Transcript
USING ASSISTIVE AND PERFORMANCE
TECHNOLOGIES TO SUPPORT POSITIVE BEHAVIORS IN A MULTI-TIERED SYSTEM OF
SUPPORTS
David DavisPS/RtI - Technology
Goals & Objectives
• This presentation will include:– An overview of the multi-tiered system of
supports model– Demonstrations of assistive and
performance technologies– Ideas on how to work with educators to
provide universal scaffolds in Tier 1– Ideas for problem solving behavioral barriers
to instructional engagement in Tier 3
Online Resources – TSBA2015.wikispaces.com
MTSS Tenets
• The integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on student need.– Tiers of instruction are predicated on solid core
instruction
• “Need-driven” decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate the performance of all students to achieve and/or exceed proficiency.
• Progress monitoring/program evaluation conducted to provide data on effectiveness of interventions
Critical Components of MTSS
Data Evaluation
Problem Solving Process
Multiple Tiers of Instruction
& Intervention
LeadershipCapacity Building
Infrastructure
Communication&
Collaboration
Multi-Tier Model of Service Delivery
• Standards Based Instruction • Assessments to inform instruction• Enables efficient use of school
resources• Evidence-based programs and
practice• Focus on integration & alignment
with core (Academic & Behavior)• Frequency & intensity of
instruct/intervention match to student need
Problem-Solving
• Consistent 4-step PS process – The 4-step problem-solving model involves:
• Step 1: Define, in objective and measurable terms, the goal(s) to be attained
• Step 2: Identify possible reasons why the desired goal(s) is not being attained.
• Step 3: Develop & implement a well-supported plan involving evidence-based strategies to attain the goal(s)
• Step 4: Evaluate the effectiveness of the plan in relation to stated goals.
• Education decisions (e.g. intervention effectiveness) are measured by student growth
• Collaborative Team-based• Decision protocols; decision-rules• Frequency & intensity of assessment & problem solving
match to student need
Data Evaluation
• Integrated data system • Comprehensive efficient and user-
friendly data system for decision-making
• Evaluation of effectiveness of interventions and fidelity of implementation
• Use of valid and reliable assessments from a variety of sources
• Ongoing assessment of student learning
Leadership
• Principal actively involved in MTSS implementation
• Strategic MTSS Implementation Plan developed
• Cross-disciplinary Leadership Team is responsible for MTSS implementation
• Leadership Team organizes professional development and coaching supports for MTSS implementation
Building Capacity & Infrastructure
• Ongoing data-driven Professional Development and Coaching
• Professional Development aligned with expected responsibilities of trainees
• Schedules allow for multiple tiers of instruction and intervention, along with collaborative, data-based problem-solving
• Establish written practices, policies, and implementation plans
Communication & Collaboration
• Staff have consensus about and engage in MTSS implementation
• Family and community engagement• Staff are provided data on MTSS
implementation fidelity and student outcomes
What Elements MUST Be Present to Have an Integrated MTSS Model?
• Academic Skills and Academic Behaviors are identified for all students (Skill Integration)
• The data are presented in a way that reflects the relationship between academic skills and behaviors (Data Integration)
• The instruction provided in Tier 1 integrates the effective instructional strategies and performance expectations from Tiers 2 and 3 (Tier Integration)
• The instruction provided in Tiers 2 and 3 integrates Tier 1 instruction (materials, performance expectations.) (Tier Integration)
What Elements MUST Be Present to Have an Integrated MTSS Model?
Tier 1 Scaffolding
• Performance Technology• Assistive Technology• Engagement• Universal Design for Learning
Performance Technology
Assistive Technology
Support Areas
• Sensory• Physical• Cognitive• Communication• Behavioral• Social
The term `assistive technology device' means 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.
