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  • Review what I believe we know…
  • They can use the term scientifcally based as well to clarify what they know and the like…
  • Learning styles is something we all appear to know about, parents connect with learning styles, and the like…so how do you fall and do we teach to a student’s learning style? Talk about the fact that others will state they work…effective…appear in the literature…Dunn and Dunn out of NY…make a point that these are used…my entire Masters program was centered around this aspect…
  • Set the stage that we have RtI and there is a federal push Folks see this as an Elelmentary Push states are strating to focus beyond prek-6
  • Part of the National Center on LD why is this occuring what does this mean ask them when what we generlaly due when do we stop these efforts?
  • Make the point that RtI covers a great deal of information but specific to Literacy we are learning a bunch
  • Number lines Arrays Strip diagram
  • Wiki Use Collaborative Projects using wikis where students combine knowledge Project based learning - cross curricular projects at middle school level thematic units Student demonstrate knowledge Online resource for the class Wikis as a classroom webpage (calendar, to do, notes, tips to students) Wiki filing cabinets for teachers
  • Make the point KS Nutcracker Could have described it could have offered a text description Pictures Had us act it out as a group Would have lost the music - context that this is part of the Nutcracker’s music score Would have lost the cuteness Seeing Nolan meaningfully included in the show The whole cuteness factor Transition here to how I see framing this to enhance our instruction and how we look at curriculum and make curriculum decisions based on the needs of ALL learners
  • Connection here is to get ideas on how to use the application for instructional purposes.
  • If I haven’t already done this go to the Newspaper and show the Print Function and then have it read to the user. Also need to mention Balabolka -
  • Look to download in YouTube
  • Final Math

    1. 1. Mathematics <ul><li>Including Technology on the MTSS Continuum: Solutions for Practice </li></ul>
    2. 2. Agenda for Today <ul><li>Consider MTSS - Overview </li></ul><ul><ul><li>Connection to Resources </li></ul></ul><ul><ul><li>Connection to Elementary/Middle/High - What we Know </li></ul></ul><ul><li>Tiers and Technology </li></ul><ul><ul><li>Structuring technology considerations </li></ul></ul><ul><ul><li>Technology-based solutions </li></ul></ul>
    3. 3. Who am I? <ul><li>Associate Professor </li></ul><ul><li>Father of Four </li></ul><ul><li>Who are you? </li></ul>
    4. 4.
    5. 5. MTSS Primer <ul><li>MTSS stands for? </li></ul><ul><li>There are _____ tiers? </li></ul><ul><li>Three critical features of MTSS include: </li></ul><ul><ul><li>___ </li></ul></ul><ul><ul><li>___ </li></ul></ul><ul><ul><li>___ </li></ul></ul>
    6. 6. Three Models (Uses) of MTSS <ul><li>Prediction & Prevention </li></ul><ul><ul><li>prediction of at-risk students and preventing students from falling behind </li></ul></ul><ul><li>Remediation </li></ul><ul><ul><li>intervention for students with academic or behavioral difficulties </li></ul></ul><ul><li>Disability Assessment </li></ul><ul><ul><li>an intensive intervention test that is one component in the SLD determination process </li></ul></ul>
    7. 7. Critical Elements of MTSS <ul><li>Implementation of a differentiated curriculum with different instructional methods </li></ul><ul><li>Two or more tiers of increasingly intense, scientific, research-based interventions </li></ul>
    8. 8. Critical Elements of MTSS <ul><li>Individual problem-solving model or standardized intervention protocol for intervention tiers (possibly in combination) </li></ul><ul><li>Progress monitoring to assess entire class progress and individual student progress </li></ul><ul><li>Explicit decision rules for assessing learners’ progress (e.g., level and/or rate) </li></ul>
    9. 9. What Does MTSS Implementation Look Like? <ul><li>Students receive high-quality, research-based instruction by qualified staff in their general education setting (primary intervention) </li></ul><ul><li>General education instructors and staff assume an active role in students’ assessment in that curriculum </li></ul><ul><li>School staff conduct universal screening of (a) academics and (b) behavior (> 1/yr) </li></ul><ul><li>School staff implement specific, research-based interventions to address the students’ difficulties </li></ul>
    10. 10. Core of MTSS <ul><li>Please list three research-based practices that you use across the course of a week? </li></ul><ul><ul><li>Describe it? </li></ul></ul><ul><ul><li>How do you know it is evidence-based? </li></ul></ul>
