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The SLP’s Role in RTI:The SLP’s Role in RTI:Using a Workload Using a Workload
ApproachApproach
Judy Rudebusch, EdD, CCC-SLPJudy Rudebusch, EdD, CCC-SLPDivision Director ~ Special Services, Division Director ~ Special Services,
Irving ISDIrving ISDNovember 3-4, 2009November 3-4, 2009
Response to Intervention…Response to Intervention…
What do you know now?What do you know now?
What do you still want to know?What do you still want to know?
What is most intriguing to you about What is most intriguing to you about RTI?RTI?
Yesterday’s AgendaYesterday’s Agenda
First Things FirstFirst Things First• RTI DefinedRTI Defined• Context for Change – What’s Going On???Context for Change – What’s Going On???• RTI – Where did it come from???RTI – Where did it come from???• Why a “Systems Approach?”Why a “Systems Approach?”• SLPs – How can RTI work well for us???SLPs – How can RTI work well for us???
RTI ~ Essential “System” ComponentsRTI ~ Essential “System” Components SLP Roles ~ prevention, intervention, SLP Roles ~ prevention, intervention,
identificationidentification
Today’s AgendaToday’s Agenda Managing Change ~ tips and toolsManaging Change ~ tips and tools Use a Workload Approach to Use a Workload Approach to
Accommodate RTIAccommodate RTI• SLP Roles and Responsibilities in SchoolsSLP Roles and Responsibilities in Schools• Workload ClustersWorkload Clusters• Service Delivery ModelsService Delivery Models• Types of SchedulesTypes of Schedules
Action Plan for RTI ChangeAction Plan for RTI Change• Across TiersAcross Tiers• Prevention, Intervention, IdentificationPrevention, Intervention, Identification
Quick Review…Quick Review…
RTI is the practice ofRTI is the practice of
Providing high quality instruction/ Providing high quality instruction/ intervention matched to student intervention matched to student needs andneeds and
Using learning rate over time and Using learning rate over time and level of performance tolevel of performance to
Make important educational decisionsMake important educational decisions RTI provides support w/ increasing RTI provides support w/ increasing
intensity as neededintensity as needed
……in other words…in other words…
There are systems in place to help There are systems in place to help every child meet grade level every child meet grade level
expectations in academics and expectations in academics and behavior…behavior…
““Whatever it Takes!”Whatever it Takes!”
Implications:Implications: Need infrastructureNeed infrastructure
• Data management software/systemData management software/system• Processes in place for data integrity Processes in place for data integrity (data entry, (data entry,
data reporting, easy to access & use)data reporting, easy to access & use) Need shared understandingNeed shared understanding
• About what data to collectAbout what data to collect• About how & when to collect dataAbout how & when to collect data• About how to analyze & interpret dataAbout how to analyze & interpret data
Need tools and procedures in placeNeed tools and procedures in place Need checks & balancesNeed checks & balances
RTIRTIThree Pronged ApproachThree Pronged Approach
PreventionPrevention InterventionIntervention IdentificationIdentification
So…So…
The SLP’s Role in RTI involves activities The SLP’s Role in RTI involves activities for prevention, intervention & for prevention, intervention &
identification of communication identification of communication disorders that impede progess…disorders that impede progess…
So…So…
Let’s thinkLet’s think
Not-a-BoxNot-a-Box
For the rest of today!!!!For the rest of today!!!!
Think About…Think About…
If you want to offer prevention and If you want to offer prevention and intervention services through RTI, intervention services through RTI, how will you manage it?how will you manage it?
If you want to use RTI data to If you want to use RTI data to augment evaluation data and augment evaluation data and eligibility determination, where will eligibility determination, where will you get the data?you get the data?
If you want to participate in RTI, If you want to participate in RTI, where will it fit in your schedule?where will it fit in your schedule?
Change yields Change yields TurbulenceTurbulence
What changes in your What changes in your work are you dealing work are you dealing
with?with?
Which changes challenge Which changes challenge you most?you most?
Pivot Points for RTI ChangePivot Points for RTI Change
What needs to change?What needs to change?• Classroom instructionClassroom instruction• Instructional supportInstructional support• InterventionIntervention• AssessmentAssessment• Measurement of progressMeasurement of progress
Where will you contribute to RTI Where will you contribute to RTI change?change?
Change PathwayChange Pathway
AwarenessAwareness
InterestInterest
Desire Desire
Action Action
SLPs Supporting ChangeSLPs Supporting Change
Get an attitude!!!Get an attitude!!!
