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ERIC Number: EJ1102899
Record Type: Journal
Publication Date: 2009
Pages: 6
Abstractor: As Provided
ISSN: ISSN-0973-2217
Using Technology in Multi-Tiered Interventions to Differentiate Instruction
Bicard, Sara; Casey, Laura Baylot; Nichols, Kathryn; Plank, Esther; Finley, Samantha
Journal on School Educational Technology, v4 n4 p1-6 Mar-May 2009
Differentiated instruction denotes varying instruction in terms of content, product, and process to meet the needs of all learners. One way to differentiate the instructional process is to provide multi-tiered instruction. Examples of systematic approaches to multi-tiered instruction are response to intervention (RTI) and school-wide positive behavior support (SWPBS). RTI and SWPBS involve layers or tiers of increasingly more intensive high-quality research-based instruction, progress monitoring, and data-based decision making. Students receive additional tiers of instruction if they do not show progress towards attaining an academic or behavioral goal with the current level of instruction. These data are then used to determine the supports that students need to be successful. Technology, such as instructional software and online progress monitoring tools, can be utilized throughout tiered interventions to increase the efficiency in which students receive supports. This article will describe the components of tiered interventions: universal screening, three tiers of instruction within RTI and SWPBS, and progress monitoring. Examples of technology utilized in RTI and SWPBS will be described.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A