The document summarizes strategies and technologies that can be used to support students within a multi-tiered system of support (MTSS) framework, particularly for mathematics instruction. It discusses recommendations from research including explicit instruction, visual representations, formative assessment, and peer-assisted learning. It also provides examples of graphic organizers, visual learning tools, math games, and text-to-speech technologies that can help meet varied student needs when incorporated into a differentiated MTSS approach.

1. Mathematics Including Technology on the MTSS Continuum: Solutions for Practice

2. Agenda for Today Consider MTSS - Overview Connection to Resources Connection to Elementary/Middle/High - What we Know Tiers and Technology Structuring technology considerations Technology-based solutions

3. Who am I? Associate Professor Father of Four Who are you?

5. MTSS Primer MTSS stands for? There are _____ tiers? Three critical features of MTSS include: ___ ___ ___

6. Three Models (Uses) of MTSS Prediction & Prevention prediction of at-risk students and preventing students from falling behind Remediation intervention for students with academic or behavioral difficulties Disability Assessment an intensive intervention test that is one component in the SLD determination process

7. Critical Elements of MTSS Implementation of a differentiated curriculum with different instructional methods Two or more tiers of increasingly intense, scientific, research-based interventions

8. 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)

9. 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

10. Core of MTSS Please list three research-based practices that you use across the course of a week? Describe it? How do you know it is evidence-based?

11. Do we Teach to Learning Styles? What Type of Learner Are You? I like to: Hear it… See it… Touch it… Read it… Experience it… What is your Learning Style?

12. 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… Examples?

13. MTSS @ the Middle/High School

14. Why the Need for MTSS? School Implications for Mathematics

16. Implications - Needs Literacy Mathematics Behavior

17. 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

18. Seven Effective Instructional Practices The Final Report of the National Mathematics Advisory Panel (National Mathematics Advisory Panel, 2008)

19. 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

20. 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.

21. Recommendation 3 Have students verbalize decisions and solutions to a math problem Verbalize specific steps Think outloud

22. 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

23. Recommendation 5 Teach students to solve problems using multiple/heuristic strategies. Exemplifies a generic approach for solving a problem Read the problem Highlight the key words Solve the problems Check your work

24. Recommendation 6 Provide ongoing formative assessment data and feedback to teachers. Progress Suggestions to alter instruction

25. 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.

26. Recommendation - MTSS Interventions should include instruction on solving word problems that is based on common underlying structures. Explicit Systematic Connections between known, familiar word problems and unfamiliar, new problems.

27. 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.

28. 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.

33. Recommendation Monitor progress of students receiving supplemental instruction and other students who are at risk. Include motivational strategies in tier 2 and 3 interventions

34. Brief Look - Textbooks/Reading History Mathematics Science

35. 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

36. Math - Text - Expectations Need to offer information within real world context Need explicit and repeated instruction on specific language and form of mathematics

37. 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

38. What is MTSS? Response to Intervention Early Intervening School Improvement System Design/Redesign All Students Achieve

41. Kansas Multi-Tiered System of Support (MTSS) Academics Behavior KSDE - July 2007 Draft More intense supplemental targeted skill interventions Customized interventions Frequent progress monitoring to guide intervention design Student centered planning Customized function-based interventions Frequent progress monitoring to guide intervention design All students 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 Small groups Frequent progress monitoring to guide intervention design

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. Kansas Multi-Tiered System of Support kansasmtss.org

44. Part of the Solution - MTSS Planning teams Scheduling intervention Scheduling interaction Need for collaboration skills Capacity building Collaboration Considering data and the continued use of data driven decisions

45. Activity Time

46. MTSS Interventions Let’s take a few minutes and consider the interventions we are currently using or considering: Tier One Tier Two Tier Three What are some? What is the Research behind these interventions?

47. MTSS Resources on the Web Best Evidence Encyclopedia (B.E.E.) This website offers reliable, unbiased information on high-quality evaluations of educational programs.

48. What We Know What Works Clearinghouse ies.ed.gov/ncee/wwc Institute of Education Science’s Database sharing what we know about related research specific to standards and the research arm of NCLB.