Outcomes orientationOutcomes orientation
Manage complex changeManage complex change
Redirect your effortRedirect your effort• Smaller caseloadSmaller caseload Larger Larger
impactimpact
Managing Complex ChangeManaging Complex Change
Vision Vision + Skills + Skills + Incentives + Incentives + Resources + Resources + Action =+ Action =
ChangeChange
Vision + Skills + Incentives + Resources + Action = Change Plan xxxxx+ Skills + Incentives + Resources + Action = Confusion PlanVision + xxxx + Incentives + Resources + Action = Anxiety PlanVision + Skills + xxxxxxxx + Resources + Action = Resistance Plan Vision + Skills + Incentives + xxxxxxxxx + Action = Frustration PlanVision + Skills + Incentives + Resources + xxxxx = Treadmill
What You Will Notice What You Will Notice When RTI is Implemented WellWhen RTI is Implemented Well
The effort is owned by general, The effort is owned by general, special and compensatory educatorsspecial and compensatory educators
Shared responsibility to facilitate Shared responsibility to facilitate student outcomesstudent outcomes
Educators embrace new and Educators embrace new and expanded rolesexpanded roles
Infrastructure promotes collaborationInfrastructure promotes collaboration Focus of the school is on core Focus of the school is on core
instructioninstruction
What You Will Notice What You Will Notice When RTI is Implemented WellWhen RTI is Implemented Well
A continuum of appropriate interventions A continuum of appropriate interventions are available outside of special educationare available outside of special education
Local incidence matches national Local incidence matches national Special ed provides the most intensive, Special ed provides the most intensive,
ongoing specialized instruction and related ongoing specialized instruction and related servicesservices
Parents understand and are involved in RTIParents understand and are involved in RTI Students receive the help they need when Students receive the help they need when
they need itthey need it
Let’s Talk about RTI in a Let’s Talk about RTI in a Workload ApproachWorkload Approach
What is Workload?What is Workload?
Taking the total work Taking the total work activities of each school-activities of each school-based SLP into account based SLP into account when determining the when determining the number of students s/he number of students s/he can serve (well).can serve (well).
Workload Essence StatementWorkload Essence Statement
Attitude that emerges from belief Attitude that emerges from belief systemsystem
All-encompassing approach to All-encompassing approach to organizing our work in schoolsorganizing our work in schools
Application of Workload Concept to:Application of Workload Concept to:• ScheduleSchedule• IEPsIEPs• Scope of Activities and ResponsibilitiesScope of Activities and Responsibilities• Prevention Activities (RTI)Prevention Activities (RTI)
Advantages of workload Advantages of workload perspectiveperspective
Focuses on individual needs of Focuses on individual needs of studentsstudents
Documents full range of roles and Documents full range of roles and responsibilities carried out by SLPsresponsibilities carried out by SLPs
Facilitates dialogue between SLPs Facilitates dialogue between SLPs and administrators regarding and administrators regarding workloadsworkloads
Allows SLP to contribute to improved Allows SLP to contribute to improved student performancestudent performance
What is Workload?What is Workload?
Making decisions that allow Making decisions that allow for full implementation of for full implementation of
all IEPs … and…all IEPs … and…
Allows for full participation Allows for full participation in student and school in student and school
improvementimprovement
ASHA’s revised policy on ASHA’s revised policy on caseload size in schoolscaseload size in schools
““A Workload Analysis Approach forA Workload Analysis Approach for
Establishing Speech-Language CaseloadEstablishing Speech-Language Caseload
Standards in the Schools”Standards in the Schools”
• Guidelines, Position Statement, Technical Guidelines, Position Statement, Technical Report, Implementation GuideReport, Implementation Guide
• Developed by ASHA’s ad hoc committee on Developed by ASHA’s ad hoc committee on caseload size, supported by the 2001-2003 caseload size, supported by the 2001-2003 Focused Initiative for SchoolsFocused Initiative for Schools
Basic Components of aBasic Components of aWorkload ApproachWorkload Approach
Delineation of Roles and ResponsibilitiesDelineation of Roles and Responsibilities Workload Activity ClustersWorkload Activity Clusters Flexible SchedulesFlexible Schedules EBP Service DeliveryEBP Service Delivery
• Clinical Service DeliveryClinical Service Delivery• Administrative/Procedural ServicesAdministrative/Procedural Services
Workload Analysis ProcessWorkload Analysis Process Problem Solving ProcessProblem Solving Process Advocacy Plan Advocacy Plan Evaluation of Workload ImplementationEvaluation of Workload Implementation
Where Are We With Workload?Where Are We With Workload?
