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The SLP’s Role in RTI: Using a Workload Approach

The SLP’s Role in RTI: Using a Workload Approach. Judy Rudebusch, EdD, CCC-SLP Division Director ~ Special Services, Irving ISD November 3-4, 2009. Response to Intervention…. What do you know now? What do you still want to know? What is most intriguing to you about RTI?.

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The SLP’s Role in RTI: Using a Workload Approach

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  1. The SLP’s Role in RTI:Using a Workload Approach Judy Rudebusch, EdD, CCC-SLP Division Director ~ Special Services, Irving ISD November 3-4, 2009

  2. Response to Intervention… What do you know now? What do you still want to know? What is most intriguing to you about RTI?

  3. Yesterday’s Agenda • First Things First • RTI Defined • Context for Change – What’s Going On??? • RTI – Where did it come from??? • Why a “Systems Approach?” • SLPs – How can RTI work well for us??? • RTI ~ Essential “System” Components • SLP Roles ~ prevention, intervention, identification

  4. Today’s Agenda • Managing Change ~ tips and tools • Use a Workload Approach to Accommodate RTI • SLP Roles and Responsibilities in Schools • Workload Clusters • Service Delivery Models • Types of Schedules • Action Plan for RTI Change • Across Tiers • Prevention, Intervention, Identification

  5. Quick Review…RTI is the practice of • Providing high quality instruction/ intervention matched to student needs and • Using learning rate over time and level of performance to • Make important educational decisions • RTI provides support w/ increasing intensity as needed

  6. …in other words… There are systems in place to help every child meet grade level expectations in academics and behavior… “Whatever it Takes!”

  7. Implications: • Need infrastructure • Data management software/system • Processes in place for data integrity (data entry, data reporting, easy to access & use) • Need shared understanding • About what data to collect • About how & when to collect data • About how to analyze & interpret data • Need tools and procedures in place • Need checks & balances

  8. RTIThree Pronged Approach • Prevention • Intervention • Identification So… The SLP’s Role in RTI involves activities for prevention, intervention & identification of communication disorders that impede progess…

  9. So… Let’s think Not-a-Box For the rest of today!!!!

  10. Think About… • If you want to offer prevention and intervention services through RTI, how will you manage it? • If you want to use RTI data to augment evaluation data and eligibility determination, where will you get the data? • If you want to participate in RTI, where will it fit in your schedule?

  11. Change yields Turbulence What changes in your work are you dealing with? Which changes challenge you most?

  12. Pivot Points for RTI Change • What needs to change? • Classroom instruction • Instructional support • Intervention • Assessment • Measurement of progress • Where will you contribute to RTI change?

  13. Change Pathway Awareness Interest Desire Action

  14. SLPs Supporting Change • Get an attitude!!! • Outcomes orientation • Manage complex change • Redirect your effort • Smaller caseload Larger impact

  15. Managing Complex Change Vision + Skills + Incentives + Resources + Action = Change

  16. Vision + Skills + Incentives + Resources + Action = Change Plan xxxxx+ Skills + Incentives + Resources + Action = Confusion Plan Vision + xxxx + Incentives + Resources + Action = Anxiety Plan Vision + Skills + xxxxxxxx + Resources + Action = Resistance Plan Vision + Skills + Incentives + xxxxxxxxx + Action = Frustration Plan Vision + Skills + Incentives + Resources + xxxxx = Treadmill

  17. What You Will Notice When RTI is Implemented Well • The effort is owned by general, special and compensatory educators • Shared responsibility to facilitate student outcomes • Educators embrace new and expanded roles • Infrastructure promotes collaboration • Focus of the school is on core instruction

  18. What You Will Notice When RTI is Implemented Well • A continuum of appropriate interventions are available outside of special education • Local incidence matches national • Special ed provides the most intensive, ongoing specialized instruction and related services • Parents understand and are involved in RTI • Students receive the help they need when they need it

  19. Let’s Talk about RTI in a Workload Approach

  20. What is Workload? Taking the total work activities of each school-based SLP into account when determining the number of students s/he can serve (well).

  21. Workload Essence Statement • Attitude that emerges from belief system • All-encompassing approach to organizing our work in schools • Application of Workload Concept to: • Schedule • IEPs • Scope of Activities and Responsibilities • Prevention Activities (RTI)

  22. Advantages of workload perspective • Focuses on individual needs of students • Documents full range of roles and responsibilities carried out by SLPs • Facilitates dialogue between SLPs and administrators regarding workloads • Allows SLP to contribute to improved student performance

  23. What is Workload? Making decisions that allow for full implementation of all IEPs … and… Allows for full participation in student and school improvement

  24. ASHA’s revised policy on caseload size in schools “A Workload Analysis Approach for Establishing Speech-Language Caseload Standards in the Schools” • Guidelines, Position Statement, Technical Report, Implementation Guide • Developed by ASHA’s ad hoc committee on caseload size, supported by the 2001-2003 Focused Initiative for Schools

