Response to Intervention(RT) What is it and What is our Role?

1. Response to Intervention(RT)What is it and What is our Role? Deborah Adamczyk Dixon, MA, CCC-SLP Director of School Services, ASHA

2. What Do You Know? • How many are in a building using RTI? • How many are involved in the RTI process? • How would you define RTI?

3. What’s Your Comfort Level with RTI? Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

4. RTI is a Framework

5. Paradigm shift

6. Rationale Research and practice has shown that RTI can: • Prevention • Progress without special education • Broader foundation of data for determining need for special education

7. What Are The Components? RTI involves: • universal screening, • high-qualityevidence based instruction • interventions matched to student need • frequent measures of progress • use of child’s response data to make educational decisions.

8. Core Principles of RtI(NASDE, 2005) • All students can learn with effective instruction utilizing scientifically research based instruction • intervene early • use a multi-tier model – intervention must be differentiated in nature and intensity

9. Core Principles • We must use a problem-solving model based on data to make decisions within a multi-tier model • Is there a problem and what is it? (Identification) • Why is it happening? (Analysis) • What are we going to do about it? (Plan) • Did our intervention work? (Review and Revise)

10. Assessment We must use assessment for three purposes: (1) To identify those who are not making progress at expected rates (2) To determine what students can and cannot do (3) To determine if interventions are effective

11. The Tiers

12. Tier 1 Level I • Problem Solving between Educational team members, including Parents - Universal or Core instruction for all students, with flexible small group instruction– Meets the needs of 80% of learners

13. Tier 1 • Primary instruction in the general education classroom. • High quality instruction • Assessment at least 3 times a year • Ongoing professional development • Team agreement to implement identified interventions.

14. Katelyn’s Story

15. Tier 2- Problem Solving With Other Resources and Supports

16. Teacher consults with other professionals and/or parent(s). Additional support needed by students struggling with learning Frequent progress monitoring is expected. Supplementary Tier 2

17. Henry

18. Tier 3 • Problem Solving with Student Improvement Team; Intensive Supplemental Interventions provided – needed by 5% of the students

19. Tier 3

20. Samantha

21. The Process

22. Sample RTI Plan Form

23. The team develops an intervention plan. Individualized Based upon the student's unique needs Evidence-based practices Written Results

24. Instructional Considerations • Grouping • Direct teaching needs • How the student’s communication issues are addressed • How expectations for learning are stated • Consideration of accommodations and assistive technology supports

25. Instructional Considerations • Instruction • more learning opportunities • multiple exposures to vocabulary and concepts • Issues w/ concrete to abstract • Multisensory • Universal Design for Learning (UDL)

26. Universal Design for Learning UDL is a set of principles for curriculum development that give all individuals equal opportunities to learn. http://www.cast.org/udl/

28. Universal Design for Learning • UDL is based on the need for differences in: • Presenting information and content in different ways. • Differentiating the ways that students can express what they know. • Stimulating interest and motivation for learning.

29. Environmental Considerations • Environment -visual cues, noise level, activity in the room, seating arrangement, proximity to teacher

30. Learner Considerations • Number of directions the student can handle at one time • Need for multiple repetitions Missing prior knowledge Limited prerequisite vocabulary

31. Learner Considerations • Story grammar development • Phonological awareness • Listening comprehension • English language learning • Hearing • Other communication issues

32. Curriculum Considerations • Vocabulary • Language load of material • Coverage time • Previous access to the general curriculum

33. Instructional Considerations • Intensity of intervention • Frequency of intervention • Composition of student group • Type and emphasis of intervention • Nature of the intervention

34. Paradigm Shift for the SLP

35. Paradigm Shift for SLPs • Expansion of the SLP’s assessment “tool kit” to include more instructionally relevant, contextually based procedures • Engagement in prevention and identification of at risk students as well as direct support and services

36. Paradigm Shift for the SLP • Less time spent on traditional models of intervention (e.g. pull-out therapy) and more time on consultation and classroom-based intervention. • Assignment of staff based on time needed for indirect services and support activities, and not based solely on number of students on a caseload. (work load model)

37. What’ s Different Define “treatment” more globally- consultation, collaboration, team teaching, engaging parents, assistants, teachers in treatment process

38. What’s Different? Reallocation of time to offer prevention and early intervening services* in a more naturalistic setting with decrease in number of students requiring “direct” treatment, SLPs will have time to address those needs

39. What’s Different? “Early Intervention” refers to early intervening services for students who have not been identified as eligible under IDEA but who need additional academic and behavioral support to succeed in a general education environment.

40. SLP in Tier 1 • Conduct staff training on instructional models • Observe student/teacher interactions • Model instruction • Provide materials • Assist with screenings and progress monitoring • Conduct classroom-based lessons

41. What Have You Done in RTI? Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

42. SLP in Tier 2 • Continue supports from Tier 1, with increased collaboration with and coordination of support services • Conduct short-term remediation with students in increasingly intensive levels, including small groups and individual work

43. SLP in Tier 3 • Interventions of increased intensity and /or frequency • Conduct dynamic assessment • Serve as team member considering child for special education

44. What Are Your Thoughts? How much should SLPs do before considering making a recommendation of MDE?

45. New Opportunities

46. Redefine Who You Are You’re a professional who contributes to the success of students throughout the school community by providing your expertise to students, teachers, related service providers, administrators, and parents

47. Redefine What You Do • Provide both direct and indirect services to students • Support teachers and families through collaboration and consultation • Provide training • Influence policy-making and decision-making

48. Role of the SLP • Suggest strategies to the classroom teacher or to the parent that will make the difference for the student. • Provide short-term, focused, direct instruction, to help the student. This also provides valuable information to the educational team • Provide parents with support strategies and material

49. Role of SLP • Explaining the role that language plays in curriculum, assessment, and instruction, as a basis for appropriate program design • Explaining the interconnection between spoken and written language • Identifying and analyzing existing literature on scientifically based literacy assessment and intervention approaches • Assisting in the selection of screening measures

50. Role of SLP • Identify systemic patterns of student need with respect to language skills • Select scientifically based literacy intervention • Conduct professional development on the language basis of literacy and learning • Interpret school’s progress in meeting the intervention needs of its students