High Awareness ~ High Awareness ~
Low ImplementationLow Implementation
Workload Implementation Workload Implementation StatusStatus
Rate yourself…Rate yourself…
(page 6 of handout)(page 6 of handout)
Reasons Workload May BeReasons Workload May BeDifficult to ImplementDifficult to Implement
Need a Workload AttitudeNeed a Workload Attitude Requires much more coordination and Requires much more coordination and
communicationcommunication Wants to be embedded in a systems Wants to be embedded in a systems
approachapproach Implementation is dynamic not staticImplementation is dynamic not static Business Office/HR/Special Ed still use Business Office/HR/Special Ed still use
numbers for staffing personnel unitsnumbers for staffing personnel units Doesn’t work well if you don’t frontload Doesn’t work well if you don’t frontload
planningplanning
Deep ChangeDeep Change
……is not adding more to an already is not adding more to an already full loadfull load
……means reconfiguring what we means reconfiguring what we do and how we do itdo and how we do it
……and then evaluating how well and then evaluating how well we are doing it in terms of we are doing it in terms of outcomesoutcomes
Roles and ResponsibilitiesRoles and Responsibilities
SLPs’ Roles and Responsibilities SLPs’ Roles and Responsibilities as outlined by ASHAas outlined by ASHA
Prevention/RTIPrevention/RTI Identification/RTIIdentification/RTI Diagnosis Diagnosis AssessmentAssessment Data collectionData collection IEP/IFSP IEP/IFSP
developmentdevelopment Case managementCase management InterventionIntervention
Transition servicesTransition services ConsultationConsultation SupervisionSupervision DocumentationDocumentation Parent/staff trainingParent/staff training Planning teamsPlanning teams ResearchResearch AdvocacyAdvocacy Policy-makingPolicy-making
SLPs’ Roles and SLPs’ Roles and Responsibilities in IDEA 2004Responsibilities in IDEA 2004
IDEA 2004 expanded SLPs’ responsibilities...IDEA 2004 expanded SLPs’ responsibilities...• definition of SLP services in IDEA (habilitation definition of SLP services in IDEA (habilitation
or prevention) or prevention) • collaboration/consultation/teamingcollaboration/consultation/teaming• links to the general curriculumlinks to the general curriculum• multiple forms of assessmentmultiple forms of assessment• responsiveness to scientifically based responsiveness to scientifically based
interventionintervention• increased paperwork and reportingincreased paperwork and reporting
Roles and ResponsibilitiesRoles and ResponsibilitiesNew ASHA Guidance Coming…New ASHA Guidance Coming…
Critical Roles in EducationCritical Roles in Education• Across All LevelsAcross All Levels• Range of DisordersRange of Disorders• Language/Literacy FocusLanguage/Literacy Focus• Cultural and Linguistic DiversityCultural and Linguistic Diversity
Range of Roles & ResponsibilitiesRange of Roles & Responsibilities• Educational RelevanceEducational Relevance• PreventionPrevention• AssessmentAssessment• InterventionIntervention• Program DesignProgram Design• AccountabilityAccountability
Roles and ResponsibilitiesRoles and ResponsibilitiesNew ASHA Guidance Coming…New ASHA Guidance Coming…
CollaborationCollaboration• Schoolwide ServicesSchoolwide Services• Unique ContributionsUnique Contributions• CollegialityCollegiality• Partnerships with UniversitiesPartnerships with Universities• Partnerships with FamiliesPartnerships with Families• Partnerships with StudentsPartnerships with Students
LeadershipLeadership• AdvocacyAdvocacy• CommunicationCommunication• Supervision and MentorshipSupervision and Mentorship• Professional DevelopmentProfessional Development• Lifelong LearningLifelong Learning• ResearchResearch
Balance Across ClustersBalance Across Clusters
SLP Workload Activity ClustersSLP Workload Activity Clusters
Direct services to students Direct services to students Indirect services that support students’ Indirect services that support students’
educational programseducational programs Indirect activities that support students in Indirect activities that support students in
LRE/general education curriculumLRE/general education curriculum Activities that support compliance with Activities that support compliance with
federal/state/local mandatesfederal/state/local mandates
SLP Workload Activity ClustersSLP Workload Activity Clusters
*** Important to note … ****** Important to note … ***
Enrollment of a student into Enrollment of a student into direct intervention, regardless direct intervention, regardless of service delivery option, will of service delivery option, will add to the workload in the add to the workload in the other three clusters of other three clusters of activityactivity
ReflectionReflection
Take time to spell out Take time to spell out roles and roles and
responsibilities…responsibilities…And include RTI activities And include RTI activities in the description of time in the description of time
well-spentwell-spent
Flexible Scheduling OptionsFlexible Scheduling Options
Flexible scheduling to meet the Flexible scheduling to meet the needs of each childneeds of each child
Altering the frequency of services Altering the frequency of services provided each week and/or monthprovided each week and/or month
Providing opportunities for Providing opportunities for individual therapyindividual therapy
Combining service delivery modelsCombining service delivery models Providing opportunities for indirect Providing opportunities for indirect
servicesservices Scheduling in compliance activitiesScheduling in compliance activities
Service Delivery in a Service Delivery in a Workload Approach….Workload Approach….
……changes as the needs of changes as the needs of the student change…the student change…
(think braided services!)(think braided services!)
Workload Analysis, Problem Solving Workload Analysis, Problem Solving and Advocacy:and Advocacy:
Tools to Help YouTools to Help You Workload Analysis Five Guiding QuestionsWorkload Analysis Five Guiding Questions Balanced Workload Activity ClustersBalanced Workload Activity Clusters Student Services SummaryStudent Services Summary Flexible SchedulingFlexible Scheduling Service Delivery StrategiesService Delivery Strategies Overload Analysis WorksheetOverload Analysis Worksheet Time SurveyTime Survey 3-2-1 Reflection Sheet3-2-1 Reflection Sheet Advocacy Plan - Making Things HappenAdvocacy Plan - Making Things Happen
Balanced WorkloadBalanced Workload
What Does it Look Like?What Does it Look Like?(Reflection)(Reflection)
Top 5 Leverage Points Top 5 Leverage Points Toward Workload Change Toward Workload Change
Increase Workload AdvocacyIncrease Workload Advocacy Vary Service DeliveryVary Service Delivery Embed Flexibility into SchedulesEmbed Flexibility into Schedules ““Refresh” Frequency-Location-Refresh” Frequency-Location-
Duration ConsiderationsDuration Considerations Put Educational Relevance in Put Educational Relevance in
Eligibility Deliberations & Eligibility Deliberations &
Service DeliveryService Delivery
Increase Workload Increase Workload AdvocacyAdvocacy
Increase Workload AdvocacyIncrease Workload Advocacy Change is unlikely to occur if nobody knows about Change is unlikely to occur if nobody knows about
it but youit but you Intentional – match the advocacy to the level of Intentional – match the advocacy to the level of
desired changedesired change• One teacher or grade level?One teacher or grade level?• School/s? ~ Campus leaders are key playersSchool/s? ~ Campus leaders are key players• District? ~ need administrative supportDistrict? ~ need administrative support
The Basics: Know what employment contract saysThe Basics: Know what employment contract says• Is caseload/class size defined?Is caseload/class size defined?• Is length of day defined?Is length of day defined?• What additional duties are required?What additional duties are required?• How much prep time per week is stipulated?How much prep time per week is stipulated?
