Including Technology on the MTSS Continuum: Solutions for Practice
Agenda for Today Connection to Elementary/Middle/High - What we Know Structuring technology considerations
Who am I?
Three critical features of MTSS include:
Three Models (Uses) of MTSS prediction of at-risk students and preventing students from falling behind intervention for students with academic or behavioral difficulties
an intensive intervention test that is one component in the SLD determination process
Critical Elements of MTSS Implementation of a differentiated curriculum with different instructional methods
Two or more tiers of increasingly intense, scientific, research-based interventions
Critical Elements of MTSS Individual problem-solving model or standardized intervention protocol for intervention tiers (possibly in combination) Progress monitoring to assess entire class progress and individual student progress
Explicit decision rules for assessing learners’ progress (e.g., level and/or rate)
What Does MTSS Implementation Look Like? Students receive high-quality, research-based instruction by qualified staff in their general education setting (primary intervention) General education instructors and staff assume an active role in students’ assessment in that curriculum School staff conduct universal screening of (a) academics and (b) behavior (> 1/yr)
School staff implement specific, research-based interventions to address the students’ difficulties
Core of MTSS Please list three research-based practices that you use across the course of a week?
How do you know it is evidence-based?
Do we Teach to Learning Styles? What Type of Learner Are You?
What is your Learning Style?
Learning Styles - Research-based? Structure experiences based on the type of learner we believe our students to be… Offer more visual experiences because we have a class of visual learners… Hands-on experiences for those tactile learners…
Auditory experiences for those that learn best through listening…
MTSS @ the Middle/High School
Why the Need for MTSS?
School Implications for Mathematics
Implications - Needs
Identify Challenges and Solutions A Synopsis of a Synthesis of Empirical Research on Teaching Mathematics to Low-Achieving Students Mathematics Instruction for Students with Learning Disabilities or Difficultly Learning Mathematics Response to Intervention: The Future for Secondary Schools Part I & II IES Practice Guide for Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools
Meeting the Needs of Significantly Struggling Learners in HS: A Look at Approaches to Tiered Intervention
Seven Effective Instructional Practices The Final Report of the National Mathematics Advisory
Panel (National Mathematics Advisory Panel, 2008)
Recommendation 1 Teach students using explicit instruction on a regular basis. Clear modeling of the solutions specific to the problem Thinking the specific steps aloud during modeling Presenting multiple examples of the problem and applying the solution to the problems, and
Providing immediate corrective feedback to the students on their accuracy
Recommendation 2 Teach students using multiple instructional examples
For example, fractions and algebraic equations can be taught first with concrete examples, then with pictorial representations , and finally in an abstract manner.
Have students verbalize decisions and solutions to a math problem
Recommendation 4 Teach students to visually represent the information in the math problem. Visual combined with explicit instruction Visuals for a specific problem
Teacher and the student uses the visual
Recommendation 5 Teach students to solve problems using multiple/heuristic strategies.
Exemplifies a generic approach for solving a problem
Recommendation 6 Provide ongoing formative assessment data and feedback to teachers.
Suggestions to alter instruction
Recommendation 7 Provide peer-assisted instruction to students Cross age peer tutoring is more effective
Within class fall short of the level of explicitness necessary to effectively help students with learning challenges progress.
Recommendation - MTSS Interventions should include instruction on solving word problems that is based on common underlying structures.
Connections between known, familiar word problems and unfamiliar, new problems.
Recommendation - MTSS
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.
Recommendations - MTSS
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.
Recommendation Monitor progress of students receiving supplemental instruction and other students who are at risk.
Include motivational strategies in tier 2 and 3 interventions
Brief Look - Textbooks/Reading
Math - Text - Expectations Understand and apply word problems Understand and apply graphic illustrations Ability to understand how book is structured and thus to use To use the text to become independent learners in respect to mathematics
Comprehend and apply data
Math - Text - Expectations Need to offer information within real world context
Need explicit and repeated instruction on specific language and form of mathematics
KSBE Goal/Objectives: Helping all students meet or exceed academic standards Designing/Redesigning the educational system to meet our students’ changing needs Intervening early – Disabled or Disadvantaged Proving an effective teachers in every classroom Providing visionary leaders
Improving communication with all groups
What is MTSS?
Kansas Multi-Tiered System of Support (MTSS) Academics Behavior KSDE - July 2007 Draft More intense supplemental targeted skill interventions Frequent progress monitoring to guide intervention design Student centered planning Customized function-based interventions Frequent progress monitoring to guide intervention design Evidence-based core curriculum & instruction Assessment system and data-based decision making All students, All settings Positive behavioral expectations explicitly taught and reinforced Consistent approach to discipline Assessment system and data-based decision making Supplemental targeted function-based interventions Small groups or individual support Frequent progress monitoring to guide intervention design Supplemental targeted skill interventions
Frequent progress monitoring to guide intervention design
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?”