    11. 11. Do we Teach to Learning Styles? <ul><li>What Type of Learner Are You? </li></ul><ul><li>I like to: </li></ul><ul><ul><li>Hear it… </li></ul></ul><ul><ul><li>See it… </li></ul></ul><ul><ul><li>Touch it… </li></ul></ul><ul><ul><li>Read it… </li></ul></ul><ul><ul><li>Experience it… </li></ul></ul><ul><li>What is your Learning Style? </li></ul>
    12. 12. Learning Styles - Research-based? <ul><li>Structure experiences based on the type of learner we believe our students to be… </li></ul><ul><ul><li>Offer more visual experiences because we have a class of visual learners… </li></ul></ul><ul><ul><li>Hands-on experiences for those tactile learners… </li></ul></ul><ul><ul><li>Auditory experiences for those that learn best through listening… </li></ul></ul><ul><ul><li>Examples? </li></ul></ul>
    13. 13. MTSS @ the Middle/High School
    14. 14. Why the Need for MTSS? <ul><li>School Implications for Mathematics </li></ul>
    15. 15.
    16. 16. Implications - Needs <ul><li>Literacy </li></ul><ul><li>Mathematics </li></ul><ul><li>Behavior </li></ul>
    17. 17. Identify Challenges and Solutions <ul><li>A Synopsis of a Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving Students </li></ul><ul><li>Mathematics Instruction for Students with Learning Disabilities or Difficultly Learning Mathematics </li></ul><ul><li>Response to Intervention: The Future for Secondary Schools Part I & II </li></ul><ul><li>IES Practice Guide for Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools </li></ul><ul><li>Meeting the Needs of Significantly Struggling Learners in HS: A Look at Approaches to Tiered Intervention </li></ul>
    18. 18. Seven Effective Instructional Practices <ul><li>The Final Report of the National Mathematics Advisory </li></ul><ul><li>Panel (National Mathematics Advisory Panel, 2008) </li></ul>
    19. 19. Recommendation 1 <ul><li>Teach students using explicit instruction on a regular basis. </li></ul><ul><ul><li>Clear modeling of the solutions specific to the problem </li></ul></ul><ul><ul><li>Thinking the specific steps aloud during modeling </li></ul></ul><ul><ul><li>Presenting multiple examples of the problem and applying the solution to the problems, and </li></ul></ul><ul><ul><li>Providing immediate corrective feedback to the students on their accuracy </li></ul></ul>
    20. 20. Recommendation 2 <ul><li>Teach students using multiple instructional examples </li></ul><ul><ul><li>For example, fractions and algebraic equations can be taught first with concrete examples, then with pictorial representations , and finally in an abstract manner. </li></ul></ul>
    21. 21. Recommendation 3 <ul><li>Have students verbalize decisions and solutions to a math problem </li></ul><ul><ul><li>Verbalize specific steps </li></ul></ul><ul><ul><li>Think outloud </li></ul></ul>
    22. 22. Recommendation 4 <ul><li>Teach students to visually represent the information in the math problem. </li></ul><ul><ul><li>Visual combined with explicit instruction </li></ul></ul><ul><ul><li>Visuals for a specific problem </li></ul></ul><ul><ul><li>Teacher and the student uses the visual </li></ul></ul>
    23. 23. Recommendation 5 <ul><li>Teach students to solve problems using multiple/heuristic strategies. </li></ul><ul><ul><li>Exemplifies a generic approach for solving a problem </li></ul></ul><ul><ul><ul><li>Read the problem </li></ul></ul></ul><ul><ul><ul><li>Highlight the key words </li></ul></ul></ul><ul><ul><ul><li>Solve the problems </li></ul></ul></ul><ul><ul><ul><li>Check your work </li></ul></ul></ul>
    24. 24. Recommendation 6 <ul><li>Provide ongoing formative assessment data and feedback to teachers. </li></ul><ul><ul><li>Progress </li></ul></ul><ul><ul><li>Suggestions to alter instruction </li></ul></ul>
    25. 25. Recommendation 7 <ul><li>Provide peer-assisted instruction to students </li></ul><ul><ul><li>Cross age peer tutoring is more effective </li></ul></ul><ul><ul><li>Within class fall short of the level of explicitness necessary to effectively help students with learning challenges progress. </li></ul></ul>
    26. 26. Recommendation - MTSS <ul><li>Interventions should include instruction on solving word problems that is based on common underlying structures. </li></ul><ul><ul><li>Explicit </li></ul></ul><ul><ul><li>Systematic </li></ul></ul><ul><ul><li>Connections between known, familiar word problems and unfamiliar, new problems. </li></ul></ul>
    27. 27. Recommendation - MTSS <ul><li>Teach students about the structure of various problem types, how to categorize problems based on structure, and how to determine appropriate solutions for each problem type. </li></ul>
    28. 28. Recommendations - MTSS <ul><li>Intervention materials should include opportunities for students to work with visual representations of mathematical ideas and interventionists should be proficient in the use of visual representation of mathematical ideas. </li></ul>
    29. 29.