Increase Workload AdvocacyIncrease Workload Advocacy
Know your leadership and/or union Know your leadership and/or union structurestructure• OfficersOfficers• Grievance committeeGrievance committee• Negotiations teamNegotiations team• Building repBuilding rep• CommitteesCommittees
Understand decision-making at Understand decision-making at building, district, and state levelsbuilding, district, and state levels
Increase Workload AdvocacyIncrease Workload Advocacy
Identify the Issues Identify the Issues • Barriers to adequate services? Lack of student Barriers to adequate services? Lack of student
progress due to large caseload? No progress due to large caseload? No mechanism for collaboration with other mechanism for collaboration with other educators?educators?
Support Issues with DataSupport Issues with Data Identify Possible SolutionsIdentify Possible Solutions Develop a Support BaseDevelop a Support Base Develop a Communication System about Develop a Communication System about
Workload ImplementationWorkload Implementation Develop, Implement, Evaluate Action Plan Develop, Implement, Evaluate Action Plan
Houston ISD Success StoryHouston ISD Success Story
Largest school district in TexasLargest school district in Texas 4 Years Ago…38 vacancies…50+ 4 Years Ago…38 vacancies…50+
uncovered campusesuncovered campuses Today…8 vacancies…4 uncovered Today…8 vacancies…4 uncovered
campusescampuses How???How??? By using a Workload Approach!By using a Workload Approach!
Houston ISD Success StoryHouston ISD Success StoryWorkload ApproachWorkload Approach
Administrative SupportAdministrative Support• Compensation packageCompensation package• StipendsStipends• SupervisionSupervision• Superintendents’ ExpectationsSuperintendents’ Expectations
Changed IEPs from weekly minutes to minutes Changed IEPs from weekly minutes to minutes per grading periodper grading period
Used 3:1 ModelUsed 3:1 Model STAT TeamsSTAT Teams Focus on Service Delivery – Especially Indirect Focus on Service Delivery – Especially Indirect
ServicesServices Consistent Eligibility and Dismissal GuidelinesConsistent Eligibility and Dismissal Guidelines
Vary Service DeliveryVary Service Delivery
Leverage (Workload) Change Leverage (Workload) Change with Varied Service Deliverywith Varied Service Delivery
Service Delivery in the 21Service Delivery in the 21stst Century Century• Includes direct and indirect IEP servicesIncludes direct and indirect IEP services• Includes support and compliance Includes support and compliance
activitiesactivities• Includes direct and indirect non-IEP Includes direct and indirect non-IEP
servicesservices
IN ORDER TO…IN ORDER TO…
Work on 21Work on 21stst Century Skills Century SkillsNCREL/Metiri Group 2007NCREL/Metiri Group 2007
Effective CommunicationEffective Communication• Teaming, collaboration, interpersonal skillsTeaming, collaboration, interpersonal skills• Personal, social, civic resposibilityPersonal, social, civic resposibility• Interactive CommunicationInteractive Communication
Inventive ThinkingInventive Thinking• Adaptability, Managing Complexity, Self-Adaptability, Managing Complexity, Self-
DirectionDirection• Curiosity, Creativity, Risk-TakingCuriosity, Creativity, Risk-Taking• Higher-Order Thinking and Sound ReasoningHigher-Order Thinking and Sound Reasoning
Work on 21Work on 21stst Century Skills Century SkillsNCREL/Metiri Group 2007NCREL/Metiri Group 2007
Digital-Age LiteracyDigital-Age Literacy• Basic, Scientific, Economic, and Basic, Scientific, Economic, and
Technological LiteraciesTechnological Literacies• Visual and Information LiteraciesVisual and Information Literacies• Multicultural Literacy & Global Multicultural Literacy & Global
AwarenessAwareness High ProductivityHigh Productivity
• Prioritize, plan, manage for resultsPrioritize, plan, manage for results• Effective use of real world toolsEffective use of real world tools• Relevant, high-quality productsRelevant, high-quality products
Service Delivery ModelsService Delivery Models
RTI/Prevention ~ Direct Tier 1, 2, or 3 RTI/Prevention ~ Direct Tier 1, 2, or 3 ServicesServices
Pull-outPull-out Classroom-basedClassroom-based Self-Contained Speech ClassSelf-Contained Speech Class Community-basedCommunity-based Indirect servicesIndirect services
RTI ~ DirectRTI ~ Direct(Prevention of Placement in (Prevention of Placement in
Speech)Speech) Tier 2Tier 2
• Artic Lab, Language Lab, Communication LabArtic Lab, Language Lab, Communication Lab• Small homogenous groupSmall homogenous group• Working on the same skillsWorking on the same skills• Programmed approachProgrammed approach• Usually 2-4 times/week; Total about 15 hoursUsually 2-4 times/week; Total about 15 hours
Tier 3Tier 3• More frequent, intense, longer durationMore frequent, intense, longer duration• Smaller group; more individualizedSmaller group; more individualized• Close to considering referral for FIEClose to considering referral for FIE
Pull-Out Service DeliveryPull-Out Service Delivery
• Individual or small group directIndividual or small group direct• Speech room (or location other than Speech room (or location other than
classroom)classroom)• Considered a restrictive placementConsidered a restrictive placement• Good fit: speech-based disorders or Good fit: speech-based disorders or