Assistive Technology Continuum
Academic Engagement
• Curricular– Reading– Writing– Mathematics– Scientific/Analytical Thinking & Reasoning
• Digital Literacy– Research/Information Literacy– Effective Use of Digital Tools
• Productivity– Prioritizing, Planning, Management– Quality Product Development
Psychological Engagement
• Self Awareness– Self confidence– Self efficacy
• Self Management– Impulse control– Stress management– Self discipline– Organization
• Decision Making– Planning and problem solving– Goal setting– Progress monitoring
Social Engagement
• Social Awareness– Perspective taking– Appreciating diversity
• Relationship Skills– Interactive communication– Cooperation– Conflict resolution– Seeking and providing help
Universal Design for Learning
Universal Design for Learning
• The Myth of Average
Universal Design for Learning
• Options for Engagement– Affective Network
• Options for Representation– Recognition Network
• Options for Expression– Strategic Network
National Center on UDL
Tier 3 Problem Solving
• Engagement / Disengagement• Cognitive Processing– Input– Integration–Memory– Output
Engagement / Disengagement
• Self-efficacy | the confidence that we can learn
• Self-handicapping | choosing obstacles to avoid failure
• Self-motivation | ratio of intrinsic and extrinsic motivation
• Self-goals | master, performance, and social goals
Engagement / Disengagement
• Self-dependence | being dependent on adults for directions, goals, help, etc.
• Self-discounting | believing positive feedback is invalid
• Hopelessness | feeling like there is no point in trying
• Social Comparison | self-image is based on a comparison with others
Engagement / Disengagement
• Resources–Motivation and Engagement Wheel– HSSSE for Research– 21 Ways to Engage Students– Engagement Scales Review
Cognition & Neurology
• Neurological, or cognitive, processes (such as memory) can impact engagement, learning, and achievement. Students differ widely in their cognitive processing skills.
Can This Make a Difference?
Cognition – Input (visual/auditory)
• Recognizing size, shape, and placement of text
• Recognizing line and paragraph typography
• Distinguishing subtle differences in sounds
• Distinguishing figure and background sounds
Cognition – Input (visual/auditory)
• Demo – Readability (Chrome)
Instructional Scaffolds
• Input– Reading/focus guides– Fonts and font sizes– Spacing between words, lines and
paragraphs– Visually organizing text with highlighters,
comments, and stamps– Graph paper– Text-to-speech– Personal FM systems
Cognition – Integration
• Sequencing– Ordering and sequencing information– Organizing and relating information
• Abstraction– Inferring meaning– Generalizing a text
Cognition – Integration
• Externalized thinking
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Instructional Scaffolds
• Integration– Graphic organizers– Concept maps–Mind maps– Timelines– Outlines
Cognition – Memory
– Short-term memory– Long-term memory– Engrams– Long-term potentiation– Long-term depression
Cognition – Engram
Long Term Potentiation
Long Term Potentiation
Long Term Potentiation
Long Term Depression
Long Term Depression
Long Term Depression
Cognition – Memory
– 15 min 45 min 1 hr 45 min 2 hr 45 min 23 hrs
Instructional Scaffolds
• Memory–Multiple text processing– Comparing/contrasting– Spread information across multiple
media– Self-selecting icons or graphics (and
sharing)– Notebooks / Journals– Review schedules
Cognition – Output
• Spontaneous language– Self-selecting subject and related
information– Organizing information and thoughts
• Demand language– Selecting related information– Organizing information and thoughts
Cognition – Output
• Demo – Speech Organizer
Instructional Scaffolds
• Output– Guided discussion questions– Cue cards– Graphic organizers–Written notes with main points
highlighted– Extra time to prepare responses (with
specific strategies)
Scaffold Integration
• All of these types of scaffolds are most effective when used in conjunction with each other. For example, a student may be taught a strategy or system for highlighting and visually marking complex text. The text that was highlighted and marked may then be used to fill out a graphic organizer, concept map, timeline, etc. Further processing could include illustrating some of the information on the graphic organizer. That graphic organizer could then become a discussion support tool.
Generalizing Tier 3 to Tier 1
USING ASSISTIVE AND PERFORMANCE
TECHNOLOGIES TO SUPPORT POSITIVE BEHAVIORS IN A MULTI-TIERED SYSTEM OF
SUPPORTS
David DavisPS/RtI - Technology
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