Implementing Universal Design and RTI

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Implementing Universal Design and RTI
Boyd County High School
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Who are we?
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BCHS UDL/RTI Initiatives
Tier 3 Targeted students participate in learning
that is in addition to Tier 1 and 2
UDL principles strengthen Tier 3 Interventions
UDL
UDL principles strengthen Tier 2 Interventions
Tier 2 Targeted students participate in learning
that is in addition to Tier 1
UDL
Tier 1 All Students participate in general
education learning based on the Ky. Core Content
Standards and Program of Studies that includes
the following
UDL principles strengthen Core Curriculum
UDL
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UDL/RTI project design
Completing a challenging mathematics curriculum
is essential to being prepared for postsecondary
education. As more states increase their high
school graduation requirements in mathematics and
as the number of students in these states who
cannot pass the state algebra course increases,
more students will not receive high school
diplomas. Algebra I is the key, -and the barrier
- to students ability to complete a challenging
mathematics curriculum in high school.
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UDL/RTI project design goals

• To create a mathematics classroom learning
  environments that allow students with widely
  varying abilities and backgrounds the opportunity
  to access the general Algebra I curriculum and
  achieve the academic content standards that have
  been established for all students
• To develop learning environments that utilize
  technology and multiple intelligences for
  delivery of research-based instructional
  strategies in Algebra I
• To document the successes and challenges of
  technology integration with research-based
  instructional strategies in mathematics
• To observe and document the increase in student
  achievement when technology tools and research
  based practices are employed to change the
  learning experiences of the students in high
  school Algebra.

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RTI challenges at the high school level

• The NHSC (National High School Center) identified
  the following eight issues specifically related
  to RTI at the high school level
• Identifying screening and progress monitoring
  tools across subject areas
• Identifying high school appropriate intervention
  models
• Implementation issues unique to high schools
• Examining the changing roles for general and
  special education teachers 
• Determining universal instruction
• Ensuring structural supports for professional
  collaboration
• Ensuring ongoing professional development, and
• Expanding parent communication.

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UDL Principles Strengthen Universal Instruction
Tier 3 Targeted students participate in learning
that is in addition to Tier 1 and 2
UDL
Tier 2 Targeted students participate in learning
that is in addition to Tier 1
UDL
Tier 1 All Students participate in general
education learning based on the Ky. Core Content
Standards and Program of Studies that includes
the following
UDL
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UDL Principles Strengthen Universal Instruction
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UDL principles strengthen Universal Instruction
National studies, including the 2000 High Schools
That Work Assessment, have revealed students who
have access to computer-assisted instruction and
other technology-related experiences show
achievement gains on various tests. A
technology-rich school environment motivates
students, strengthens their academic and
career/technical skills, and helps them relate to
the real world.
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UDL Principles Strengthen Universal Instruction

• Using a Document Camera, math problems can be
  projected on a large screen for the entire class
  to see. Textbook problems and diagrams can be
  shown in one location, rather than each student
  trying to follow from the books on their desk.
  Teachers can work through an algebra equation as
  the document camera captures and projects every
  movement of the pencil as the problem is solved
  providing a large visual interpretation of the
  correct method to solve the problem and how to
  check the work.

• Using document camera technology paired with
  internet images and resources accessed on laptops
  enhances instruction.

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UDL Principles Strengthen Universal Instruction

• Using the TI-Navigator System creates a
  connection between students and educator
  wirelessly networking each students graphing
  calculator to the classroom computer. A growing
  body of research indicates that effective use of
  the TI-Navigator system and graphing calculators
  improves student engagement, understanding and
  performance. Educators can
• Track the progress of individual students or
  the class in real time
• View student coursework, check problem solving
  techniques and guide performance
• Use instant feedback to create a learning
  environment proven by research to increase
  student success

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UDL Principles Strengthen Universal Instruction

• Teacher Websites

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UDL Principles Strengthen Universal Instruction
Using a video camera and document camera,
teachers can capture student demonstrations of
problems for website posting.
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Ensuring Ongoing Professional Development

• Committee for Mathematics Achievement Kentucky
  Center for Mathematics 
• Partnership Institute for Math and Science
  Education Reform (PIMSER)
• Everyone Passes Algebra
• Professional Learning Communities Professional
  Development
• KEDC Intervention Series

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Professional Learning Communities

• Four Critical Questions of Learning
• If we believe all kids can learn
• What is it we expect them to learn?
• How will we know when they have learned it?
• How will we respond when they do not learn?
• How will we respond when they already know it?

