Can you come take a look at johnny
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Can You Come Take a Look at Johnny?. Responsiveness to Instruction and Related Service Providers. Who Are We Talking About?. NCLB, 2001 – pupil services personnel IDEA 2004 – related services. Areas of Expertise Speech-Language Pathologists. phonemic awareness

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Can You Come Take a Look at Johnny?

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Can you come take a look at johnny

Can You Come Take a Look at Johnny?

Responsiveness to Instruction

and Related Service Providers


Who are we talking about

Who Are We Talking About?

  • NCLB, 2001 – pupil services personnel

  • IDEA 2004 – related services


Areas of expertise speech language pathologists

Areas of ExpertiseSpeech-Language Pathologists

  • phonemic awareness

  • articulation/ sound production

  • fluency of speech

  • voice quality and production

  • linguistic concepts (beside, first, after, etc.)

  • language structure syntax, grammatical morphemes, and syllabification

  • comprehension of oral and written language

  • pragmatic skills (greeting, requesting information or clarification)

  • sound/symbol relationships


Areas of expertise physical therapists

Areas of ExpertisePhysical Therapists

  • Mobility: Getting where you need to go

  • Transfers: Moving from place to place

  • Play: Not only gross motor skills

  • Community Access

  • Environmental Modification

  • Work Skills

  • Safety

  • Equipment


Areas of expertise occupational therapists

Areas of ExpertiseOccupational Therapists

  • personal care

  • student role skills

  • processing skills

  • graphic communication/ work production

  • play

  • community integration


Idea allowance

IDEA Allowance

Nothing in the Act or regulations prevents States and LEAs from including related services personnel in the development and delivery of educational and behavioral evaluations, services, and supports for teachers and other school staff to enable them to deliver coordinated, early intervening services.

(71 Fed. Reg. at 46627-8)


Related service providers relevant strengths

Related Service Providers: Relevant Strengths

  • history of evidence-based practice

  • history of collaboration

  • value of early intervention and prevention (medical model)

  • highly skilled in:

    • contextual observation

    • data collection

    • progress monitoring (therapeutic model)

    • customer service


Related service providers natural problem solvers

RELATED SERVICE PROVIDERS: NATURAL PROBLEM-SOLVERS

Therapeutic Process = Problem Solving


Related service providers task differences

Related Service Providers: Task Differences


Related service providers dynamic assessment

RELATED SERVICE PROVIDERS: DYNAMIC ASSESSMENT

  • using data to create broad view of:

    • learner

    • environment

    • instructional content

    • instructional methods

  • focusing on child's potential for learning

  • determining conditions child needs to benefit from intervention


Related service providers intensity of intervention

RELATED SERVICE PROVIDERS: INTENSITY OF INTERVENTION

  • divergence in presentation—not content—from core curriculum

  • need for systematic, explicit, or scripted approach

  • frequency and duration

  • size/homogeneity of group

  • degree/specificity of instructor expertise

    Clark, G. & Polichino, J. (2007) AOTA FAQ on Response to Intervention.

    Fuchs, D. & Fuchs, L. (2006) Introduction to Response to Intervention: What, why, and how valid is it?


Related service providers how to include them tier i

Related Service Providers: How to Include Them – Tier I

  • screenings

  • professional development

    • school-wide

    • written resources

    • in-services

  • collaboration – preventive

    • curriculum design

    • curriculum-based assessments

    • prevention programming

    • parent partnership initiatives

Consultation

between

Teachers

& Parents


Related service providers how to include them tier ii

Related Service Providers: How to Include Them – Tier II

  • collaboration - diagnostic

    • grade-level meetings

    • environmental modifications

    • progress monitoring

    • data analysis

  • observations & evaluations

Consultation

with Other

Resources


Related service providers how to include them tier iii

Related Service Providers: How to Include Them – Tier III

  • collaboration – intervening

    • shared teaching

    • skills-focused small group instruction

    • classroom coaching

    • after-school programming

  • parent training

Consultation

with

Problem Solving

Action Team


Related service providers how to include them tier iv

Related Service Providers: How to Include Them – Tier IV

  • special education referral

  • goals for specially designed instruction

  • direct intervention

  • least restrictive environment

  • supplemental aids and services

IEP

Consideration


Related service providers current nc data

Related Service Providers: Current NC Data

  • consultation with teachers

  • diagnostics

  • classroom instruction

  • staff development

  • screenings & observations

  • grade level clinics


Practice implications

Practice Implications

  • related service providers

    • licensure

    • parent consent

    • workload

    • facility with Essential Standards

  • teachers

    • awareness of available RSPs

    • role as client

    • communication with families

  • related service administrators

    • funding

    • personnel management


Dpi related service consultants

DPI Related Service Consultants

  • Perry Flynn, DPI Speech-Language Pathology Consultant, UNC-G; 336-256-2005; [email protected]

  • Lauren Holahan, DPI Occupational Therapy Consultant , UNC-CH; 919-843-4466; [email protected]

  • Laurie Ray, DPI Physical Therapy Consultant , UNC-CH; 919-636-1827; [email protected]


References

References

  • AOTA (2007). Principles for the Re-Authorization of the No Child Left Behind Act. Retrieved from American Occupational Therapy Association Web site: http://www.aota.org/

  • Clark, G. & Polichino, J. (2007) AOTA FAQ on Response to Intervention. Retrieved from American Occupational Therapy Association Web site: http://www.aota.org/

  • Fuchs, D. & Fuchs, L. (2006) Introduction to Response to Intervention: What, why, and how valid is it? Reading Research Quarterly, 41, 93-99.

  • Gersten, R., and Dimono, J. (2006) RTI (Response to Intervention): Rethinking special education for students with reading difficulties (yet again). Reading Research Quarterly, 41, 99-108.

  • Gresham, F. Reschly, D., Tilly, D., Fletcher, J., Burns, M., Crist, T., Prasse, D., Vanderwood, M., & Shinn, M. (2004) Comprehensive Evaluation of Learning Disabilities: A Response-to-Intervention Perspective. Newspaper of the National Association of School Psychologists, 32, No. 4.

  • Johnson, E., Mellard, D. Fuchs, D., & McNight, M. (2006) Response to Intervention (RtI): How to Do It. Retrieved from National Research Center on Learning Disabilites Web site: http://www.nrcld.org/rti_manual/

  • Mellard, D. (2004). Understanding Responsiveness to Intervention in Learning Disabilities Determination. Retrieved from National Research Center on Learning Disabilites Web site: http://www.nrcld.org/

  • NASDSE (2007). Response to intervention: Policy Considerations & Implementation. NASDSE Publications, PNA-0525.


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