Response to Intervention (RtI): Evidenced-based Practices and Technology Particularly the Ipad and

Transcription

Response to Intervention (RtI):
Evidenced-based Practices and
Technology Particularly the Ipad and
Tablet Devices
Dr. Betsy Flener
Copyright Betsy Flener Ed.D.
2012
Definition
Response to Intervention is an effort to improve
the academic and behavior skills of students.
It is a data-based decision making program
that monitors how well students respond to
instruction
2012
Core Components
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School wide screening of all students
Effective early intervention
Evidenced-based interventions
Continuous progress monitoring
Depending on progress, the intensity of
intervention may increase
Interventions and decisions are data driven
2012
Typical Screening and Monitoring
Tools/ Issues
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AIMS Web
Curriculum Based Measurement in Reading
DIBELS
easy CBM
mClass Math
Orchard Software
Star and Star Enterprise
Scholastic
Vanderbilt RtI Monitor
2012
The Case for Students with Visual
Impairments
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RtI can benefit all students
Students are at a loss if we wait to intervene
Percentage of unemployed working age
individuals with visual impairments
Data showing the disturbing percentages of
students with visual impairments in grades 3
through 10 who do poorly on statewide
reading achievement tests
2012
Levels
Tier 1: Quality Classroom Instruction
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Provide ACCESS to and progress in the general
education curriculum
Differentiate instruction
Apply Universal Design for Learning to traditional
strategies
Front-load learning to increase student success
2012
Access
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Appropriate selection of literacy media
Text to speech (i.e. Read and Write Gold, Kurzweil
1000, Kurzweil 3000)
Audio and screen readers
Use of optical devices
Screen magnification hardware and software
Technology to access Interactive Boards and White
Boards
Use of Ipads, Kindles, Nooks etc.
Keyboarding skills, note takers, apps for writing and
note taking.
2012
Apps for Access with the IPad
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Built in Accessibility
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Zoom
VoiceOver
Various other features
Magnification
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Easy Reader
iMagGlass
Magnifier
ICanSeeFree
2012
Apps for Access (Cont’d)
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Accessing Interactive and White Boards
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Doceri Software for Mac and Ipad ($30.00
iDisplay ($4.99)
JoinMe (free)
Tether (free for Mac)
Splashtop Whiteboard ($19.99)
Team Viewer HD (free)
2011
Apps for Access (cont’d)
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Presentations
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Keynote ($9.99)
SlideShare (use SlidebySlide App that is free)
SlideShark (free and great reviews)
SlidePad ($3.99)
2012
Apps for Writing
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Penultimate ($0.99)
PaperDesk ($3.99)
Smart Writing Tool ($8.99)
Notability ($0.99)
Notetaker HD ($4.99)
2012
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Recording
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Audionote ($4.99)
Notability ($0.99)
Dragon Dictation (free and this is a phenomenal
App)
QuickVoice ($2.99)
2012
Differentiated Instruction
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Approach teaching and learning for diverse
learners
Alterations in curriculum, instruction, and
assessment
Recognizing students’ varying background
knowledge, readiness, language,
preferences, and interest
2012
Levels (cont’d)
Tier 2: Focused, aligned, and targeted
supplemental instruction
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Differentiated, scaffolded, and targeted instruction
Small group size
Careful monitoring and charting
May change variables: time of day, group size,
additional time, focus/instruction, materials/ curriculum
2012
Levels (cont’d)
Tier 3: Intensive interventions
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Instruction provided by a reading specialist, special
educator, or other person qualified to teach students
who struggle
Homogeneous or small group instruction and/ or
individual instruction
Often 30 to 60 more minutes added to instruction child is
receiving in the general curriculum
2012
Evidenced-based for Visually Impaired:
Reading and Writing
1. Braille readers may be better able to process oral information
than large-type readers (Brothers, 1971).
2. Haptic perception is sustained over time (Anater, 1980),
suggesting that concrete hands-on experiences might enhance
learning.
3. Reading Braille with the left hand may be more effective than
reading it with the right hand (Hermelin & O'Connor, 1971).