    30. 30.
    31. 31.
    32. 32.
    33. 33. Recommendation <ul><li>Monitor progress of students receiving supplemental instruction and other students who are at risk. </li></ul><ul><li>Include motivational strategies in tier 2 and 3 interventions </li></ul>
    34. 34. Brief Look - Textbooks/Reading <ul><li>History </li></ul><ul><li>Mathematics </li></ul><ul><li>Science </li></ul>
    35. 35. Math - Text - Expectations <ul><li>Understand and apply word problems </li></ul><ul><li>Understand and apply graphic illustrations </li></ul><ul><li>Ability to understand how book is structured and thus to use </li></ul><ul><li>To use the text to become independent learners in respect to mathematics </li></ul><ul><li>Comprehend and apply data </li></ul>
    36. 36. Math - Text - Expectations <ul><li>Need to offer information within real world context </li></ul><ul><li>Need explicit and repeated instruction on specific language and form of mathematics </li></ul>
    37. 37. KSBE Goal/Objectives: <ul><li>Helping all students meet or exceed academic standards </li></ul><ul><ul><li>Designing/Redesigning the educational system to meet our students’ changing needs </li></ul></ul><ul><ul><ul><li>Intervening early – Disabled or Disadvantaged </li></ul></ul></ul><ul><ul><li>Proving an effective teachers in every classroom </li></ul></ul><ul><ul><li>Providing visionary leaders </li></ul></ul><ul><ul><li>Improving communication with all groups </li></ul></ul>
    38. 38. What is MTSS? <ul><li>Response to Intervention </li></ul><ul><li>Early Intervening </li></ul><ul><li>School Improvement </li></ul><ul><li>System Design/Redesign </li></ul><ul><li>All Students Achieve </li></ul>
    39. 39.
    40. 40.
    41. 41. Kansas Multi-Tiered System of Support (MTSS) Academics Behavior KSDE - July 2007 Draft <ul><li>More intense supplemental targeted skill interventions </li></ul><ul><li>Customized interventions </li></ul><ul><li>Frequent progress monitoring to guide intervention design </li></ul><ul><li>Student centered planning </li></ul><ul><li>Customized function-based interventions </li></ul><ul><li>Frequent progress monitoring to guide intervention design </li></ul><ul><li>All students </li></ul><ul><li>Evidence-based core curriculum & instruction </li></ul><ul><li>Assessment system and data-based decision making </li></ul><ul><li>All students, All settings </li></ul><ul><li>Positive behavioral expectations </li></ul><ul><li>explicitly taught and reinforced </li></ul><ul><li>Consistent approach to discipline </li></ul><ul><li>Assessment system and data-based decision making </li></ul><ul><li>Supplemental targeted function-based interventions </li></ul><ul><li>Small groups or individual support </li></ul><ul><li>Frequent progress monitoring to guide intervention design </li></ul><ul><li>Supplemental targeted skill interventions </li></ul><ul><li>Small groups </li></ul><ul><li>Frequent progress monitoring to guide intervention design </li></ul>
    42. 42. Primary Intervention (~80%) School-/Classroom-Wide Systems for All Students, Staff, and Settings Secondary Intervention (~15%) Specialized Group Systems for Students with At-Risk Performance Tertiary Intervention (~5%) Specialized Individualized Systems for Students with Intensive Needs ~80% of Students ~15% ~5% Continuum of School-Wide Support Adapted from”What is School-Wide PBS?”
