The SLP’s Role in RTI: Using a Workload Approach

1. The SLP’s Role in RTI:Using a Workload Approach Judy Rudebusch, EdD, CCC-SLP Division Director ~ Special Services, Irving ISD 59th Conference on Exceptional Children November 3 – 4, 2009

2. Response to Intervention… What do you know? What do you want to know? What do you think it takes to implement RTI?

3. Today’s Agenda • First Things First • RTI Defined • Context for Change – What’s Going On??? • RTI – Where did it come from??? • Why a “Systems Approach?” • SLPs – How can RTI work well for us??? • RTI ~ Essential “System” Components • SLP Roles ~ prevention, intervention, identification

4. Tomorrow’s Agenda • Managing Change ~ tips and tools • Use a Workload Approach to Accommodate RTI • SLP Roles and Responsibilities in Schools • Workload Clusters • Service Delivery Models • Types of Schedules • Action Plan for RTI Change • Across Tiers • Prevention, Intervention, Identification

5. …So… Why are we talking about RTI in the context of Workload????

6. The SLP…RTI and a Workload Approach • The convergence of two powerful concepts • Moves toward effective delivery of SLP Services • Effective Interventions for struggling students • Prevention of placement in special ed/ IEP services • Variety of service delivery models to meet changing needs of students • Managed through flexible scheduling • RTI in a Workload Approach facilitates delivery of educationally relevant SLP services

7. First Things First… RTI Defined

8. RTI is the practice of • Providing high quality instruction/ intervention matched to student needs and • Using learning rate over time and level of performance to • Make important educational decisions • RTI provides support w/ increasing intensity as needed

9. Goal of RTI • Ensure that all children and adolescents have access to high-quality instruction and learning opportunities • Struggling learners identified, supported and served early and effectively.

10. RTILegal Framework • “response to scientifically-based instruction” is found • In IDEA 2004 regarding SLD determination • In the spirit of NCLB • Between the lines in the Coordinated Early Intervening Services (CEIS) provision in IDEA 2004

11. RTI: Operational Definition A well-integrated system that connects general, compensatory, gifted, and special education in providing high-quality standards-based instruction and intervention This instruction and intervention is matched to students’ academic, social-emotional, and behavioral needs

12. …in other words… There are systems in place to help every child meet grade level expectations in academics and behavior… “Whatever it Takes!”

13. …a little more… An integrated RTI framework ~ uses data to examine whether classroom instruction is working ~ uses data to make decisions about changing instruction/ intervention or providing something more intensive ~ uses data to match instruction/ intervention to students’ needs

14. Workload Defined

15. Workload Approach Taking the total work activities of each school-based SLP into account when determining the number of students s/he can serve (well).

16. Your Turn… How will you define RTI? How will you define a Workload Approach? What implications do your definitions have on your work in schools and on quality SLP services?

17. Implications: • Need infrastructure • Data management software/system • Processes in place for data integrity (data entry, data reporting, easy to access & use) • Need shared understanding • About what data to collect • About how & when to collect data • About how to analyze & interpret data • Need tools and procedures in place • Need checks & balances • Need evaluation tools to operationalize continuous improvement

18. Think About…Thinking About…Workload • If you want to offer prevention and intervention services through RTI, how will you manage it? • If you want to use RTI data to augment evaluation data and eligibility determination, where will you get the data? • If you want to participate in RTI, where will it fit in your schedule?

19. Context for Change

20. Context for Change • Two movements are changing conditions in America’s schools: • Standards-based reform • Improving America’s Schools Act and Goals 2000: Educate America Act (1994) • Challenging academic content and performance standards; Assessments aligned with standards • Accountability for student performance • NCLB Adequate Yearly Progress • IDEA 2004

21. Context for ChangeResearch and Policy Considerations • National Reading Panel (2000) • Identified essential components of early reading instruction • Important in special ed since most students with LD have reading problems • President’s Commission on Excellence in Special Education (2001) • Focus on results not identification process • Focus on prevention • General ed first

22. Context for ChangeResearch and Policy Considerations • National Summit on Learning Disabilities (2002) • Sponsored by OSEP/USDE • Traditional LD identification not grounded in research • Supported “response to quality intervention” • National Research Council Panel on Minority Representation (2002) • No research to confirm benefit of special ed for minority students • Should focus on prevention and early intervention • 4-Tier system of intervention and treatment

23. Context for ChangeIDEA 2004: Early Intervening Services • EIS allows a school district to use up to 15% of IDEA 2004 funding to provide services to support students who are struggling and prevent placement in special education • RTI also focuses on prevention • EIS describes a funding scheme, RTI describes a system of effective education • EIS may help change attitudes

24. Context for ChangeRising Number of LD & SI Students • Discrepancy model encouraged test-then-treat • If you build it… • Little emphasis on prevention or early ID • Little emphasis on measuring effectiveness of specially designed instruction • Multiple entrances…few exits

25. Context for ChangeInconsistent Classification of LD & SLI Students • 75% of IDEA funding expended on identification and IEP Team meetings • Prevalence of LD & SLI varies from state to state • Prevalence of LD & SLI varies from district to district within the same state • Prevalence of LD & SLI may vary from school to school within the same district