4. Reducing the number of words in a Braille reading passage
may not result in increased speed or comprehension (Martin &
Bassin, 1977)
2012
Evidenced based for VI (cont’d)
5. Poor Braille quality can slow down reading rate and accuracy
(Millar, 1977,1987).
6. Drill-and-practice in Braille can lead to increased reading
achievement, faster silent and oral reading rates, fewer reading
errors, and greater comprehension (Flanagan, 1966; Flanagan
& Joslin, 1969; Kederis, Nolan, & Morris, 1967; Layton &
Koenig, 1998; Mangold, 1978; Umsted, 1972).
7. Braille reading comprehension decreases when other stimuli
compete for the student’s attention (Millar, 1988,1990).
2012
Evidenced-based for VI (cont’d)
8. Leaving out words might decrease the amount of
time it takes to read, but it does not increase
comprehension, although it has a greater impact on
news passages than it does on science or fiction
passages (Martin & Bassin, 1977).
9. Training in and use of low-vision devices increases
oral comcomprehension, reading speed (oral and
silent), and the amount of reading accomplished
(Corn, Wall, & Bell, 2001; Lackey, Efron, & Rowls,
1982; LaGrow, 1981; Smith & Erin, 2002).
2012
Evidenced-based Practices for Students
with Visual Impairments: Math
1.Use of concrete mathematics aids can increase computation
accuracy (Beicastro, 1993; Champion, 1976/77; Hatlen, 1975).
2. Comprehension of mathematics concepts can be increased with
use of the Talking Calculator (Champion, 1976/77).
3. The English Language Grammar Method (a method of teaching
mathematics by comparing it to English sentence structures,
based on the work of Thorndike [1924] ), may improve
computation (Sharpton, 1977).
2012
Evidenced-based for VI (cont’d)
4. Instruction in finger-math (using the fingers for
computation) may increase computation accuracy
(Maddux, Gates, & Sowell, 1984).
5. There is conflicting evidence concerning the
effectiveness of the abacus (Kapperman, 1974,
Nolan & Morris, 1964).
6. Computation using the Braille writer may be more
accurate than either mental calculation or use of the
abacus (Kapperman, 1974).
2012
Additional Studies
Emerson et al. (2009) examined the factors of age, etiology of
visual impairment, family attitudes and behaviors regarding
literacy activities, class size, and time spent with a teacher of
students with visual impairments blindness
Clark-Bischke & Stoner (2009) examined the spelling skills in the
written compositions of 20 students who read braille.
Wetzel and Knowlton (2000) compared the reading rates of 24
adult print readers and 23 adult braille readers on three reading
tasks: oral reading, silent reading, and studying.
2012
Studies (cont’d)
Eskenazi (2011) studied scaffolding and
telegraphic text in an attempt to increase
reading speeds of deaf-blind and blind
consumers
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Reading rates incrased when non-essential words
were removed from story
Identified list of concrete words to removed
Scaffolding allowed more people to remember
more details but did not improve reading rate
2012
Evidenced-based Program
specifically for VI
Mangold Developmental Program of Tactual
Perception and Braille Letter Recognition
2012
Adapted Programs for Visually
Impaired
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Read Naturally (are working on an App)
Wilson Reading
Reading Recovery (can be easily adapted)
2012
Additional Approaches
• Cloze procedure
• Language experience
• Fluency
• Shared reading
• Paired reading
• Echo Reading
2012
Best Literacy Practices according to
the International Reading Association
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Authentic meaning, reading for pleasure, to
accomplish a task
High quality literature
Integrate a comprehensive word study/
phonics program into reading and writing
instruction
Multiple texts that link and expand concepts
Balanced teacher and student led discussion
2012
Best Literacy Practices (cont’d)
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Build a whole class community that emphasizes important
concepts and builds background knowledge
Work with students in small groups while others read and write
about what they have read
Give students plenty of time to read in class
Give students direct instruction in decoding and comprehension
strategies, balance direct instruction, guided reading, and
independent learning
Use a variety of assessment techniques
2012
Apps that Assess Reading
Deficiencies
