Coordinator Michelle André, Special Education Director Atascadero Unified School District
  • 2. 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
  • 3. 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…….
  • 4. 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
  • 5. 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
  • 6. Top 1% Referral for RtI² Tiered Academic Model Spec Ed Intensive Progress Monitoring‐ Daily/Weekly Individual Needs ~ High  Specific Instructional  Intensity ~ Increase  Modifications Duration ~ Intensive  Modified  Support Testing/Grades/Standards TIER III‐5% Individual Student Support Plans Targeted Skills TIER II‐15% Supplemental Intervention Specific Instructional & Testing  Accommodations Environmental Structural Support Active Participation & Engagement Strategies TIER I‐80% 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
  • 7. RtI² Tiered Social‐Emotional‐Behavioral Model
  • 8. 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.
  • 9. INTENSIVE INTERVENTIONS High Tech Specialized Access for:  Seating, Positioning, & Mobility‐Communication‐ Computer Access‐Motor Aspects of Writing‐ Composition TIER III 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  TIER II 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 I
  • 10. INTENSIVE  INTERVENTIONS READING Text reader Scanner with OCR and  text reader TIER III ASSISTIVE TECHNOLOGY  ASSESSMENT GROUP INTERVENTIONS Handheld device to read  individual words Use of pictures/symbols with  text TIER II Electronic text Audio books CORE INSTRUCTION Standard text Book adapted for access Low‐tech modifications to text TIER I
  • 11. 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
  • 12. INTENSIVE  INTERVENTIONS MATH Math Software/Web  Simulations Voice Recognition  Math Software TIER III Portable Math  Processors ASSISTIVE TECHNOLOGY  ASSESSMENT GROUP INTERVENTIONS Adapted Math Tools Math Toolbars TIER II On‐Screen Calculator Virtual Manipulatives CORE INSTRUCTION Math Manipulatives Ruler/Abacus/Number Line/Calculator Adapted Math Paper Math "Smart Charts"/Math Scripts TIER I
  • 13. 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 • • • •
  • 14. INTENSIVE  INTERVENTIONS Voice Recognition  Software WRITTEN LANGUAGE Multimedia Software Reference Software TIER III Word Prediction  Software ASSISTIVE TECHNOLOGY  ASSESSMENT GROUP INTERVENTIONS Talking Word Processor Digital Templates TIER II 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 I
  • 15. 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
  • 16. INTENSIVE  INTERVENTIONS Text Based Device  with Speech Synthesis Speech Generating  Device COMMUNICATION TIER III ASSISTIVE TECHNOLOGY  ASSESSMENT GROUP INTERVENTIONS PECS Visual Modeling TIER II Simple Speech Generating  Device CORE INSTRUCTION Concrete  Representation Visual Schedules Communication Systems TIER I
  • 17. 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
  • 18. INTENSIVE  INTERVENTIONS SOCIAL‐EMOTIONAL‐BEHAVIORAL Video Modeling/Social  Stories Reinforcement Apps TIER III Self‐Monitoring Devices GROUP INTERVENTIONS Conover‐Everyday Social Skills Device Apps‐Minding the Gap TIER II CORE INSTRUCTION Universal Screening Illuminate Data Collection Social Skills Instruction TIER I
  • 19. 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
  • 20. RESOURCES • Assessment Manual: http://www.wati.org/ • AT Modules: http://www.atinternetmodules.org/ • Assessment Services/Professional  Development: http://www.dcc‐cde.ca.gov/
  • 21. Contact Information Atascadero Unified School District Student Intervention Services 4507 Del Rio Road Atascadero, CA 93422 (805) 462‐4230 katherineaaron@atasusd.org michelleandre@atasusd.org