language disorders if combined with language disorders if combined with other modelsother models
• Most common speech service deliveryMost common speech service delivery
Drill BurstsDrill Bursts
Short – 10 minute drill bursts to Short – 10 minute drill bursts to increase rate of progress in increase rate of progress in articulation therapyarticulation therapy
Individual therapyIndividual therapy
Reduced time away from classroom Reduced time away from classroom instructioninstruction
Classroom-BasedClassroom-Based
Individual, small group or whole Individual, small group or whole group, directgroup, direct
In classroomIn classroom Least restrictive environmentLeast restrictive environment Good fit: language disordersGood fit: language disorders Easiest to manage in elementary Easiest to manage in elementary
grades and special ed classesgrades and special ed classes
Classroom-Based OptionsClassroom-Based Options
Team TeachingTeam Teaching Complementary TeachingComplementary Teaching Supportive TeachingSupportive Teaching Parallel TeachingParallel Teaching Remedial TeachingRemedial Teaching Station TeachingStation Teaching Push In TherapyPush In Therapy
Self-Contained Speech ClassSelf-Contained Speech Class
Small group or whole group, directSmall group or whole group, direct Speech classroomSpeech classroom SLP teaches classroom curriculum SLP teaches classroom curriculum
and implements speech IEPsand implements speech IEPs ExamplesExamples
• Preschool speech classPreschool speech class• Middle school study skillsMiddle school study skills• Secondary communication labSecondary communication lab
Community BasedCommunity Based
Indirect or small group, direct or Indirect or small group, direct or indirectindirect
Off school site, often at job siteOff school site, often at job site Least restrictive – functional Least restrictive – functional
environmentenvironment Good fit: communication skills needed Good fit: communication skills needed
in work, home, community settingsin work, home, community settings
Indirect ServicesIndirect Services
Support forSupport for• Student’s educational programStudent’s educational program• Services in LREServices in LRE• Maximizing effectiveness of direct Maximizing effectiveness of direct
servicesservices
Student-specific activities providedStudent-specific activities provided• On behalf of students with speech On behalf of students with speech
IEPsIEPs
Indirect Service OptionsIndirect Service Options
MonitorMonitor ConsultationConsultation Collaborative ConsultationCollaborative Consultation Curriculum SupportCurriculum Support Contextual SupportContextual Support Instructional SupportInstructional Support AT/AC SupportAT/AC Support
Factors Affecting Service Factors Affecting Service DeliveryDelivery
Individual ConsiderationsIndividual Considerations• Nature & severity of communication disorderNature & severity of communication disorder• Age, grade, developmental levelAge, grade, developmental level• Strengths, needs, emerging abilitiesStrengths, needs, emerging abilities• Frequency and intensity of service neededFrequency and intensity of service needed• Need for peer modelingNeed for peer modeling• Student’s attitude, motivation, social skillsStudent’s attitude, motivation, social skills• RTI dataRTI data
Need for services in non-academic or extra Need for services in non-academic or extra curricular activitiescurricular activities
Factors Affecting Service Factors Affecting Service DeliveryDelivery
Classroom/Curriculum ConsiderationsClassroom/Curriculum Considerations• Alignment of general curriculum & IEP Alignment of general curriculum & IEP
goalsgoals• Communication needs related to Communication needs related to
curriculumcurriculum• Grade-level standards for languageGrade-level standards for language• Need for classroom consultationNeed for classroom consultation• Natural communication supportsNatural communication supports
Which Service Delivery Models?Which Service Delivery Models?Guiding PrinciplesGuiding Principles
LRELRE Student needsStudent needs Student’s rate of progress in the Student’s rate of progress in the
curriculumcurriculum Reasonable course of therapyReasonable course of therapy Language disorder – at least some time in Language disorder – at least some time in
the classroomthe classroom Benefit of combining modelsBenefit of combining models Evidence-based practiceEvidence-based practice
Service Delivery ModelsService Delivery Modelsfor non-IEP Services: RTIfor non-IEP Services: RTI
Desired Outcomes:Desired Outcomes:• PreventionPrevention• InterventionIntervention• IdentificationIdentification
3 Tier Model:3 Tier Model:• Tier 1 Core Instruction Tier 1 Core Instruction • Tier 2 Targeted Group InterventionTier 2 Targeted Group Intervention• Tier 3 Intensive Individualized Tier 3 Intensive Individualized
Intervention Intervention
RTI and WorkloadRTI and Workload
Front-load schedule to reserve time Front-load schedule to reserve time for RTI and CEIS activitiesfor RTI and CEIS activities• ScreeningScreening• Problem solving teamProblem solving team• Tier 2/3 InterventionsTier 2/3 Interventions
Adjust attitude about working with Adjust attitude about working with struggling studentsstruggling students• SLP services includes preventionSLP services includes prevention• We’re not just special ed anymore!!!!We’re not just special ed anymore!!!!
