OSHA, 2008

1. SLP’s and RTI, Aye! Aye! OSHA September 2008

13. Response to Intervention Core Curriculum Tier 1 Tier 2 Tier 3 and Eligibility Decisions

17. Getting Started

18. Who’s running the show? Don’t look now! It could be you!

23. Everyone with their own responsibilities and concerns… SLP Psych. Title I Principal Teacher Counselor Reading Spec. Special Ed.

24. Meetings Student Success When you develop a plan together and carry out that plan as a team , the student gets a clear, step-by-step intervention that results in more progress.

26. Screenings

39. Interventions

51. What are you waiting for?

54. Change How You Think

58. Don’t panic it’s easy!

60. Time Monday Tuesday Wednesday Thursday Friday 8:00 Charting 8:30 Group 1 Group 1 Group 1 Group 1 9:00 9:15 Consultation 9:30 Interventions 10:00 10:30 Group 2 Group 2 Group 2 Group 2 11:00 11:15 Consultation 11:30 Lunch Lunch Lunch Lunch Lunch 12:00 Planning Planning Planning Planning Planning 12:30 Interventions 1:00 Group 3 Group 3 Group 3 Group 3 1:30 1:45 Consultation 2:00 Interventions 2:30

62. New artic kids Teachers flag students with possible artic needs during reading screens. SLP follow up Multiple Sound Errors that are not developmentally appropriate Single Sound Errors Multiple Emerging Sounds Errors Appropriate for Age IEP RTI Re-screen in 6-12 months

63. ********** Public Schools Response to Intervention Services Permission to Enroll in the Articulation Response to Intervention Program ******** Public Schools offers an Articulation RTI program for students with mild speech differences or who demonstrate evidence of emerging sounds. Your child has been offered an opportunity to participate in this program to strengthen his/her speech skills. The goal of a Response to Intervention program is to provide the least intrusive, effective intervention that creates an acceptable rate of learning. Your child will begin the program using techniques which cause the least amount of disruption to their instructional day (home programs, brief speech instruction time, etc). Success of these techniques will be monitored weekly or biweekly. If these techniques are not effective more intense methods may be considered (increased speech instruction, eligibility for special services, etc). The SLP is responsible for planning and implementing the curriculum; however, a trained adult may provide some lessons. Placement and practice methods are individualized for each student, as appropriate. Students are expected to complete any assignments at home. The speech-language pathologist works with the classroom teacher and parents to reinforce and monitor progress. If you have any questions, please contact a speech-language pathologist at ______________________________ Student’s Name_____________________________________ Grade_____ Teacher________________________ _____ I am not interested in the Articulation Response to Intervention Program at this time. _____ I would like to enroll my child in the Articulation Response to Intervention Program. I understand that this is a general education opportunity. My child may be instructed by general ed. or special ed. personnel, but is not enrolled in special education at this time. Parent Signature_________________________________________________ Date_____________________ *Adapted from San Diego City Schools Articulation Differences and Disorders Manual

65. Language RTI Work with what you’ve got Reading Math DIBELS BEARS Lit. First

76. RTI can take your expertise From 1 Child To ALL Children