49. 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 Access research reports How to tips Temperature of what is happening in the field

50. 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. Reports Products for consideration Evidence-based practices for High School Considerations for implementation

51. NCTM Research

52. What We Know Resources - Application Tomorrow Math and Reading Help http://math-and-reading-help-for-kids.org LD Online http://www.ldonline.org/indepth/math Intervention Central http://www.interventioncentral.org/

53. RtI - Tutorials http://iris.peabody.vanderbilt.edu The IRIS Center RtI - An Overview RtI - Assessment RtI - Reading Instruction RtI - Putting it All Together

54. Progress Monitoring National Center on Progress Monitoring Tools for comparison Tools for understanding ways to complete Resources for application Teacher Family Administrator

55. Special Connections CBM Module Instructional Practices Behavioral Interventions http://www.specialconnections.ku.edu

56. How do we Structure our Interventions? Framework for Consideration

58. Principle One Supporting Recognition Learning Provide multiple examples Highlight critical features Provide multiple media formats Support background contexts

59. Some Examples Reading Readplease.com Texthelp.com Setting an Anchor http://streaming.discoveryeducation.com/ Representing Material http://nlvm.usu.edu/en/NAV/vlibrary.html

60. 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

61. Some Examples Practice http://www.inspiration.com Skill demonstration Microsoft’s PPT - Star Wars Inspire Data Apple’s - iMovie Microsoft’s Movie Maker PhotoStory

62. Principle Three Support Affective Learning - Provide alternative means for engagement Offer choices of content and tools Offer adjustable levels of challenge Offer choices of rewards Offer choices of learning context

63. Some Examples Software Products - Adjustable levels http://www.techmatrix.org/ Type to Learn Learning context Hands on Connect to previous understanding Choice of Rewards What makes you tick?

64. UDL Toolkit http://udltechtoolkit.wikispaces.com http://readilyaccessibletools.wikispaces.com/ Learn more about UDL UDL-based solutions tied to reading, organization, writing, etc. Wikis are free to all of us Disseminate information Demonstrate knowledge Communicate with parents/students/general community

66. Technology-based Solutions Bringing UDL to Life

67. Graphic Organizers Teaching Students Math Problem-solving Through Graphic Representations

68. Graphic Organizers Kidspiration/Inspiration

69. Graphics - Schema

70. Graphics - Schema

71. Graphics - Schema

73. Visual Representation A Few Examples

74. Visual Considerations - Resources Discovery Learning Anchor the Learning Videos Audio Writing Center Links to Standards

75. Apple’s Learning Interchange

76. Photo Story Show - n - Tell Share Your Stories Create Stories Runs free on Windows http://www.microsoft.com/windowsxp/using/digitalphotography/photostory/photostory3_share.mspx

77. Developing Visual Connections Apple Learning Interchange http://edcommunity.apple.com/ali/ ABCs All Quiet on the Western Front Apple’s iMovie - apple.com Microsoft’s MovieMaker - microsoft.com

78. 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.

79. Math Games A few Considerations

80. Arcademic

81. Arcytech

82. Math Tech Matrix

83. Considering Resources

84. 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 http://www.montgomeryschoolsmd.org/departments/hiat/resources/digital_text.shtm

85. NetTrekker and Kan Ed

86. MathTools

87. Interactivate

88. Mathematics Considerations - Resources Illuminations http://illuminations.nctm.org/ Lessons Student Interactive Resources Web Resources for Mathematics Thinkfinity http://www.thinkfinity.org/ Manages the Literacy Network Manages Marco Polo

89. Math Dictionary

90. Web 2.0 Considerations Additional Resources to Consider

91. Math Considerations - Resources Kerpoof Make a Movie Make a Photo Animoto Make a Movie Interactive experience Audio Video Demonstration

92. Text-to-Speech Do we Really Need to Read It?

93. 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) Low vision color option

94. Natural Reader - naturalreader.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. http://www.naturalreaders.com/

95. Premier Accessibility Suite http://www.readingmadeez.com Text-to-speech software Audio output - multiple voices Highlights text as it speaks Texthelp - Read and Write Gold http://www.texthelp.com Text-to-speech software Audio output - multiple voices Highlights text as it speaks Text-to-Speech

96. Scan and Read Systems WYNN Kurzweil 3000 www.freedomscientific.com www.kurzweiledu.com

97. Text-to-Speech - Becoming Universal Firefox’s Text-to Speech Click Speak Bundle Does the Trick Acrobat Reader - Free Version

98. Podcasting, Audio Books, & More - Oh My! http://movies.atomiclearning.com/k12/podcasting Student demonstrate knowledge Information on the go Multiple means for representation Narrated Book series

99. Thank You Questions Contact Information - seanj@ku.edu