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Response to Intervention (RTI) Class Notes

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Response to Intervention (RTI) Class Notes

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Parent involvement, tiered instruction, ongoing student assessment, and high-quality, scientifically based classroom instruction
Tier I: high-quality classroom instruction, screening, and group        interventions -> all students (8 weeks)
Tier II: targeted interventions -> some students or small groups (a quarter)
Tier III: intensive interventions and comprehensive evaluation -> few students or individuals (length varies)

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Umbrella term that includes assistive and adaptive services and devices
Technology meets the learning and communication needs of individuals with disabilities
Any item, piece of equipment, or product system (commercial, modified, customized) that is used to increase, maintain, or improve functional capabilities
Low-, mid-, and high-tech

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Universal Design for Learning (UDL) Class Notes

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Universal Design for Learning (UDL) Class Notes

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A scientifically valid framework for guiding educational practice that:
Provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged
Reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient
Provides a blueprint for creating instructional goals, materials, methods, and assessments that work for everyone
Key Elements of UDL
Design curriculum from the beginning to be universal
Power to be very flexible
Allows choices and different paths
Represent information in different ways

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Expert learners continually develop
Expertise: becoming "more expert"
Learning is a process of continual change and growth
Student focus: learning the general curriculum
Teacher focus: Teaching about learning
System focus: fostering collaboration and community to maximize learning opportunities for all

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Expert learner:
Purposeful and motivated (the "why" of learning)
Resourceful and knowledgeable (the "what" of learning)
Strategic and goal-oriented (the "how" of learning)
Example: Feliks began watching YouTube videos of people solving Rubik’s Cubes at the age of 12. Within years, Feliks became an expert at learning the Cube’s different patterns and approaches – essential knowledge to build on. His self-knowledge as a learner is continuously developing as he set and achieves goals.

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There is no one best strategy, learning method, or path in any subject or skill.
Selection of strategy depends upon the learner (prior experience, preferences, amount of practice) and upon the context (home, alone or with others, being filmed, in competition).

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Designing for Variability to Encourage Expert Learning

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Designing for Variability to Encourage Expert Learning

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A variety of cubes have been designed to suit different puzzlers.
Learning environment needs to be flexible enough for everyone to               employ different methods and different ways to assess their progress.

A variation of the cube with both color and tactile information is more usable for everyone (even the blind).
This is universal design in the fields of product development and architecture

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Expert Learning and Developing a Growth Mindset

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Expert Learning and Developing a Growth Mindset

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Self-knowledge as a learner is key to expert learning
Ex: strengths and weaknesses, favorable learning environments, challenges, learning from mistakes
Growth mindset is an approach in which learners believe that intelligence is not fixed, but can be developed through effort and persistence, particularly in challenging situations
Learning is continuous!
Learners with a growth mindset are self-aware and active learners.
UDL framework aims to move learners towards becoming purposeful and motivated, knowledgeable and resourceful, strategic and goal-directed.

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Mason Barney
Problem: Gifted and talented student with learning disabilities (dyslexia, poor hand-eye coordination, difficulty in executive functioning)
Solution: Digital texts that read aloud to him using a computer, use of alternate symbols to express his thoughts, use of pictures or audio to begin the writing process
Ellie Schlichtmann
At age 5, Ellie was already learning how to improve her learning conditions by telling noisy students to “be quiet” when learning.
Another effective way to learn is to take on small chunks of new information and builds on those.
Richard Wanderman
Richard had difficulty with reading and writing and spent a lot of time practicing language arts in areas of his shortfalls rather than enabling his strengths.
Learned how to rock climb and could identify himself as skilled in this area
He read a book on how to fix his car because the reading was purposeful and he wanted to get the car running

Discovered and conquered the art program that was not heavy into grades
Rick Birnbaum
An education researcher, emphasizes the important role of affect and motivation in learning.
Rick worked with inner-city kids in order to find the determination and the support to fulfill their commitment to learning. The kids became more self-aware as learners and even more able to find strategies, tools, and contexts that enabled them to grow and flourish in their learnings.

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Teachers need to be expert learners
Exposing their own learning and making it both explicit in action and in personal reflection
Watching a brilliant lesson is not watching the learning expertise
Habits of mind (growth mindset, reflection, self-efficacy, self-regulation) and habits of practice (consistency, persistence, and learning from errors) are critical to expertise
Expertise develops within communities of practice
Members share a domain of interest
Focused on learning from and with one another
Discuss and engage in activities and share resources, tools, and ways of dealing with persistent problems
Educators emphasize their self-awareness as learners and being models for their students in UDL settings
Teaching involves building engagement, knowledge, and strategies through a variety of tools and techniques, and participating actively in the larger learning community with colleagues, families, and administrators

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Both students and teachers need to be in systems that value and nurture the development of both groups’ expertise
A system is a set of things interconnected in such a way that they produce their own pattern of behavior over time
Understanding part of a system requires understanding the whole system and vice versa
Focus on both the individual components and the relationships and forces that influence and are influenced by these components
Education is a dynamic system
PBIS (Positive Behavioral Interventions and Supports) aims to develop positive behavior and reduce the negative -> it must use system-wide supports and interventions
Recognizes that causes and solutions are complex
Expert learning environment is conducive to:
Being motivated to learn
Becoming knowledgeable about learning
Becoming strategic about learning

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An Expert System is Knowledgeable About Learning

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An Expert System is Knowledgeable About Learning

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System members should have a well-informed theory of how learning happens and create the conditions to enable it
Learning is a socially constructed process
Learning systems view intelligence as distributed, rather than held within one human mind
Big problems require “cultures of participation”
System members must have expertise in relevant domains
System members must be knowledgeable about learners and their differences

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An Expert System is Strategic About Learning

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An Expert System is Strategic About Learning

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System members model and mentor goal setting, strategies, and progress monitoring for the community to see
Expert learning systems need to be flexible from the start

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Motivation
Persistence
Self-regulation

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Learning is about deepening our participation in a community of learners and thereby transforming the way we work and the way we see ourselves as learners
Graduates must be expert learners, who are eager and ready to keep learning
Flexible learning environments are needed to respond to the natural variability of learners