1 / 11

The Speech/Language RTI Process for General Education Staff

The Speech/Language RTI Process for General Education Staff. The Speech/Language RTI Process. District speech-language pathologists are creating new Speech/Language RTI resources to:

payton
Download Presentation

The Speech/Language RTI Process for General Education Staff

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Speech/Language RTI Processfor General Education Staff

  2. The Speech/Language RTI Process • District speech-language pathologists are creating new Speech/Language RTI resources to: • Provide general education teachers/classroom staff with tools to plan and implement RTI for students with speech/language concerns • To align speech/language interventions with academic and behavior as part of the overall RTI process/ • Some resources will be located on theRTIfor Speech/Language website. I am developing others to reflect Bryn Mawr’s resources. ** *MPS Staff Intranet->Departments->Special Education->Staff Resources->RTI for Speech/Language **Eventually on the Bryn Mawr Speech Page

  3. In general, what type of skills are targeted in Speech/Language RTI? Here are the Top 5 speech/language concerns reported by general education teachers: • I can’t understand the student’s speech! She speaks unclearly. • I can’t understand the student’s speech! He can’t pronounce certain speech sounds. • My student struggles to comprehend/answer questions or follow classroom directions. • My student has difficulty responding to questions about text. • My student can’t express herself well – i.e., the student’s sentences are too short, not detailed, and/or off-topic. KEEP THESE IN MIND AS YOU REFER STUDENTS AS SPEECH/LANGUAGE ONLY AND FOR STUDENTS WHO SHOW WEAKNESS IN ACADEMICS AND BEHAVIOR. LANGUAGE DEVELOPMENT CONCERNS OFTEN UNDERLIE BEHAVIOR AND ACADEMIC ISSUES.

  4. Speech/Language RTI Procedures and Resources: TIER ONE • If you have identified speech-language concerns for a student in your class, enter your concerns on CFS, starting with Tier One interventions. This is your core instruction. (Samples of core instruction related to speech and language will appear on the next slide.) You may do this on your own, or with Chul and Tascha as you document Tier One interventions in your PLC’s. • Not sure if a child has speech/language needs? There’s not an app for that---BUT---I will provide you with a handy-dandy speech-language red flags checklist to guide your thinking! Please consider these red flags when documenting behavior and academic needs.

  5. Example of Tier One Intervention Communication Needs

  6. Speech and Language Red FlagsThese Can Underlie Academic and Behavior Needs!

  7. Tier Two/Three Interventions • Once you have documented Tier One speech/language interventions, and notified Chul and Tascha of your concerns in this area, they will notify me, and I will arrange to be present at your PLC meetings (or other time as needed.) • I will help you create an intervention plan, and we will document the plan on CFS Or you may use interventions from the Bryn Mawr speech page (coming soon!) or • We will identify a feasible data collection plan so you can document the student’s response to intervention. Doc. 1, 5-1-2013

  8. FAQs: • “How do I start (i.e., “open”) Speech/Language RTI intervention(s) in CFS?” • In CFS, click on “Speech” RTI tab for the individual student (next to the other RTI tabs) • “How long are Speech/Language RTI interventions?” • Same as RTI for academics and behavior (at least 6 wks per intervention) • “How often do I collect data for Speech/Language RTI interventions?” • Same as RTI for academics and behavior (at least 1x per wk)

  9. FAQs continued: • “When should I end (i.e., “close”) an intervention?” • per CFS: After 6-8 weeks, you should review the students’ progress monitoring data and make a determination as to whether the current intervention has been effective. If so, you may wish to continue support or discontinue and return the student to a lower tier. If the intervention has been ineffective, you should likely attempt a different intervention within the same tier or escalate the student to a higher tier (and thus a more intensive intervention). • “How will I know the dates of the Monthly Speech RTI Workshop?” • The dates will be posted, via school email, meetings, and/or bulletins by the speech-language team

  10. Questions? • Feel free to contact the speech-language team at any time!

  11. Flowchart of Overall Process:

More Related