RTI for Speech-Language

RTI for Speech-Language

Response To InterventionSeptember 10, 2008

Response to Intervention

Simply put, RTI is based upon research indicating that many students respond to high quality instruction/intervention and therefore may not need special education or other services.

Doug Fuchs, Professor of Special Education at Vanderbilt

University’s Peabody College

What is it?What is it?

Response to Intervention

What is it? High-quality instruction/intervention matched to

student needs Using learning rate over time and level of

performance to make important educational decisions

Looking at closing the achievement gap or student performance coming within range of grade level

Multiple tiers of

interventions

What is in the new state rules - IDEA 2004

To determine eligibility for special education, the current year’s RTI data-based documentation is required prior to a referral indicating the lack of progress toward attainment of grade level standards

A minimum of four repeated assessments of achievement during supplementary instruction of at least 12 weeks during which the results were provided to the student’s parents (for CCSD, 6 weeks in Tier 2 and 6 weeks in Tier 3 + repeated assessments)


Prior to conducting a formal evaluation for special education this data is collected and considered:

At least 2 current assessments such as CRCT results, norm referenced achievement tests or benchmarks indicating performance that does not meet expectations for grade level standards


After recommendation for an evaluation from Tier 3 and consent is received from parents, a comprehensive evaluation is completed

The evaluation is sufficient to identify all of the child’s special education and related services needs, whether or not commonly linked to the disability category in which the child has been referred or classified

Sufficient to identify…..

For students referred for articulation, it is not enough to just test articulation….

We must gather enough information to assess all areas of communication AND assure that the child does not have additional needs that might require special education

Changes for Speech Referrals

Speech only students with additional concerns –student will start interventions in the Tiers.

SLPs will be more a part of the RTI process - time for consultation and support for teachers

More comprehensive look at each student’s needs from the beginning- more of a team approach

Then…. And Now…..

SLPS had a minimal role in the SST process

Too often, SST refers to speech first, even when there is evidence of another disability

SLPs will have a role in supporting the RTI process

More interventions and information up front – before referral

Comprehensive information and interventions in general ed. setting

Intervention Pyramid Intervention Pyramid

Tier 1: Performance Based Instruction for ALL students:•Standards based curriculum

•Research-based practices and strategies•Differentiated instruction

•Effective classroom management•Guided by progress monitoring and balanced assessment

•Planned to address developmental domains (academic, communication/language, social/emotional, etc.)

Tier 2: Targeted Interventions•Tier 1 + more “TLC”

•Standard intervention protocols•Problem solving process & data analysis

•Tailored to student needs•Enhanced opportunities for extended learning

•Targeted small groups and selected individuals•Includes more frequent progress monitoring

•Planned to address developmental domains (academic, communication/language, social/emotional, etc.)

Tier 3: Intensive Interventions - SST

•Individualized – refine and intensify•More indepth assessment &

data analysis•Strategies & interventionstailored to specific needs

•Consideration for referral to special education and/other programs only when data indicates a need

Tier 4:

Specially Designed Instruction –

Special Education

80% of students

respond to Tier 1 & 2

15% of students respond

5%

Flow Chart for Speech- Language Referrals

Summary of Changes

All forms are on a linked web page in the RTI Handbook with S-L section on both Tier 2 & Tier 3 (school counseling, PICASSO, special ed., psych. services, speech)

All speech-language referrals go through the entire process

Student information packet is filled out for all S-L referrals (comprehensive background information)

Summary of Changes Strategies may occur for both S-L and other

deficit area concurrently SLP’s involvement will vary depending on the

area of speech-language SLPs can now consult and support the

process RTI is a regular education initiative – SLPs

should not take over responsibility for the total process

Step By Step :The Speech-Language

Referral Process

Step 1

Teacher notices a communication problem and notifies parent

Refer to RTI Handbook, Tier 1, for strategies to implement

At this level teacher monitors progress, provides models and uses instructional strategies/differentiated instruction.

Step 2

Communication difficulties persist Teacher refers to RTI Handbook, Tier 2,

Speech-Language Referrals link for information on data to gather and forms to complete.

Consults with Tier 2 Team Team selects appropriate interventions and

forms from chart for teacher to implement

Step 3

Student makes progress – stay in Tier 2 –continue implementing strategies or student is doing well and can return to Tier 1

or Difficulties continue – proceed to Tier 3

Step 4

Teacher and SLP attend Tier 3 meeting Interventions are determined and forms are

completed Teacher implements interventions and

completes 4 assessments for a 6 week period

Step 5

Student makes progress – remain at this level and continue monitoring or drop back to Tier 2

or Difficulties continue – refer student for speech-

language evaluation

How will the SLP support me?