Kansas Multi-Tiered System of Support kansasmtss.org
Part of the Solution - MTSS Need for collaboration skills
Considering data and the continued use of data driven decisions
MTSS Interventions Let’s take a few minutes and consider the interventions we are currently using or considering:
What is the Research behind these interventions?
MTSS Resources on the Web
Best Evidence Encyclopedia (B.E.E.)
What We Know
Institute of Education Science’s Database sharing what we know about related research specific to standards and the research arm of NCLB.
RtI Action Network A program of the National Center for Learning Disabilities Offers a guide educators and families in the large-scale implementation of RTI
Temperature of what is happening in the field
National Center on RtI Technical assistance to states and districts and building the capacity of states to assist districts in implementing proven models for RTI. Products for consideration Evidence-based practices for High School
Considerations for implementation
What We Know Resources - Application Tomorrow http://math-and-reading-help-for-kids.org http://www.ldonline.org/indepth/math
RtI - Tutorials http://iris.peabody.vanderbilt.edu RtI - Reading Instruction
RtI - Putting it All Together
Progress Monitoring National Center on Progress Monitoring Tools for understanding ways to complete
Resources for application
Special Connections http://www.specialconnections.ku.edu
How do we Structure our Interventions?
Framework for Consideration
Principle One Supporting Recognition Learning Provide multiple examples Highlight critical features Provide multiple media formats
Support background contexts
Some Examples http://streaming.discoveryeducation.com/
Principle Two Support Strategic Learning Provide flexible models of skilled performance Provide opportunities to practice with supports Provide ongoing, relevant feedback
Offer flexible opportunities for demonstrating skill
Some Examples http://www.inspiration.com
Microsoft’s PPT - Star Wars
Principle Three Support Affective Learning - Provide alternative means for engagement Offer choices of content and tools Offer adjustable levels of challenge
Offer choices of learning context
Some Examples Software Products - Adjustable levels http://www.techmatrix.org/
Connect to previous understanding
UDL Toolkit http://udltechtoolkit.wikispaces.com http://readilyaccessibletools.wikispaces.com/ UDL-based solutions tied to reading, organization, writing, etc. Wikis are free to all of us
Communicate with parents/students/general community
Teaching Students Math Problem-solving Through Graphic Representations
Graphics - Schema
Graphics - Schema
Graphics - Schema
Visual Considerations - Resources
Apple’s Learning Interchange
Developing Visual Connections Apple Learning Interchange http://edcommunity.apple.com/ali/ All Quiet on the Western Front Apple’s iMovie - apple.com
Microsoft’s MovieMaker - microsoft.com
Some Examples Let’s check out the Handout Learn Alberta - learnalberta.ca - parts free & offers across the grade and content level illustrations.
Brain Pop - brainpop.com - for pay but visually displays (offers text as well) information - context for the user.
Math Tech Matrix
Math - Web Resources Montgomery County Public Schools - MD High-Incidence Accessible Technologies (HIAT) Created a number of resources for their teachers and a wonderful website for math resources
NetTrekker and Kan Ed
Mathematics Considerations - Resources http://illuminations.nctm.org/ Student Interactive Resources Web Resources for Mathematics http://www.thinkfinity.org/
Manages the Literacy Network
Web 2.0 Considerations
Additional Resources to Consider
Math Considerations - Resources
Do we Really Need to Read It?
ReadPlease (readplease.com) Free text-to-speech software Customize font and background color Reads text via Windows clipboard from any program (copy/paste) Control reading from system tray Reads e-mail emoticons such as :) or :(
Adjustable voice speed (rate)
Natural Reader - naturalreader.com http://www.naturalreaders.com/
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.
Premier Accessibility Suite http://www.readingmadeez.com Audio output - multiple voices Highlights text as it speaks Texthelp - Read and Write Gold Audio output - multiple voices Text-to-Speech
Highlights text as it speaks
Scan and Read Systems www.freedomscientific.com www.kurzweiledu.com
Text-to-Speech - Becoming Universal Click Speak Bundle Does the Trick Acrobat Reader - Free Version
Podcasting, Audio Books, & More - Oh My! http://movies.atomiclearning.com/k12/podcasting Student demonstrate knowledge
Multiple means for representation
Contact Information - email@example.com