    43. 43. Kansas Multi-Tiered System of Support
    44. 44. Part of the Solution - MTSS <ul><li>Planning teams </li></ul><ul><ul><li>Scheduling intervention </li></ul></ul><ul><ul><li>Scheduling interaction </li></ul></ul><ul><ul><ul><li>Need for collaboration skills </li></ul></ul></ul><ul><ul><li>Capacity building </li></ul></ul><ul><ul><li>Collaboration </li></ul></ul><ul><li>Considering data and the continued use of data driven decisions </li></ul>
    45. 45. Activity Time
    46. 46. MTSS Interventions <ul><li>Let’s take a few minutes and consider the interventions we are currently using or considering: </li></ul><ul><ul><li>Tier One </li></ul></ul><ul><ul><li>Tier Two </li></ul></ul><ul><ul><li>Tier Three </li></ul></ul><ul><li>What are some? </li></ul><ul><li>What is the Research behind these interventions? </li></ul>
    47. 47. MTSS Resources on the Web <ul><li>Best Evidence Encyclopedia (B.E.E.) </li></ul><ul><li>This website offers </li></ul><ul><li>reliable, unbiased </li></ul><ul><li>information on </li></ul><ul><li>high-quality </li></ul><ul><li>evaluations </li></ul><ul><li>of educational </li></ul><ul><li>programs. </li></ul>
    48. 48. What We Know <ul><li>What Works Clearinghouse </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li>Institute of Education Science’s Database sharing what we know about related research specific to standards and the research arm of NCLB. </li></ul></ul>
    49. 49. RtI Action Network <ul><li>A program of the National Center for Learning Disabilities </li></ul><ul><li>Offers a guide educators and families in the large-scale implementation of RTI </li></ul><ul><li>Access research reports </li></ul><ul><ul><li>How to tips </li></ul></ul><ul><ul><li>Temperature of what is happening in the field </li></ul></ul>
    50. 50. National Center on RtI <ul><li>Technical assistance to states and districts and building the capacity of states to assist districts in implementing proven models for RTI. </li></ul><ul><li>Reports </li></ul><ul><ul><li>Products for consideration </li></ul></ul><ul><ul><li>Evidence-based practices for High School </li></ul></ul><ul><ul><li>Considerations for implementation </li></ul></ul>
    51. 51. NCTM Research
    52. 52. What We Know <ul><li>Resources - Application Tomorrow </li></ul><ul><ul><li>Math and Reading Help </li></ul></ul><ul><ul><li> </li></ul></ul><ul><ul><li>LD Online </li></ul></ul><ul><ul><li> </li></ul></ul><ul><ul><li>Intervention Central </li></ul></ul><ul><ul><li> </li></ul></ul>
    53. 53. RtI - Tutorials <ul><li> </li></ul><ul><li>The IRIS Center </li></ul><ul><li>RtI - An Overview </li></ul><ul><li>RtI - Assessment </li></ul><ul><li>RtI - Reading Instruction </li></ul><ul><li>RtI - Putting it All Together </li></ul>
    54. 54. Progress Monitoring <ul><li>National Center on Progress Monitoring </li></ul><ul><ul><li>Tools for comparison </li></ul></ul><ul><ul><li>Tools for understanding ways to complete </li></ul></ul><ul><ul><li>Resources for application </li></ul></ul><ul><li>Teacher </li></ul><ul><li>Family </li></ul><ul><li>Administrator </li></ul>
    55. 55. Special Connections <ul><li>CBM Module </li></ul><ul><li>Instructional Practices </li></ul><ul><li>Behavioral Interventions </li></ul>
    56. 56. How do we Structure our Interventions? <ul><li>Framework for Consideration </li></ul>
    57. 57.