RTI: Challenges and Opportunities RTI: Challenges and Opportunities for SLPsfor SLPs
New and expanded rolesNew and expanded roles• Program designProgram design• CollaborationCollaboration• Willingness to re-allocate time for Willingness to re-allocate time for
prevention and early intervention prevention and early intervention activitiesactivities
• Willingness to change the way we spend Willingness to change the way we spend our timeour time
• Strong focus on student outcomesStrong focus on student outcomes
Flexible SchedulesFlexible Schedules
Embed Flexibility in SchedulesEmbed Flexibility in SchedulesTypes of SchedulesTypes of Schedules
1. Traditional Weekly Schedule (Caseload and 1. Traditional Weekly Schedule (Caseload and Student)Student)• Same weekly schedule for studentsSame weekly schedule for students• Same weekly schedule for SLPSame weekly schedule for SLP• The “norm” and assumed type of scheduleThe “norm” and assumed type of schedule
2. Receding Schedule (Student)2. Receding Schedule (Student)- “Test Kitchen” Concept - “Test Kitchen” Concept - Intense direct contact followed by monitoring - Intense direct contact followed by monitoring transfer of skill to home or school environmenttransfer of skill to home or school environment- - Example: More frequent direct services in fall Example: More frequent direct services in fall semester semester for 4for 4thth or 5 or 5thth grader…very little direct grader…very little direct service in spring service in spring semester during heavy state semester during heavy state assessment period…assessment period…monitor skill maintenancemonitor skill maintenance
Types of SchedulesTypes of Schedules
3. Pulse Schedule (Student)3. Pulse Schedule (Student)• intensive contact followed by a period of intensive contact followed by a period of
no contact no contact • growth and skill transfer monitored growth and skill transfer monitored • encourage growth at beginning of each encourage growth at beginning of each
pulse cyclepulse cycle
Types of SchedulesTypes of Schedules
4. Cyclical Scheduling (Caseload)4. Cyclical Scheduling (Caseload)One Example: 6 Weeks CycleOne Example: 6 Weeks Cycle
Two weeks intense, one week offTwo weeks intense, one week off
A= Low incidenceA= Low incidence B= Speech MannerB= Speech MannerC= Language ProcessingC= Language Processing
1.AB1.AB 2.CA2.CA 3.BC3.BC4.AB4.AB 5.CA5.CA 6.BC6.BC
Types of SchedulesTypes of Schedules
5. 5. Block Schedule (Caseload)Block Schedule (Caseload)Examples:Examples:a. AB Block Schedule – every other a. AB Block Schedule – every other day schedule. Usually whole school day schedule. Usually whole school goes to AB Block…SLP has to “fit in”goes to AB Block…SLP has to “fit in”
b. Modified Block Schedule – longer b. Modified Block Schedule – longer class periods, finish a course in a class periods, finish a course in a trimester rather than long semestertrimester rather than long semester
Types of SchedulesTypes of Schedules
6. Flexible Schedules6. Flexible Schedulesa. May use one or more type of a. May use one or more type of schedule at any given timeschedule at any given timeb. Combine different schedules and b. Combine different schedules and
service delivery to maximize service delivery to maximize outcomes for studentsoutcomes for studentsc. It’s still a schedule – with c. It’s still a schedule – with structure, predictability, patterns structure, predictability, patterns of of time-usage, you ‘stick to it’, time-usage, you ‘stick to it’, flexible flexible ≠ free form ≠ free form
Flexible Schedules to Accommodate Flexible Schedules to Accommodate Services Outlined in IDEA 2004Services Outlined in IDEA 2004
Flexible schedules allow forFlexible schedules allow for• Altering the frequency of services provided Altering the frequency of services provided
each week and/or montheach week and/or month• Providing opportunities for individual Providing opportunities for individual
therapytherapy• Combining service delivery modelsCombining service delivery models• Providing opportunities for indirect servicesProviding opportunities for indirect services• Providing RTI services and interventionsProviding RTI services and interventions• Completing comprehensive evaluationsCompleting comprehensive evaluations• Scheduling in compliance activitiesScheduling in compliance activities
Flexible Scheduling TipsFlexible Scheduling Tips
Close-up Lens: Look at each student’s IEPClose-up Lens: Look at each student’s IEP Wide-angle Lens: Look at caseload needsWide-angle Lens: Look at caseload needs
• Summarize direct servicesSummarize direct services• Summarize indirect services needed to fully Summarize indirect services needed to fully
implement IEPsimplement IEPs Panoramic View: Look at campus needsPanoramic View: Look at campus needs
• Master school scheduleMaster school schedule• Need for RTI models/direct or indirect Need for RTI models/direct or indirect
interventionintervention• Instructional programsInstructional programs• Service environments – academic, nonacadmeic, Service environments – academic, nonacadmeic,
extra-curricular…extra-curricular…
More Flexible Scheduling TipsMore Flexible Scheduling Tips
Schedule time each week to participate in Schedule time each week to participate in RTI activities and interventionsRTI activities and interventions
Schedule times to provide supplementary Schedule times to provide supplementary aids and services in settings other than aids and services in settings other than the therapy room the therapy room
