Successful Technology Interventions:

Presented by SteppingUp Technology Implementation Cohort 8 Representatives: Successful Technology Interventions: What Are They and How Do We Incorporate Them into Classroom Practice? July 21 or 22, 2014 Terry Jackson Office of Special Education Programs

Anna Evmenova George Mason University Margo Izzo & Alexa Murray The Ohio State University Lori Cooney University of Massachusetts Boston

Stepping-Up to Technology Cohort 8 and 9 Technology Implementation Projects (2012-14): Where Are They? Stepping-Up to Technology Cohort 8 and 9 327s Technology Implementation Projects University of Massachusetts Boston Future Quest Island: Promoting College and Career Readiness for Students with Disabilities in Middle School using the Second Life platform, Future Quest

Island is designed to support the development of college and career readiness for middle school youth with disabilities through activities that promote student self-discovery, advocacy, exploration, organization, and technology literacy skills. Stepping-Up to Technology Cohort 8 and 9 327s Technology Implementation Projects (continued) California State L.A. University Auxiliary Services, Inc. Improving Literacy and Technology Skills Using the Braille Challenge Mobile Application for VI Students increasing technology and braille literacy skills of children who are visually impaired through the

development, evaluation, validation, and widespread dissemination of a Braille Challenge Mobile App (BCMA) that incorporates evidence-based instructional strategies using a mainstream device. Stepping-Up to Technology Cohort 8 and 9 327s Technology Implementation Projects (continued 2) George Mason University Project WeGotIT!: Writing Efficiently with Graphic Organizers - promoting an effective integration of computer-based graphic organizers (CBGOs) with embedded selfregulated learning strategies in order to improve essay writing across the curriculum

for students with high-incidence disabilities in upper elementary and middle schools. Stepping-Up to Technology Cohort 8 and 9 327s Technology Implementation Projects (continued 3) The Ohio State University Scaling-Up EnvisionIT: A Model for Teaching 21st Century Skills to Students with Disabilities - using an evidence-based, standards-aligned online curriculum called EnvisionIT (EIT) in order to teach 21st Century skills in four focus areas to students with and without disabilities in grades 8-12: 1) information technology (IT) literacy; 2) English

Language Arts (ELA); 3) transition planning; and 4) financial literacy. Stepping-Up to Technology Cohort 8 and 9 327s Technology Implementation Projects (continued 4) University of Oregon/Georgia Southern Project ESCOLAR: E-text Supports for Collaborative Online Learning and Academic Reading - using E-text Supports for Collaborative Online Learning and Academic Reading Collaborative Online Projects designed to support academic reading of science content for middle school (6th-8th grade) Students with

Learning Disabilities (SWLD). Stepping-Up to Technology Cohort 8 and 9 327s Technology Implementation Projects (continued 5) University of Washington Implementing iBESTT in Schools: Increasing the Fidelity of Behavior Plans Using Tablet Technology - developing a behavioral support system for students with or at-risk for emotional behavioral disturbance who show challenging behavior in elementary and middle schools.

Stepping-Up to Technology Cohort 8 and 9 327s Technology Implementation Projects (continued 6) Southern Methodist University An Experimental Examination of e-Nimble: The Coaching Solution with Special Education - testing a technology-based coaching system called e-Nimble: The Coaching Solution with teachers and students in special education classrooms in order to measure effect on reading instruction as well as compare with traditional models of instructional coaching. Stepping-Up to Technology Cohort 8 and 9 327s Technology

Implementation Projects (continued 7) The University of Kansas The Sustainable Implementation of Innovations for Students Achievement (SIISA) - developing, investigating, and revising: (a) an adoption implementation process/model and (b) a diagnostic, monitoring and implementation support system that will lead to successful use of the evidence-based SOLO 6 Literacy Suite (SOLO) tool along with the SRSD writing intervention. Stepping-Up to Technology Cohort 8 and 9 327s Technology

Implementation Projects (continued 8) Oregon Health & Science University Communication Matrix Community of Practice using a Communication Matrix virtual CoP designed to be used by parents and teachers collaboratively to improve communication outcomes for students with complex communication needs (CCN), such as autism, multiple disabilities, deaf-blindness that are not well captured by typical assessment instruments. Stepping-Up to Technology Cohort 8 and 9 327s Technology Implementation Projects