Consult with teacher & team Observe student in the classroom Suggest strategies – using guidelines from S-L

section of the RTI Handbook Attend Tier 2 & Tier 3 meetings Model strategies Assist in facilitating differentiated instruction when

collaborating in classroom In some situations, can pull student aside or

outside classroom for progress checks or interventions

Speech-only Referrals for Further Evaluation

Speech-only Referrals for Further Evaluation

Speech only students with other concerns must go through the tier process

Students must have interventions and documentation of progress for the area of difficulty

In most cases, teacher should start with Tier 2 procedures

In Tier 3 if a referral to special education is recommended then the SLP should set up an IEP meeting with the appropriate personnel

Tier 1: All Students-General EdLanguage

Classroom teacher reviews scores (CRCT or other) to identify lowest group of students at risk for failure in reading (or ELA) and math at the beginning of the school year, these students become a focus for extra attention and help

CT may notice indicators of a language problem, monitors progress more closely, provides models, and uses instructional strategies/differentiated instruction to assist student

CT informs parents of concerns

Tier 1: All Students-General Ed

Articulation, Voice and Fluency

CT may notice indicators of a speech-language problem in articulation, voice or fluency, monitors progress more closely, provides models, and uses instructional strategies/differentiated instruction to assist student

CT informs parents of concerns (for voice ask parent if problem is seen at home and if it had been discussed with family doctor)

Tier 1: All Students –SLP RoleLanguage, Articulation, Voice &

Fluency

SLP shares information with school staff on identification of and interventions for students with language disorders

SLP shares information with school staff on the relationship between language/ communication skills and the development of literacy skills

When in an inclusion setting, assist with differentiated instruction and flexible grouping to meet the needs of struggling students in the areas of language and literacy

Tier 2 School Intervention Teams-General Ed

Language Same initial procedure is followed for language as for other areas

(i.e., academic or behavioral) refer to Tier 2 Overview Background information on student history, academic,

social/emotional functioning provided by classroom teacher, H/V screening

CT completes Language Checklist Problem solving process: identify 1 to 3 strategies that teacher

should implement in the classroom; interventions are matched to individual needs

Teacher documents results, completes periodic probes, brings results to future meetings, adjusts plan as needed with the support of the Tier 2 team

Strategies are implemented for 6 weeks Recommend moving to Tier 3 if slow rate of progress and gap

widening

Tier 2 School Intervention Teams

General Ed Articulation, Voice and Fluency

Tier 2 Overview, background history, H/V screening; complete Language Checklist

Articulation-CT complete sentence repetition task, compare problem sounds to sound chart

Voice-CT completes voice checklist, send home voice history form, discuss medical concerns with parent and recommend ENT visit.

Fluency-CT completes Fluency checklist, send home Stuttering Questionnaire and/or 7 Ways to Help A Child Who Stutterers information

In each area identify 1-3 strategies and document progress, identify educational impact and decide whether to move to Tier 3.

Tier 2: School Intervention Team

SLP RoleLanguage, Articulation, Voice &

Fluency SLP attends Tier 2 meetings as needed SLP consults with teacher, suggests/models

strategies, observes in classroom Voice-also assists teacher in developing a

plan to assist student in self-monitoring appropriate vocal hygiene

Fluency-SLP may also note teacher rate and delivery style and suggest specific fluency strategies

Tier 3: Student Support Team-General Ed Language

Analyze Tier 2 results Problem solving process: more individualized

strategies/interventions, more individualized assessments

Documentation of interventions & periodic assessment for 12 weeks (6 weeks at Tier 2 and 6 weeks at Tier 3; at least 4 repeated assessments in Tier 3)

Recommend referral to special education if slow rate of progress and gap widening

Tier 3 Student Support Team-Gen. Ed


Same procedures as for language Documentation of interventions may be less than 12

weeks in these areas if problem is significant or severe

Articulation For stimulable students-set up practice program

for teacher and parent; SLP checks effectiveness of program

For non-stimulable students-SLP can provide 5 to10 minute drills 3 to 5 times weekly for 4 weeks

Tier 3: Student Support Team- SLP Role

Language

SLP participates in Tier 3 meeting SLP observes student in classroom SLP consults as needed SLP visits classroom & models strategies SLP may assist in facilitating differentiated

instruction, flexible groups, and more opportunities for interventions

Tier 3: Student Support Team- SLP Role


Same procedures as for language

Articulation-SLP can pull student aside to assess stimulability for sound development and can set up intervention plan

Fluency-SLP can pull student aside to provide some trial techniques to establish fluency

Tier 3: Student Support Team-Materials/Resources

Language List of specific strategies for language in areas of : -vocabulary -comprehension -expressive language -grammar & syntax -pragmatics Required: Strategy/Intervention Documentation form OR Charting Progress on a Specific Intervention AND Data Collection Graph Recommended: Vocabulary Pretest/Posttest form

Tier 3: Student Support Team Materials/Resources


Required Strategy/intervention documentation for all

Articulation- OR articulation probes

Voice-voice chart

Fluency resource: www.stutteringhelp.org

See Speech Language Referral Process Chart for complete list

Documents

RTI for Speech-Language