    58. 58. Principle One <ul><li>Supporting Recognition Learning </li></ul><ul><ul><li>Provide multiple examples </li></ul></ul><ul><ul><li>Highlight critical features </li></ul></ul><ul><ul><li>Provide multiple media formats </li></ul></ul><ul><ul><li>Support background contexts </li></ul></ul>
    59. 59. Some Examples <ul><li>Reading </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li> </li></ul></ul><ul><li>Setting an Anchor </li></ul><ul><ul><li> </li></ul></ul><ul><li>Representing Material </li></ul><ul><ul><li> </li></ul></ul>
    60. 60. Principle Two <ul><li>Support Strategic Learning </li></ul><ul><ul><li>Provide flexible models of skilled performance </li></ul></ul><ul><ul><li>Provide opportunities to practice with supports </li></ul></ul><ul><ul><li>Provide ongoing, relevant feedback </li></ul></ul><ul><ul><li>Offer flexible opportunities for demonstrating skill </li></ul></ul>
    61. 61. Some Examples <ul><li>Practice </li></ul><ul><ul><li> </li></ul></ul><ul><li>Skill demonstration </li></ul><ul><ul><li>Microsoft’s PPT - Star Wars </li></ul></ul><ul><ul><li>Inspire Data </li></ul></ul><ul><ul><li>Apple’s - iMovie </li></ul></ul><ul><ul><li>Microsoft’s Movie Maker </li></ul></ul><ul><ul><li>PhotoStory </li></ul></ul>
    62. 62. Principle Three <ul><li>Support Affective Learning - Provide alternative means for engagement </li></ul><ul><ul><li>Offer choices of content and tools </li></ul></ul><ul><ul><li>Offer adjustable levels of challenge </li></ul></ul><ul><ul><li>Offer choices of rewards </li></ul></ul><ul><ul><li>Offer choices of learning context </li></ul></ul>
    63. 63. Some Examples <ul><li>Software Products - Adjustable levels </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li>Type to Learn </li></ul></ul><ul><li>Learning context </li></ul><ul><ul><li>Hands on </li></ul></ul><ul><ul><li>Connect to previous understanding </li></ul></ul><ul><li>Choice of Rewards </li></ul><ul><ul><li>What makes you tick? </li></ul></ul>
    64. 64. UDL Toolkit <ul><li> </li></ul><ul><li> </li></ul><ul><ul><li>Learn more about UDL </li></ul></ul><ul><ul><li>UDL-based solutions tied to reading, organization, writing, etc. </li></ul></ul><ul><ul><li>Wikis are free to all of us </li></ul></ul><ul><ul><ul><li>Disseminate information </li></ul></ul></ul><ul><ul><ul><li>Demonstrate knowledge </li></ul></ul></ul><ul><ul><ul><li>Communicate with parents/students/general community </li></ul></ul></ul>
    65. 65.
    66. 66. Technology-based Solutions <ul><li>Bringing UDL to Life </li></ul>
    67. 67. Graphic Organizers <ul><li>Teaching Students Math Problem-solving Through Graphic Representations </li></ul>
    68. 68. Graphic Organizers <ul><li>Kidspiration/Inspiration </li></ul>
    69. 69. Graphics - Schema
    70. 70. Graphics - Schema
    71. 71. Graphics - Schema
    72. 72.