26. Context for ChangeSpecial Ed may not work well… • Research studies show little benefit from special education services for closing achievement gap • Special Ed instruction has been ~ • Too general • Unsystematic • Provided too late…after history of failure

27. Context for ChangeSpeech and Language Services in Schools • Many of the same challenges as in LD • Inconsistent eligibility determination • Emphasis on eligibility and placement rather than on effective intervention • Reliance on discrepancy models • Difficulty coordinating with general ed teachers • Difficulty integrating services with curriculum • Little outcome data to guide practice • Restrictions on use of time…little time for prevention

28. RTI – Where did it come from?? • National Summit on LD and National Research Council Panel on Minority Representation (2002) • Support “response to quality intervention” • Mention a multi-tier approach • Support moving away from a discrepancy model for identification

29. RTI – Where did it come from?? • Three prongs of research support RTI: • Three tier model of school support seen as efficient and effective resource allocation • Problem-solving teams and continuous improvement • Curriculum-based assessment procedures

30. RTI Using a Systems Approach

31. RTI is MOSTEffective when… Embedded withinAn Integrated System…that values the SLP’s contribution to quality services

32. System: Operational Definition • A set of related parts that • Receives input • Adds value to it • Produces output • To achieve a defined purpose or goal • RTI allows 2 parts of the education system to work together to improve teaching and learning for all students

33. One Example of an Integrated RTI System

34. All Students At Risk Tier 1 ELL GT Students with Disabilities 70% At-Risk 40% ELL 10% GT 8% Special Ed Tier 2 Tier 3

35. RTI: Essential System Components 1. A Basic Set of Beliefs about teaching and learning 2. A Multi-Tier Model of School Support 3. Procedures for Data Driven Decisions 4. A Problem-Solving Process 5. Procedures for Using RTI in Eligibility Decisions 6. An Integrated Model ~ Braided SLP Services

36. 8 Basic Beliefs About RTI • We can effectively teach all children • Intervening Early Works! • Use a multi-tier model of service delivery for quality and intensity • Use an established problem-solving method to make decisions

37. 8 Basic Beliefs About RTI • Use research-based, scientifically validated instruction and intervention • Monitor student progress to shape instruction • Make data-driven decisions with systems for • Use assessment for a variety of purposes

38. Three-Tier Model of School SupportMatching Instruction to Students’ Needs • A framework for effective instruction and intervention • A general education system • Increasing intensity of instruction based on student needs • Fluid system…can move between tiers based on performance data • Goal: all students making expected progress in grade-level curricula

39. Tier 1: Core Instruction • Who: all students • Scientifically-based curriculum following state standards • Behavioral support systems • Effective, highly engaging instruction • Differentiated instruction (a place for SLPs) • Well-trained teachers • Universal screening • Periodic progress monitoring

40. Tier 1 SLP Activities • Info for parents and teachers ~ Speech and Language development • Centers… • Provide and model lessons on effective language and communication • Scripted stories and story grammar • Professional development • Curriculum correlations

41. Tier 1 SLP Activities • Direct Services • Expanded speech and language screening • Additional support in the classroom • Classroom time during small group instruction to work on speech or language development • Assist young children with “good speech” in centers • Provide lessons • Co-teaching Examples

42. Tier 1 SLP Activities • Indirect Services • Classroom observations • School improvement teams • Parent education • Homework programs • Curriculum and instruction consultation • Staff development

43. A Few Ideas To Increase Meaningful Dialogue with Classroom Teachers

44. Tier 2: Targeted Group Instruction • Who: • Students performing below expected levels • Require specific support to make it in Tier 1 • Evidence-based practice • Behavioral support and intervention • Effective, highly engaging instruction • Skilled teachers/service providers

45. Tier 2: Targeted Group Instruction • Where: • Anywhere ~ including the general ed classroom • Frequent progress monitoring • Intervention supplements Tier 1 instruction ~ does not replace it • Small homogenous group working on specific skill/s

46. Tier 2 SLP Activities • Help select EBP literacy interventions • Provide artic or language intervention • Identify, use and disseminate EBP for Tier 2 math and reading interventions • Be on the team…more intervention? Or referral for FIE? • Conduct frequent progress monitoring

47. Tier 2 SLP Activities • Direct Services • Focused intervention on specific skills • Intervention provided in addition to Tier 1 • Small, same ability groups of up to 4 • Frequent progress monitoring • Frequent intervention • Examples of Tier 2 Artic and Language Interventions

48. Tier 2 SLP Activities • Indirect Services • Help select research-based literacy interventions • Observe Tier 2 students to identify when struggle linked to speaking, listening, reading, writing • Assist with frequent progress monitoring • Communicate Tier 2 progress to teacher & parent • Participate on RTI team

49. Tier 3: Intensive Individualized Intervention • Who: students who continue to struggle without measurable progress in Tier 1 and Tier 2 • Research- and EBP • Intensive, individualized intervention • Increased duration • Behavioral support and intervention • Skilled teachers/service providers • Very frequent progress monitoring

50. Tier 3 SLP Activities • Assist in selection of interventions • Provide direct intervention for remediation/prevention of problems • Be on the team to help decide when referral to special ed is warranted • Weekly progress monitoring • Use a Workload Approach for scheduling RTI activities