Speech-Language Pathologist’s Roles in the RTI Framework

1. Speech-Language Pathologist’s Roles in the RTI Framework • Program Design • Collaboration • Service Models • Individual • Group • Classroom

2. Program Design SLPs assist with design and implementation of RtI: • Explain the role that language plays in curriculum, assessment, and instruction, as a basis for appropriate program design • Utilize evidence-based practice for language and literacy assessment and intervention approaches • Plan for and conduct professional development on the language basis of literacy and learning • Interpret a school’s progress in meeting the intervention needs of its students

3. Collaboration SLPs collaborate and/or consult with families, teachers, administrators, and other special service providers: • Assist with universal screening • Participate in progress monitoring systems • Contribute to intervention assistance teams • Provide expertise to meet the needs of students in initial RTI tiers with a specific focus on language learning and literacy • Help families understand the language basis of literacy and learning as well as the specific language issues pertinent to an individual child

4. Service Models SLPs provide interventions for individual students, groups of students, or whole classrooms for students at-risk: • Conduct screenings and/or assessments to track students at-risk • Provide evidence-based interventions to intervene with students who may respond to intense short-term interventions rather than being placed in special education • Identify, use, and disseminate evidence-based practices for speech and language services or RTI interventions at any tier

5. Speech-Language Impact on Learning

6. References Ehren, B., Montegomery, J., Rudebusch, J., Whitmire, K. (2006). Responsiveness to intervention: New roles for speech-language pathologists. Available online from www.asha.org Gottfred, Catherine. (October, 2010). Interventions for the struggling reader. Apostolic Church of God, Chicago, IL.