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Using Technology Effectively With RTI


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Slideshow to support a presentation on RTI at CUE 2010 education technology conference

Published in: Education, Technology
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Using Technology Effectively With RTI

  1. 1. Using Technology Effectively with R esponse T o I ntervention Alice Mercer Oak Ridge Elementary, Sacramento City Unified CUE 2010 Diverse Learners Symposium
  2. 2. Who are you? And what brings you here today?
  3. 3. Who are you? <ul><li>Regular Ed classroom </li></ul><ul><li>Special Education teacher </li></ul><ul><li>District Admin or Special Ed </li></ul><ul><li>School Site Admin </li></ul><ul><li>Site Specialist (Psychcologist or Intervention) </li></ul>
  4. 4. What do you know? <ul><li>About RTI? </li></ul><ul><li>About IDEA? </li></ul><ul><li>About technology for productivity? </li></ul><ul><li>About technology for students? </li></ul>
  5. 5. What would you like to learn? <ul><li>More about RTI </li></ul><ul><li>More about technology for the adults in the RTI process </li></ul><ul><li>More about technology for students as an intervention </li></ul>
  6. 6. Who am I? <ul><li>Not an “expert” </li></ul><ul><li>A teacher </li></ul><ul><li>A parent </li></ul><ul><li>A technologist </li></ul>
  7. 7. My School African American 21% White (not Hispanic) 4% American Indian or Alaska Native 2% Asian 26% Socioeconomically Disadvantaged 99% English Learners 41% Hispanic or Latino 46% Students with Disabilities 15% Pacific Islander 1%
  8. 8. What is RTI?
  9. 9. Fist to Five
  10. 10. Fist to Five <ul><li>Fist: I know nothing about this. </li></ul><ul><li>1 finger: I know one word you mentioned. </li></ul><ul><li>2 fingers: I recognize a couple words. </li></ul><ul><li>3 fingers: I have some idea of what you’re talking about. </li></ul><ul><li>4 fingers: I know what your talking about. </li></ul><ul><li>5 fingers: I can explain what you are talking about to someone else. </li></ul>
  11. 11. Definitions <ul><li>RTI </li></ul><ul><li>IDEA </li></ul><ul><li>Intervention </li></ul><ul><li>Tiers or Levels of Intervention </li></ul><ul><li>SST (Student Study Team) or CST (Child Study Team) </li></ul>
  12. 12. Level Three: Intensive (Individual) Level Two: Strategic (Small Group) Level One: Universal (Whole Class)
  13. 13. Level One: Universal <ul><li>PRIM Strategies </li></ul><ul><li>Modification of assignments </li></ul><ul><li>Positive reinforcement systems that are class-wide </li></ul><ul><li>Differentiated Instruction </li></ul><ul><li>Multiple Modalities of Instruction </li></ul><ul><li>Seating change </li></ul><ul><li>Parent conferences </li></ul><ul><li>Afterschool program </li></ul><ul><li>Baseline data </li></ul><ul><li>Weekly behavior contract </li></ul><ul><li>A positive learning environment </li></ul><ul><li>A student-centered environment </li></ul><ul><li>With engaging practice </li></ul>
  14. 14. Level Two: Strategic <ul><li>Small group instruction </li></ul><ul><li>Volunteer tutoring </li></ul><ul><li>SES Tutoring </li></ul><ul><li>Follow-up on baseline assessments </li></ul><ul><li>Home visits </li></ul><ul><li>Daily behavior contract </li></ul><ul><li>SST meetings </li></ul><ul><li>Referral for counseling services </li></ul><ul><li>After school tutoring </li></ul><ul><li>Specific support services </li></ul><ul><li>Academic/ Behavior Support </li></ul>
  15. 15. Level Three: Intensive <ul><li>Continue follow-up on baseline assessments </li></ul><ul><li>Continue with SST meetings </li></ul><ul><li>Access referral to a clinician </li></ul><ul><li>Pull out to Learning Center </li></ul><ul><li>One on one tutoring in class or after school </li></ul><ul><li>Increase interval on behavior contract </li></ul><ul><li>Individual student support </li></ul><ul><li>Access referral/ Behavior plan </li></ul><ul><li>School placement </li></ul>
  16. 24. Technology for Productivity <ul><li>Assessment tracking </li></ul><ul><li>Communication </li></ul><ul><li>Documentation </li></ul>
  17. 25. What folks say… <ul><li>“ It really helps seeing the data in front of me…” </li></ul>
  18. 26. What folks say… <ul><li>“ I do think the use of email is helpful to keep in touch.  I have really appreciated your emails this year. It is always easier to read typed SST notes.  And since I would never receive a hard copy in the past, this way I can look quickly to see what the issues are, rather than trying to go through the cum and see if recent copies were placed yet.” </li></ul>
  19. 27. Technology for Interventions <ul><li>Remediation programs </li></ul><ul><li>Assistive technology </li></ul>
  20. 28. Free Remediation Activity Links <ul><ul><li>StarFall free online phonics and decoding activities </li></ul></ul><ul><ul><li>Mrs. Spang free online activities for remediation organized by elementary standards </li></ul></ul><ul><ul><li>Larry Ferlazzo free online activities for language development organized by CELDT level </li></ul></ul>
  21. 29. RTI Theory and Example Links <ul><li>Response to Intervention (RTI), Universal Design for Learning (UDL), and Assistive Technology (AT): How to Connect the Dots - ISTE Community </li></ul><ul><li>Study Explores How Best to Identify ELLs With Disabilities - Learning the Language - Education Week </li></ul><ul><li>Education Week: RTI Said to Pay Off in Gains for English-Learners </li></ul><ul><li>National Center on Response to Intervention (RTI) - Home </li></ul><ul><li>National Research Center on Learning Disabilities (NRCLD) </li></ul><ul><li>RTI PowerPoint for Educators </li></ul><ul><li>RTI Guide for Parents </li></ul><ul><li>SOLO_Spotswood_Case_Study.pdf </li></ul><ul><li>Schoolwide Blog | Whither RTI? </li></ul><ul><li>Learning the Language: Resource: Research Brief on RTI for ELLs </li></ul><ul><li>RTI Reading Interventions from What Works (pdf) </li></ul>