(continued 9) Arizona Board of Regents for Arizona State University Integrated Technology Tools for Optimizing Instruction and Assessment Results for SWD developing technology tools and professional development (PD) resources necessary to integrate data on instruction and assessment from easy curriculum-based measurement (CBM), a widely used evidence-based CBM platform, and MyiLOGS, an online teacher daily log for documenting instructional actions. Interventions Technology Interventions & Components: INTERVENTIONS Potential characteristics of a

successful technology intervention: Relevance Intuitive/easy to use Innovative and adaptable (can be upgraded easily) Reasonable cost (benefit outweighs cost to use) Good marketing strategy, company backing, and consumer buy-in Capable of integrating into mainstream use/culture Interventions Technology Interventions & Components: INTERVENTIONS (continued)

Examples include: o Operating systems (i.e. Windows, Linux, Apple, Google); o Assistive technology (i.e. SOLO, Read & Write Gold) o Mobile Devices, (i.e. iPhone, Kindle, iPads) o Course management systems (such as Moodle, Blackboard) Components Technology Interventions & Components: COMPONENTS

Back-end components and/or delivery systems are essential to success of a technology intervention Intervention can become product or tool o These tools can become more effective as part of a larger, more complex technology intervention Examples can include but are not limited to: o Java, Flash, Second Life, course management systems, SOLO, Microsoft Word, Adobe Reader, You Tube, and open-source technologies Implementation Strategies Technology Access Challenges

Hardware Updates Archaic and/or Non-Reliable Technology Internet Access Firewall Restrictions Content Filtering Bandwidth District Technology Personnel Compatibility of Operating Systems e.g., Google Chrome vs. Apple vs. Microsoft Implementation Strategies Technology Access Solutions School Speed Test for Internet Access Content Versions - platform specific

Course Management System Selection Google/Schoology/Edmodo Flexibility Universal Design for Learning Strategies multiple versions of tool or deliverable What are some of your experiences with technology access? Implementation Strategies Site Selection Challenges

Attrition in Urban Schools Title 1 Funding Time and Resources Technology Ready IRB Process at District Administration Approval Process Site Recruitment Implementation Strategies Site Selection Solutions

Early Recruitment Letters of Collaboration for Grant IRB on Behalf of Schools Statewide Leadership Conference Presentations to Recruit Sites Competition for Site Selection Integration with District-wide Initiatives What are some ways you have successfully recruited a site? Implementation Strategies Participant Readiness Challenges

Recruitment Technology Skills Assessment Readiness for Implementing with Fidelity Priority and Resource Allocations Diversity of Learners Diversity in Settings Technology Support Services Maintaining Regular Communication

Implementation Strategies Participant Readiness Solutions Measuring Technology Skills & Technology Usage Establishing Prerequisites Balanced Sampling Differentiated Instruction Universal Design for Learning Text-to-Speech AT Ongoing TA/In-Classroom Support Sharing Best Practices What are some ways you have assessed and increased participant readiness?

Implementation Strategies Professional Development Early Recruitment Ways to Compensate Teachers Training Delivery Methods Based on Teacher Need (Online and Face-to-Face) After-School Activities Project Kick-off Training

Follow-Up Technical Assistance (TA) Instructional Coaching Implementation Strategies Research Methods Conducting Experimental Research in Schools - IRB and Recruitment Implications Treatment & Comparison Groups - Offer Incentive to Schools to be in Comparison (e.g., wait-listed control) Adjust Research Designs to Meet School Needs Flexible Delivery of Research Measures Adjust Measurement of Fidelity Based on Research Need

Sustainability Factors That Contribute to Sustainability Selecting the right technology tool Teacher/administrator buy-in Cost and ease of use Relevance (stakeholders see value of intervention) Universal Design for Learning Customizable/adaptable Capable of being integrated into school infrastructure and/or mainstream use/culture Poll

What is or was your biggest challenge with project or technology implementation? a. Site Selection b. Technology Access c. Participant Readiness d. Professional Development e. Research Methods f. Other? Audience Poll on Poll Everywhere Question & Answer

What was the most useful part of this presentation? For more information, contact: Terry Jackson [email protected] Anna Evmenova [email protected] Margo Izzo [email protected] Alexa Murray [email protected] Lori Cooney [email protected]

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