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Reading Remedies ($0.99)
Smarty Pants School ($9.99)
2012
Apps for Literacy Instruction
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Print Awareness
– Book Creator ($4.99)
– Pictello ($18.99)
– Scribble Press (free)
– Read with Me (awesome for parents)
Phonological Awareness
– Word Wizard ($1.99)
– Five Sharks Swimming in the Pond ($2.99)
– SuperWhy ($2.99)
– ABC Pocket Phonics ($2.99)
– Teacher Created Activities with Sounding Board
2012
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Engaging Students
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I Like Books (free)
Itsy Bitsy Spider ($1.99)
The Monster at the End of this Book ($3.99)
The Cat in the Hat Books (free for Lite versions)
Little Critter Books (some are ($0.99)
Old MacDonald Had a Farm ($1.99)
Trucks ($1.99)
ReadMeStories (free for Lite)
2012
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Fluency
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Reading Rainbow (free with subscription
Dr. Seuss Books
TumblebooktoGo Munsch 6pk ($5.95)
Phonics
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Interactive Alphabet ($2.99)
Phonics Genius (free)
PhonicsRead with McGuffey Lite (free)
My Word Reader ($4.99)
2012
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Comprehension
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Reading Sketch (Lite version is free)
Learning A-Z
Various Books mentioned
Writing
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Story Builder ($7.99)
Scribbe Press (free)
Sentence Builder ($5.99)
2012
Tools for Fluency
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Timer on Fire ($0.99)
Fluency Timer (free)
Timed Reading ($1.99)
2012
Apps for Older Students
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AudioNote ($4.99)
Evernote (free)
Scratch Work (free)
2012
Considerations
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Time
Visual field defects
Fatigue
Color
Clutter and complexity
Contrast
2012
Considerations (cont’d)
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Size of image
The need for descriptions
Appropriate tactile images
2012
References
Clark-Bischke, C. & Stoner, J. (2009). An investigation of spelling in the
written compositions of students who read braille. Journal of Visual
Impairment and Blindness, 103 (10),553-563.
Emerson, R. E., Sitar, D. Erin, J. N., Wormsley, D.P., & Herlich, S. L.
The effects of consistent structured reading instruction on high and
low literacy achievement in young children who are blind, Journal of
Visual Impairment and Blindness, 103 (10), 595-609.
Erin, J.N. & Koenig, A. (1998). The student with a visual disability and
learning disability. Journal of Learning Disabilities, 30 (10), 309-320.
Eskenazi, M. (2011) Increasing braille radio reading speed for deaf-blind
consumers. Retrieved from:
http://www.nprlabs.org/media/research/ar/br/Increasing%20Braille%
20Radio%20Reading%20Speed_NIDRR_ICART_Eskenazi.pdf
Ferrell, K. (2006).Evidenced-based practices for students with visual
disabilities.
2012
References
Response to intervention procedural manual. Franklin County
Schools, TN. franklincountyschools.k12tn.net/RTI.pdf
Response to intervention (RTI). www.nickey.org/Pages/RTI.aspx
Texas school a key partner in developing resources for blind and
visually impaired students.
www.readnaturally.com/company/news_brailletx.htm.
What is evidenced-based reading instruction?
http://www.reading.org/Libraries/Position_Statements_and_R
esolutions/ps1055_evidence_based.sflb.ashx
2012
References
Koenig, A.J., & Farrenkopf, C. (1997). Essential
experiences to undergrid the early development of
literacy. Journal of Visual Impairment and
Blindness, 91, 14-24.
Koenig, A. & Holbrook, C. (2000). Foundations of
Education, 2nd Edition. New York, NY: American
Foundation for the Blind
Parker, A. & Pogrund, R. (2009). A review of the
research on the literacy of students with visual
impairments and additional disabilities. Journal of
Visual Impairment and Blindness, 103, 635-648.
2012
References
Wetzel, R. & Knowlton, M. (2000). A
comparison of print and braille reading rates
on three reading tasks. Journal of Visual
Impairment and Blindness, 94 (3), 146-154.
Wormsley, D. P. & D’Andrea, M. F. (1997).
Instructional strategies for braille literacy.
New York, NY: American Foundation for the
Blind.
2012

Response to Intervention (RtI): Evidenced-based Practices and Technology Particularly the Ipad and

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