This document provides an overview of Response to Instruction and Intervention (RtI2) and how assistive technology can be incorporated at different tiers. It discusses the differences between assistive technology and educational technology. Examples are given for how assistive technology can support students in areas like reading, math, writing, communication, and social/emotional/behavioral skills at different intervention levels. An assistive technology assessment process and resources are also outlined. The overall purpose is to understand how to implement RtI2 using assistive technology to meet the diverse needs of students.

1. 12/30/2013
21st Century Learning and Response
to Instruction and Intervention
Katherine Aaron, Special Education Program
Coordinator
Michelle André, Special Education Director
Atascadero Unified School District
Agenda
• Review of Objectives
• Review of RtI2 for Academics & Behavior
• RtI2 for Assistive Technology – Tiers of
Educational vs. Assistive Technology
• RtI2 for Academics, Communication & Social‐
Emotional‐Behavioral
• Assistive Technology Assessment
• Resources and Examples
Take a moment……….
• think about all the demands that a student
must meet to be successful in school
• think about how easy it is for some students
to access their education vs. others
• think about if this was you or your child…….
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2. 12/30/2013
Objectives
• Understand how educational/assistive
technology fits into RtI2
• Understand levels of technology
• Understand how to implement RtI2 using the
benefits of technology
• Understand how to conduct an Assistive
Technology Assessment
• Resources and examples
Review of RtI2
• A three‐tiered, data‐driven approach that
provides access to quality instruction and
intervention for all students.
• Core components outline a comprehensive
instructional approach that includes:
– Systematic screening
– Differentiating instruction
– Targeted interventions
– Progress monitoring
Top 1%
Referral for
Spec Ed
RtI² Tiered Academic Model
Intensive Progress Monitoring‐
Daily/Weekly
Individual Needs ~ High Specific Instructional
Intensity ~ Increase
Modifications
Duration ~ Intensive Modified
Support
Testing/Grades/Standards
Individual Student Support Plans
TIER III‐5%
Targeted Skills
TIER II‐15%
Supplemental Intervention
Specific Instructional & Testing
Accommodations
Environmental Structural Support
Active Participation & Engagement Strategies
TIER I‐80%
Vocabulary Development Strategies
Evidence Based Instructional Strategies
Strategies for Monitoring Progress and Adjusting Instruction
Strategies for Differentiating Instruction and Compacting
Common Core‐Instruction
Critical Thinking  Communication  Collaboration  Creativity
Effective Classroom Management and Relationship Building
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3. 12/30/2013
RtI² Tiered Social‐Emotional‐Behavioral Model
Assistive Technology vs.
Educational Technology
• Assistive technology is “…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.” (20 U.S.C. 1401(1))
• Educational technology is technological tools
combined with curriculum that enhances the
teaching and learning experiences of all students.
INTENSIVE INTERVENTIONS
High Tech Specialized Access
for: Seating, Positioning, &
Mobility‐Communication‐
Computer
Access‐Motor Aspects of Writing‐
Composition
TIER III
of Written Material‐Reading‐Math‐
Organization‐
Recreation & Leisure‐Vision‐
Hearing
ASSISTIVE TECHNOLOGY ASSESSMENT
GROUP INTERVENTIONS
Low Tech Specialized Access for:
Seating, Positioning, & Mobility‐
Communication‐Computer Access‐Motor
TIER II
Aspects of Writing‐Composition of Written
Material‐Reading‐Math‐Organization‐
Recreation & Leisure‐Vision‐Hearing
CORE INSTRUCTION
Universal Design/Universal Access for:
Seating, Positioning, & Mobility‐
Communication‐Computer Access‐Motor
TIER I
Aspects of Writing‐Composition of Written
Material‐Reading‐Math‐Organization‐Recreation & Leisure‐
Vision‐Hearing
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4. 12/30/2013
INTENSIVE
INTERVENTIONS
READING
Text reader
Scanner with OCR and
text reader
TIER III
ASSISTIVE TECHNOLOGY
ASSESSMENT
GROUP INTERVENTIONS
Handheld device to read
individual words
TIER II
Use of pictures/symbols with
text
Electronic text
Audio books
CORE INSTRUCTION
Standard text
TIER I
Book adapted for access
Low‐tech modifications to text
Reading
(Specific Examples)
• Standard text – use of research based teaching strategies that include all
modalities (visual, verbal, and kinesthetic)
• Book adapted for access – standard text but adapted for physical access,
AAC users, or visual impairments
• Low‐tech modifications to text – changing readability of text, marking
text, or different fonts
• Handheld device to read individual words – talking dictionaries or reading
pens
• Use of pictures/symbols with text – software and newspapers
• Electronic text – e‐books and handheld readers and applications
• Audio books – books on tape/CDs/MP3, etc.
