Responsiveness to Intervention (RTI)

A CULMINATION OF INFORMATIONPRESENTED BY:

JUNE MCMILLAN LEACH, MS CCC-SLP AND MA Ed.

Now what are the big shots cooking up for us to do?

The Responsiveness to Intervention (RTI) is

“The responsiveness to intervention (RTI) process is a multitiered approach to providing services and interventions to struggling learners at increasing levels of intensity. It involves universal screening, high-quality instruction and interventions matched to student need, frequent progress monitoring, and the use of child response data to make educational decisions. RTI should be used for making decisions about general, compensatory, and special education, creating a well-integrated and seamless system of instruction and intervention guided by child outcome data.”https://www.asha.org/members/slp/schools/prof-consult/RtoI.html

Who sits down and thinks up these things. Where do they find the time to think this stuff up?

New Roles in Response to Intervention:Creating Success for Schools and Children

November 2006 - A Collaborative Project With:

The American Speech-Language-Hearing Association (ASHA)Council of Administrators of Special Education (CASE)Council for Exceptional Children (CEC)Council for Learning Disabilities (CLD)Division for Learning Disabilities (DLD)International Dyslexia Association (IDA)International Reading Association (IRA)Learning Disabilities Association of America (LDA)National Association of State Directors of Special Education (NASDSE)National Association of School Psychologists (NASP)National Center for Learning Disabilities (NCLD)National Education Association (NEA)School Social Work Association of America (SSWAA)

From where in the zodiac has this arrived- exactly?

RTI Has Historic, Legal, and Financial

Implications

Historic RootsPreventionAlternative identification of learning disabilitiesLegal Roots NCLB No Child Left Behind - Accountability to OutcomesIDEA (04) Alternative to Discrepancy formula fir Identification of LDEarly Intervention Services

15% of IDEA funds are allocated to prevention of reading problems by improving reading instructionInvolves both general and special education. ?

You are chopping up my way of doing things. I guess the next thing you will tell me is:

leave my comfort zone.

Change the way I do things.

Change – Hummm where

have I heard that before?

TO MEET THIS CHALLENGE-SLPs will need to be:

open to change—in how students are identified for intervention; how interventions are selected, designed, and implemented; how student performance is measured and evaluated; how evaluations are conducted; and how decisions are made;

open to professional development—training (as needed) in evidence-based intervention approaches, progress monitoring methods, evaluation of instructional and program outcomes, and contextually based assessment procedures, and the implications for both pre-service and in-service training;

willing to adapt a more systemic approach to serving schools, including a workload that reflects less traditional service delivery and more consultation and collaboration in general education classrooms;

willing and able to communicate their worth to administrators and policymakers—to educate others.

All children and adolescents can learn“Waiting to fail is not a good approachScientific based instruction is a must as a starting pointOne size does not fit all in learningIntervention for struggling students is not just a special education enterpriseInstructional decisions should be data basedAssessment and instruction/intervention form seamless system

ASSUMPTIONS

Role of SLP

Shifts from” Wait to fail” to “Supporting success”

Make knowledge of literacy and language more visible

Active participation in the school RtI program

So what are you serving up?

Three Tiered Levels That Must have:

Frequent monitoringConsistent evaluation and interventionIdentify children who are not thriving under whole class instructionEvidence Based

THREE TIERED MODEL

University of Pittsburg Monitoring progress of Pennsylvania pupils

Tier I

Is linked to standards, research and is curriculum based

Assist to create literacy rich environment

Support flexible grouping

Encourage thematic units

Team Teach

Collaborate with teachers and other professionals

The SLP Role in TIER 1

Phonological awareness

Identify “treatment resisters”,

language challenges,

Intensive code instruction?

Family engagement

Tier 2

Those who do not respond at Tier 1

Provide 2ndry preventions

More intensive supplementation (given by teachers and paraprofessionals)

Weekly monitoring.

Tier 3

Reduce student – teacher ratio

Flexibility in moving students in and out of general education classrooms

Weekly monitoring

Intensive daily instruction (usually delivered by the classroom teacher)

More intensive assessment

SLP Role - in Tier 3Identify non-productive learning

patterns

Lack of stimulability

Processing disorders

Other characteristics of communication disorders/disabilities

Vary the support based on information gathered (may or may not include a diagnosis)

Scheduling

Present Challenges

Collaboration/coordinationPre intervention meetingsIEP meetingsTime for paperwork required by law and reimbursementHard to group children in separate locationsChilds needs are all day long/ SLP is there 20-30 minutesVarying needs that are not met with a fixed traditional schedule

Moving Towards

Encouraging self –managementAlterative strategies for direct service deliveryGeneralized teaching strategies across settingsStrategic supports within the instructional contextSeparating “what needs attention”

LOOK AT FLEXIBLE SCHEDULING - PART 1

“All” children on caseload do not equal “equal time” Shift from 1-1 Pull out to as a way to account for time Shift from caseload to workloadSchedule classrooms instead of individual students Look to provide strategic supports within the context of instructionLook at teaching strategies that can be generalized across settings.

LOOK AT FLEXIBLE SCHEDULING PART 2

Look at alternative strategies regarding direct service deliveryEncourage self-managementFlexible in addressing student needs and changing classroom concerns.Meet weekly despite absencesSee students in their classrooms where necessaryUse multiple time slots based on the number of students needing serviceWithin an academic year, allow flexibility (vs. concrete assignments).

LOOK AT FLEXIBLE SCHEDULING - PART 3

Configure IEP times on a monthly rather than weekly basisSome suggest 9-week grading period configuration.Consider one day a week or one week a month (3-1 ) scheduling

Allows for testingIEP meetingsConsultation in classrooms

3-1 scheduling associated with more productivity and less burnout (Roth well, 2007, Van-Zandt & Montgomery, 2006

CULMINATING SOURCESEhren, Barbara J. EdD, CCC-SLP (2008) Responsiveness to Intervention (RTI): Magic or Cruel Trick? ASHA Schools 2008 Concurrent Session 17Ehren, Barbara J. EdD, CCC-SLP- Workload and RTI: Living Happily Ever After ASHA Schools July 25-27, 2008 Concurrent Session 17Justice, Laura M, Evidence-Based Practice, Response to Intervention, and the Prevention of Reading Difficulties - http://lshss.asha.org/cgi/content/abstract/37/4/284 - 37.6KB - ASHA Journals citation_date:10/01/2006 ASHA ON Line - Responsiveness to Intervention (RTI) – What is it? http://www.asha.org/members/slp/schools/prof-consult/RtoI.htm New Roles in Response to Intervention: Creating Success for Schools and Children - November 2006 A Collaborative Project With: The American Speech-Language -Hearing Association ( ASH A) Council of Administrators of Special Education (CASE) Council for Exceptional Children (C EC ) Council for ... http://www.asha.org/NR/rdonlyres/52CD996A-16A9-4DBE-A2A3-EB5FA0BE32EB/0/rtiroledefinitions.pdf

RTI the alternative to “Wait -to -Fail