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

Assistive Technology Examples

Engagement

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

• •

• •

• •

Cognition – Integration

• Demo - Rationale

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