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Tier 3 Targeted students participate in learning
that is in addition to Tier 1 and 2
UDL
UDL principles strengthen Tier 2 Interventions
Tier 2 Targeted students participate in learning
that is in addition to Tier 1
UDL
Tier 1 All Students participate in general
education learning based on the Ky. Core Content
Standards and Program of Studies that includes
the following
UDL
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Identification of Screening Tool

• Freshmen students entering Algebra I from Boyd
  County Middle School were assessed in Spring 2008
  using the GMADE (Group Mathematics Assessment
  and Diagnostic Evaluation), a norm-referenced
  group diagnostic mathematics test that measures
  individual skills in the main areas of math.
• Data collection provided a baseline data for
  evaluation of the RTI plan implementation. Using
  a triangulation of assessment data, students were
  placed the appropriate course, Honors Algebra I,
  Algebra I, and or Algebra I Math Lab.
• Triangulation of Evidence allowed identification
  of targeted students for Tier 2 and 3
  intervention with appropriate courses.

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Identification of Screening Tool

• ASSESSMENT of students, individually or in
  groups, to determine the overall skill level.
  Flexible reporting options and conversion of raw
  scores to normative scores help pinpoint areas of
  strength and those where instruction is needed.
• ANALYSIS of test results to determine where
  classroom time should be focused and to identify
  students with unique instructional needs.
• INTERVENTION RESOURCES with correlated,
  reproducible instructional materials to address
  skill areas where students need extra practice
  using the activities and exercises from the
  GMADE Resource Library organized on CD-ROM and
  installed on teacher workstations.
• REASSESSMENT using parallel forms to measure
  progress in Fall and Spring assuring tests
  results throughout the year accurately reflect
  student gains.

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Identification of Screening Tool

• Eligible for Title I funding
• Addresses special needs of RTI students
• Uses NCTM standards to assess core skills
• Compliant with the federal MathNow algebra
  preparation initiative
• Data analysis and reporting tools
• Resources available for pinpointing instructional
  remediation
• Supports NCLB reauthorization

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Identifying high school appropriate intervention
models

• The Algebra Math Lab instructional program was
  designed using a model presented at the 2008 High
  Schools That Work conference and provided a block
  course of intensive, supportive instruction
  during the first semester for struggling
  students. Students were placed in an Algebra I
  block during the second semester, allowing them
  to continue advancing at the same pace as their
  peers.

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HSTW Model

• 17 Readiness Indicators for Algebra I
• Educators examine how each of these indicators is
  taught, using the following criteria

• Are students assigned problems in real-world
  contexts that engage them in the learning
  process?
• Are the problems complex enough to force students
  to use logical reasoning and a variety of
  solution strategies and mathematics skills and
  concepts?
• Are students sharing their ideas for solving
  problems with their classmates? Are they
  explaining their solution processes to the class?
• Are students using technology to aid them in the
  solution process?

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Tier 2 Interventions

• In addition to Tier 1 instruction, targeted
  students receive
• Math Lab course
• More frequent progress monitoring.
• Small group instruction
• Peer-tutoring
• ESS instruction
• Supplemental intervention resources in GMADE
  library
• Computer-assisted instruction
• Assistance provided by Youth Service Center,
  attendance clerk, appropriate behavioral
  interventions.

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Tier 3 Interventions

• In addition to Tier 1 and 2 Interventions,
  targeted students receive
• More frequent progress monitoring
• One-on-one instruction

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Ensuring structural support for Professional
Collaboration

• District and school commitment to Professional
  Learning Communities
• District and school commitment to additional
  planning time for departments.
• Freshman Academy structure

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Expanding Communication
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For more information contact Rhonda Salisbury,
Principal, Boyd County High School
rhonda.salisbury_at_boyd.kyschools.us Rhonda
Osburn, District Resource Instructor, Boyd County
Public Schools Rhonda.osburn_at_boyd.kyschools.us Lac
i Ingles, Mathematics Instructor, Boyd County
High School Laci.ingles_at_boyd.kyschools.us Robin
Irvine, Mathematics Instructor, Boyd County High
School Robin.irvine_at_boyd.kyschools.us