    73. 73. Visual Representation <ul><li>A Few Examples </li></ul>
    74. 74. Visual Considerations - Resources <ul><li>Discovery Learning </li></ul><ul><ul><li>Anchor the Learning </li></ul></ul><ul><ul><li>Videos </li></ul></ul><ul><ul><li>Audio </li></ul></ul><ul><ul><li>Writing Center </li></ul></ul><ul><ul><li>Links to Standards </li></ul></ul>
    75. 75. Apple’s Learning Interchange
    76. 76. Photo Story <ul><li>Show - n - Tell </li></ul><ul><li>Share Your Stories </li></ul><ul><li>Create Stories </li></ul><ul><li>Runs free on Windows </li></ul><ul><ul><li> </li></ul></ul>
    77. 77. Developing Visual Connections <ul><li>Apple Learning Interchange </li></ul><ul><ul><li> </li></ul></ul><ul><ul><ul><li>ABCs </li></ul></ul></ul><ul><ul><ul><li>All Quiet on the Western Front </li></ul></ul></ul><ul><li>Apple’s iMovie - </li></ul><ul><li>Microsoft’s MovieMaker - </li></ul>
    78. 78. Some Examples <ul><li>Let’s check out the Handout </li></ul><ul><ul><li>Learn Alberta - - parts free & offers across the grade and content level illustrations. </li></ul></ul><ul><ul><li>Brain Pop - - for pay but visually displays (offers text as well) information - context for the user. </li></ul></ul>
    79. 79. Math Games <ul><li>A few Considerations </li></ul>
    80. 80. Arcademic
    81. 81. Arcytech
    82. 82. Math Tech Matrix
    83. 83. Considering Resources
    84. 84. Math - Web Resources <ul><li>Montgomery County Public Schools - MD </li></ul><ul><li>High-Incidence Accessible Technologies (HIAT) </li></ul><ul><li>Created a number of resources for their teachers and a wonderful website for math resources </li></ul><ul><li> </li></ul>
    85. 85. NetTrekker and Kan Ed
    86. 86. MathTools
    87. 87. Interactivate
    88. 88. Mathematics Considerations - Resources <ul><li>Illuminations </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li>Lessons </li></ul></ul><ul><ul><li>Student Interactive Resources </li></ul></ul><ul><ul><li>Web Resources for Mathematics </li></ul></ul><ul><li>Thinkfinity </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li>Manages the Literacy Network </li></ul></ul><ul><ul><li>Manages Marco Polo </li></ul></ul>
    89. 89. Math Dictionary
    90. 90. Web 2.0 Considerations <ul><li>Additional Resources to Consider </li></ul>
    91. 91. Math Considerations - Resources <ul><li>Kerpoof </li></ul><ul><ul><li>Make a Movie </li></ul></ul><ul><ul><li>Make a Photo </li></ul></ul><ul><li>Animoto </li></ul><ul><ul><li>Make a Movie </li></ul></ul><ul><ul><li>Interactive experience </li></ul></ul><ul><ul><ul><li>Audio </li></ul></ul></ul><ul><ul><ul><li>Video </li></ul></ul></ul><ul><ul><ul><li>Demonstration </li></ul></ul></ul>
    92. 92. Text-to-Speech <ul><li>Do we Really Need to Read It? </li></ul>
    93. 93. ReadPlease ( <ul><li>Free text-to-speech software </li></ul><ul><li>Customize font and background color </li></ul><ul><li>Reads text via Windows clipboard from any program (copy/paste) </li></ul><ul><li>Control reading from system tray </li></ul><ul><li>Reads e-mail emoticons such as :) or :( </li></ul><ul><li>Adjustable voice speed (rate) </li></ul><ul><li>Low vision color option </li></ul>
    94. 94. Natural Reader - <ul><li>NaturalReader is a Text to Speech software with natural sounding voices. This easy to use software can convert any written text such as MS Word, Webpage, PDF files, and Emails into spoken words. NaturalReader can also convert any written text into audio files such as MP3 or WAV for your CD player or iPod. </li></ul>
    95. 95. <ul><li>Premier Accessibility Suite </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li>Text-to-speech software </li></ul></ul><ul><ul><li>Audio output - multiple voices </li></ul></ul><ul><ul><li>Highlights text as it speaks </li></ul></ul><ul><li>Texthelp - Read and Write Gold </li></ul><ul><ul><li> </li></ul></ul><ul><ul><li>Text-to-speech software </li></ul></ul><ul><ul><li>Audio output - multiple voices </li></ul></ul><ul><ul><li>Highlights text as it speaks </li></ul></ul>Text-to-Speech
    96. 96. Scan and Read Systems <ul><li>WYNN </li></ul><ul><li>Kurzweil 3000 </li></ul>
    97. 97. Text-to-Speech - Becoming Universal <ul><li>Firefox’s Text-to Speech </li></ul>Click Speak Bundle Does the Trick Acrobat Reader - Free Version
    98. 98. Podcasting, Audio Books, & More - Oh My! <ul><li> </li></ul><ul><ul><li>Student demonstrate knowledge </li></ul></ul><ul><ul><li>Information on the go </li></ul></ul><ul><ul><li>Multiple means for representation </li></ul></ul><ul><ul><li>Narrated Book series </li></ul></ul>
    99. 99. Thank You <ul><li>Questions </li></ul><ul><li>Contact Information - </li></ul>
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