Schedule times throughout the week to Schedule times throughout the week to conduct comprehensive evaluationsconduct comprehensive evaluations• Time slots on different days of the weekTime slots on different days of the week• Time slots at different times of the dayTime slots at different times of the day• Mixture of short bursts of time and extended Mixture of short bursts of time and extended
periods during the dayperiods during the day
More Flexible Scheduling TipsMore Flexible Scheduling Tips
IEP: # of minutes/ grading period direct IEP: # of minutes/ grading period direct services; # of minutes/grading period services; # of minutes/grading period indirectindirect
Schedule Schedule activities, activities, not studentsnot students Consider backloading your scheduleConsider backloading your schedule Do one new thing with your schedule Do one new thing with your schedule Lay groundwork with principalLay groundwork with principal Develop a management system to Develop a management system to
support your new and improved support your new and improved scheduleschedule
RememberRemember
Schedule activitiesSchedule activities
NotNot
StudentsStudents
Monday Tuesday Wednesday Thursday Friday Monday Tuesday Wednesday Thursday Friday
auauauaauauaua auauauauauau
kinderkinder kinderkinder kinderkinder kinderkinder kinderkinder
dbdbdbdbdbdb dbdbdbdbdbdb dbdbdbdbdbdb
dbdbdbdbdbdb
smgrpsmgrp sstsstsstsstsstsst smgrpsmgrp assessassess
sstsstsstsstsstsst assessassess
dbdbdbdbdbdb dbdbdbdbdbdb dbdbdbdbdbdb assessassess
assessassess
Well-Written IEPsWell-Written IEPs
““Refresh” Frequency-Location- Refresh” Frequency-Location- Duration (IEP) ConsiderationsDuration (IEP) Considerations
Implementing a Workload Implementing a Workload Approach…and IEPsApproach…and IEPs
Student’s IEP is a blueprint for Student’s IEP is a blueprint for progress and accelerating learningprogress and accelerating learning
IEP team (with parent and student) IEP team (with parent and student) help design the blueprinthelp design the blueprint
Consider “taking back the reigns”Consider “taking back the reigns” Use EBP to recommend frequency, Use EBP to recommend frequency,
location, duration of serviceslocation, duration of services
IEP-Schedule of ServicesIEP-Schedule of Services
IEP must specify frequency, location, IEP must specify frequency, location, duration of speech services (§300.347a6)duration of speech services (§300.347a6)• Frequency – interval of services and how often Frequency – interval of services and how often
sessions are providedsessions are provided• Location – where service is providedLocation – where service is provided• Duration – anticipated length of time (often Duration – anticipated length of time (often
defaults to a year…term of annual IEP)defaults to a year…term of annual IEP)• Type (Texas requirement) – direct or indirect Type (Texas requirement) – direct or indirect
i.e. must list consult separate from directi.e. must list consult separate from direct
Location: Classroom and BeyondLocation: Classroom and Beyond“classroom, other academic, nonacademic, “classroom, other academic, nonacademic,
extracurricular”extracurricular”
IDEA allows for provision of services in IDEA allows for provision of services in a variety of locationsa variety of locations• ClassroomClassroom• Therapy roomTherapy room• PlaygroundPlayground• Lunch roomLunch room• Clubs or extracurricular activity Clubs or extracurricular activity
locationslocations• FieldtripsFieldtrips
A Word About LREA Word About LRE
Least Restrictive Environment:Least Restrictive Environment:
LRE is not only a place but also amount of LRE is not only a place but also amount of time removed from typically developing time removed from typically developing peers. peers.
The SLP should carefully consider the The SLP should carefully consider the benefits of providing intervention in benefits of providing intervention in natural environments with typically natural environments with typically developing peers who provide appropriate developing peers who provide appropriate linguistic and behavioral models. linguistic and behavioral models.
Services “to or on behalf Services “to or on behalf of”…of”…
IDEA calls for direct services “to” IDEA calls for direct services “to” students with IEPsstudents with IEPs
IDEA calls for indirect services “on IDEA calls for indirect services “on behalf of “ students with IEPsbehalf of “ students with IEPs
The Key: Balance the Statement of The Key: Balance the Statement of Services in the IEP to clarify by direct Services in the IEP to clarify by direct and indirect servicesand indirect services
IEP – Schedule of ServicesIEP – Schedule of Services
One option: list minutes of direct One option: list minutes of direct servicesservices
per grading period and minutes of per grading period and minutes of indirect services and activities per indirect services and activities per grading periodgrading period
Provide addendum to IEP Team Provide addendum to IEP Team minutes that outlines in detail the minutes that outlines in detail the frequency, duration, and location of frequency, duration, and location of services provided each week.services provided each week.
Think About…Think About…
Would it change frequency-location-Would it change frequency-location-duration in the IEP if you duration in the IEP if you • varied service delivery? varied service delivery? • planned for change in service delivery planned for change in service delivery
as the needs of the student change?as the needs of the student change?• combined different types of service combined different types of service
delivery for the student?delivery for the student?• really (really) provided services in the really (really) provided services in the
LRE?LRE?