• Text reader – text to speech
• Scanner with OCR and text reader – scanning of any material that will
turn text into speech
INTENSIVE
INTERVENTIONS
MATH
Math Software/Web
Simulations
Voice Recognition
Math Software
TIER III
Portable Math
Processors
ASSISTIVE TECHNOLOGY
ASSESSMENT
GROUP INTERVENTIONS
Adapted Math Tools
Math Toolbars
TIER II
On‐Screen Calculator
Virtual Manipulatives
CORE INSTRUCTION
Math Manipulatives
Ruler/Abacus/Number Line/Calculator
TIER I
Adapted Math Paper
Math "Smart Charts"/Math Scripts
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5. 12/30/2013
Math
(Specific Examples)
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Math Manipulatives‐physical representations of math concepts
Ruler/Abacus/Number Line/Calculator‐math tools
Adapted Math Paper‐enlarged worksheets, graph paper, guideline paper
Math "Smart Charts"/Math Scripts‐reference guides (math facts, process
steps, conversions, etc.)
Adapted Math Tools‐talking tools, large displays, overlays, etc.
Math Toolbars/On‐Screen Calculator‐computer toolbars for equations,
computation, etc.
Virtual Manipulatives‐digital versions that add movement and
interactivity to math concepts
Math Software/Web Simulations‐graphic organizers, visual formats, etc.
Voice Recognition Math Software‐speech to text
Portable Math Processors‐works like a portable word processor with math
notation capability
INTENSIVE
INTERVENTIONS
Voice Recognition
Software
WRITTEN LANGUAGE
Multimedia Software
Reference Software
TIER III
Word Prediction
Software
ASSISTIVE TECHNOLOGY
ASSESSMENT
GROUP INTERVENTIONS
Talking Word Processor
Digital Templates
TIER II
Word Processing with Digital
Supports
CORE INSTRUCTION
Picture Supports
Word Cards/Word Banks/Word Wall
Pocket Dictionary/Thesaurus
TIER I
Graphic Organizers/Written Templates
Cloze Assignments
Word Processing Software
Written Language
(Specific Examples)
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Picture Supports‐real life representations
Word Cards/Word Banks/Word Wall‐frequently used words
Pocket Dictionary/Thesaurus‐portable
Graphic Organizers/Written Templates‐story starters, outlines, etc.
Cloze Assignments‐fill in missing blanks with key words
Word Processing Software‐easy production, editing, and publishing
Talking Word Processor‐provides verbal feedback as a student writes
Digital Templates‐interactive prompted writing guides
Word Processing with Digital Supports‐access features to support digital writing
Multimedia Software‐access to alternative expression of ideas
Reference Software‐access to citation formats
Word Prediction Software‐predicts words as student types
Voice Recognition Software‐types as student speaks
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6. 12/30/2013
INTENSIVE
INTERVENTIONS
COMMUNICATION
Text Based Device
with Speech Synthesis
TIER III
Speech Generating
Device
ASSISTIVE TECHNOLOGY
ASSESSMENT
GROUP INTERVENTIONS
PECS
TIER II
Visual Modeling
Simple Speech Generating
Device
CORE INSTRUCTION
Concrete Representation
TIER I
Visual Schedules
Communication Systems
Communication
(Specific Examples)
Concrete Representation‐actual concrete objects or parts of an object
Visual Schedules‐visual representation of daily schedules
Communication Systems‐low tech communication boards
PECS‐Picture Exchange Communication System
Simple Speech Generating Device‐digitized or recorded speech for single
words or simple phrases
• Speech Generating Device‐sophisticated devices that have levels, icon
sequencing, or dynamic displays
• Text Based Device with Speech Synthesis‐keyboarding text to speech
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INTENSIVE
INTERVENTIONS
SOCIAL‐EMOTIONAL‐BEHAVIORAL
Video Modeling/Social
Stories
Reinforcement Apps
TIER III
Self‐Monitoring Devices
GROUP INTERVENTIONS
Conover‐Everyday Social Skills
Device Apps‐Minding the Gap
TIER II
CORE INSTRUCTION
Universal Screening
Illuminate Data Collection
TIER I
Social Skills Instruction
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7. 12/30/2013
Assistive Technology Assessment
Wisconsin Assistive Technology Initiative’s
Assessing Students’ Needs for Assistive
Technology
(ASNAT)
A Resource Manual for School District Teams*
http://www.wati.org/
*The assessment process is meant to be
completed as a team
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8. 12/30/2013
RESOURCES
• Assessment Manual:
http://www.wati.org/
• AT Modules:
http://www.atinternetmodules.org/
• Assessment Services/Professional
Development:
http://www.dcc‐cde.ca.gov/
Contact Information
Atascadero Unified School District
Student Intervention Services
4507 Del Rio Road
Atascadero, CA 93422
(805) 462‐4230
katherineaaron@atasusd.org
michelleandre@atasusd.org
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