Implementing Universal Design and RTI

1. Implementing Universal Design and RTI Boyd County High School

2. Who are we?

3. 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

4. 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.

5. 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.

6. 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.

7. 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

8. UDL Principles Strengthen Universal Instruction

9. 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.

10. 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.

11. UDL Principles Strengthen Universal Instruction Using the TI-Navigator System creates a connection between students and educator wirelessly networking each student’s 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

12. UDL Principles Strengthen Universal Instruction Teacher Websites

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

14. 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

15. 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?

16. 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

17. 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.

18. 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 G·MADE 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.

19. 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

20. 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.

21. 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?

22. 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.

23. Tier 3 Interventions In addition to Tier 1 and 2 Interventions, targeted students receive: • More frequent progress monitoring • One-on-one instruction

24. 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

25. Expanding Communication

26. For more information contact: Rhonda Salisbury, Principal, Boyd County High School rhonda.salisbury@boyd.kyschools.us Rhonda Osburn, District Resource Instructor, Boyd County Public Schools Rhonda.osburn@boyd.kyschools.us Laci Ingles, Mathematics Instructor, Boyd County High School Laci.ingles@boyd.kyschools.us Robin Irvine, Mathematics Instructor, Boyd County High School Robin.irvine@boyd.kyschools.us