Educationally RelevantEducationally Relevant
ServicesServices
Put Educational Relevance in Put Educational Relevance in the Forefront of the Forefront of
Eligibility DeliberationsEligibility Deliberations
Quick Review: IDEA DefinitionQuick Review: IDEA DefinitionSpeech-Language ImpairmentSpeech-Language Impairment
300.8 (c)(11) Speech or language 300.8 (c)(11) Speech or language impairment means a impairment means a communication communication disorderdisorder, such as stuttering, impaired , such as stuttering, impaired articulation, a language impairment, articulation, a language impairment, or a voice impairment, that or a voice impairment, that adversely adversely affects a child’s educational affects a child’s educational performance performance [emphasis added][emphasis added]
Begin with the End in Mind…Begin with the End in Mind…
The purpose of evaluation activities:The purpose of evaluation activities:
1.1. Determine if there is a disabilityDetermine if there is a disability2.2. AndAnd if there is an adverse effect on if there is an adverse effect on
educational performance resulting from educational performance resulting from the disabilitythe disability
3.3. AndAnd if specially designed instruction if specially designed instruction from the SLP is needed to help the from the SLP is needed to help the student make progress in the general student make progress in the general curriculumcurriculum
Comprehensive EvaluationsComprehensive Evaluations
Gather functional, developmental, and Gather functional, developmental, and academic information about the childacademic information about the child
Including information provided by the Including information provided by the parentparent
Evaluate in all areas related to the Evaluate in all areas related to the suspected disabilitysuspected disability
Identify all special education and Identify all special education and related services needs related services needs (i.e. don’t fragment (i.e. don’t fragment evaluation among assessment professionals)evaluation among assessment professionals)
IDEA 2004IDEA 2004
Allows us to consider the student’s Allows us to consider the student’s response to “scientific, research-response to “scientific, research-based intervention” as one data based intervention” as one data point when making eligibility point when making eligibility recommendationsrecommendations
(Decisions cannot be made on the (Decisions cannot be made on the basis of a single criterion)basis of a single criterion)
RTI: Challenges and Opportunities RTI: Challenges and Opportunities for SLPsfor SLPs
EvaluationEvaluation• Dynamic assessment modelsDynamic assessment models• Pragmatic orientation based on educational Pragmatic orientation based on educational
relevancerelevance• Measure changes in performance over timeMeasure changes in performance over time• Contextual perspectiveContextual perspective• Expanded evaluation tool kitExpanded evaluation tool kit• Expanded definition of ‘comprehensive Expanded definition of ‘comprehensive
evaluation’ evaluation’
What does this sound What does this sound like???like???
More than administration of standardized More than administration of standardized teststests
More informal data about the student’s More informal data about the student’s language and communication skills in school language and communication skills in school environmentsenvironments
Perhaps more descriptive reportsPerhaps more descriptive reports Perhaps more interesting descriptions of Perhaps more interesting descriptions of
students as communicatorsstudents as communicators Perhaps the need to use a Workload Approach Perhaps the need to use a Workload Approach
for conducting comprehensive evaluationsfor conducting comprehensive evaluations
Comprehensive Evaluations Comprehensive Evaluations A Workload ApproachA Workload Approach
Front-load schedule to reserve time for a Front-load schedule to reserve time for a variety of evaluation activitiesvariety of evaluation activities• ObservationsObservations• Conversations with teacher and parentsConversations with teacher and parents• Direct testingDirect testing• Multiple settings (academic, nonacademic, extra-curr)Multiple settings (academic, nonacademic, extra-curr)
Adjust attitude about evaluationsAdjust attitude about evaluations• Use a Communication Model for consistent decisionsUse a Communication Model for consistent decisions• Use uniform Eligibility Guidelines in your district/stateUse uniform Eligibility Guidelines in your district/state• Just say no…when SLP services won’t helpJust say no…when SLP services won’t help
Workload ImplementationWorkload ImplementationHow Can You Start?How Can You Start?
Analyze your eligibility determinationAnalyze your eligibility determination Analyze your dismissal practicesAnalyze your dismissal practices Determine your role in RTIDetermine your role in RTI Define your workload problemDefine your workload problem Do a Gap Analysis re Service DeliveryDo a Gap Analysis re Service Delivery Determine which of the Workload Tools Determine which of the Workload Tools
you can useyou can use Develop an Action Plan for ChangeDevelop an Action Plan for Change Enter into crucial conversationsEnter into crucial conversations
Workload…Workload…So what will you do differently?So what will you do differently? Consider a wider range of activities Consider a wider range of activities
(inside and outside of special ed)(inside and outside of special ed) Location Location LocationLocation Location Location Stronger ties to curriculum and Stronger ties to curriculum and
functional performance…data-driven!functional performance…data-driven! Get credit for more of what you Get credit for more of what you
already doalready do Write IEPs differentlyWrite IEPs differently
Balance Your WorkloadBalance Your Workload…In Reverse Order……In Reverse Order…
What indirect services will you need to What indirect services will you need to provide to fully implement each IEP and provide to fully implement each IEP and participate in prevention/RTIparticipate in prevention/RTI
What indirect activities will you need to What indirect activities will you need to provide to support students in the gen ed provide to support students in the gen ed curriculum? (IEP and RTI)curriculum? (IEP and RTI)
What are the compliance/mandated non-What are the compliance/mandated non-negotiables?negotiables?
What direct services are needed? (IEP and What direct services are needed? (IEP and RTI)RTI)