  25. Basic Components of aWorkload Approach • Delineation of Roles and Responsibilities • Workload Activity Clusters • Flexible Schedules • EBP Service Delivery • Clinical Service Delivery • Administrative/Procedural Services • Workload Analysis Process • Problem Solving Process • Advocacy Plan • Evaluation of Workload Implementation

  26. Where Are We With Workload? High Awareness ~ Low Implementation

  27. Workload Implementation Status Rate yourself… (page 6 of handout)

  28. Reasons Workload May BeDifficult to Implement • Need a Workload Attitude • Requires much more coordination and communication • Wants to be embedded in a systems approach • Implementation is dynamic not static • Business Office/HR/Special Ed still use numbers for staffing personnel units • Doesn’t work well if you don’t frontload planning

  29. Deep Change • …is not adding more to an already full load • …means reconfiguring what we do and how we do it • …and then evaluating how well we are doing it in terms of outcomes

  30. Roles and Responsibilities

  31. Prevention/RTI Identification/RTI Diagnosis Assessment Data collection IEP/IFSP development Case management Intervention Transition services Consultation Supervision Documentation Parent/staff training Planning teams Research Advocacy Policy-making SLPs’ Roles and Responsibilities as outlined by ASHA

  32. SLPs’ Roles and Responsibilities in IDEA 2004 IDEA 2004 expanded SLPs’ responsibilities... • definition of SLP services in IDEA (habilitation or prevention) • collaboration/consultation/teaming • links to the general curriculum • multiple forms of assessment • responsiveness to scientifically based intervention • increased paperwork and reporting

  33. Roles and ResponsibilitiesNew ASHA Guidance Coming… • Critical Roles in Education • Across All Levels • Range of Disorders • Language/Literacy Focus • Cultural and Linguistic Diversity • Range of Roles & Responsibilities • Educational Relevance • Prevention • Assessment • Intervention • Program Design • Accountability

  34. Roles and ResponsibilitiesNew ASHA Guidance Coming… • Collaboration • Schoolwide Services • Unique Contributions • Collegiality • Partnerships with Universities • Partnerships with Families • Partnerships with Students • Leadership • Advocacy • Communication • Supervision and Mentorship • Professional Development • Lifelong Learning • Research

  35. Balance Across Clusters

  36. SLP Workload Activity Clusters • Direct services to students • Indirect services that support students’ educational programs • Indirect activities that support students in LRE/general education curriculum • Activities that support compliance with federal/state/local mandates

  37. SLP Workload Activity Clusters

  38. *** Important to note … *** Enrollment of a student into direct intervention, regardless of service delivery option, will add to the workload in the other three clusters of activity

  39. Reflection Take time to spell out roles and responsibilities… And include RTI activities in the description of time well-spent

  40. Flexible Scheduling Options

  41. Flexible scheduling to meet the needs of each child • Altering the frequency of services provided each week and/or month • Providing opportunities for individual therapy • Combining service delivery models • Providing opportunities for indirect services • Scheduling in compliance activities

  42. Service Delivery in a Workload Approach…. …changes as the needs of the student change… (think braided services!)

  43. Workload Analysis, Problem Solving and Advocacy:Tools to Help You • Workload Analysis Five Guiding Questions • Balanced Workload Activity Clusters • Student Services Summary • Flexible Scheduling • Service Delivery Strategies • Overload Analysis Worksheet • Time Survey • 3-2-1 Reflection Sheet • Advocacy Plan - Making Things Happen

  44. Balanced Workload What Does it Look Like? (Reflection)

  45. Top 5 Leverage Points Toward Workload Change • Increase Workload Advocacy • Vary Service Delivery • Embed Flexibility into Schedules • “Refresh” Frequency-Location-Duration Considerations • Put Educational Relevance in Eligibility Deliberations & Service Delivery

  46. Increase Workload Advocacy

  47. Increase Workload Advocacy • Change is unlikely to occur if nobody knows about it but you • Intentional – match the advocacy to the level of desired change • One teacher or grade level? • School/s? ~ Campus leaders are key players • District? ~ need administrative support • The Basics: Know what employment contract says • Is caseload/class size defined? • Is length of day defined? • What additional duties are required? • How much prep time per week is stipulated?

  48. Increase Workload Advocacy • Know your leadership and/or union structure • Officers • Grievance committee • Negotiations team • Building rep • Committees • Understand decision-making at building, district, and state levels

  49. Increase Workload Advocacy • Identify the Issues • Barriers to adequate services? Lack of student progress due to large caseload? No mechanism for collaboration with other educators? • Support Issues with Data • Identify Possible Solutions • Develop a Support Base • Develop a Communication System about Workload Implementation • Develop, Implement, Evaluate Action Plan

  50. Houston ISD Success Story • Largest school district in Texas • 4 Years Ago…38 vacancies…50+ uncovered campuses • Today…8 vacancies…4 uncovered campuses • How??? • By using a Workload Approach!

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