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
description
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 - PowerPoint PPT Presentation
Transcript of Can You Come Take a Look at Johnny?
CAN YOU COME TAKE A LOOK AT JOHNNY?
Responsiveness to Instructionand Related Service Providers
WHO ARE WE TALKING ABOUT?
NCLB, 2001 – pupil services personnel
IDEA 2004 – related services
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 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 EXPERTISEOCCUPATIONAL THERAPISTS
personal care student role skills processing skills graphic
communication/ work production
play community
integration
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
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
Therapeutic Process = Problem Solving
RELATED SERVICE PROVIDERS: TASK DIFFERENCES
Historic Method RtI
Global ability & achievement testing Specific, direct measures of classroom skills
National norm comparisons Regional, district, school, classroom norm comparisons
Assess in 1-2 sittings/snapshots Data collected over time; dynamic
Assess hypothetical constructs with presumed relationship to performance (e.g. visual perception; motor control)
Assess specific skills/performance
Parent/Teacher input supplemental Parent/Teacher input central
Assessments minimally related to curriculum
Assessments directly related to curriculum
Limited relationship between assessment & intervention
Direct link between assessment & intervention
NASDSE (2007).
RELATED SERVICE PROVIDERS: DYNAMIC ASSESSMENT
using data to create broad view of:learnerenvironmentinstructional contentinstructional methods
focusing on child's potential for learningdetermining conditions child needs to
benefit from intervention
RELATED SERVICE PROVIDERS: INTENSITY OF INTERVENTIONdivergence 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
screeningsprofessional development • school-wide• written resources• in-services
collaboration – preventive• curriculum design• curriculum-based assessments• prevention programming• parent partnership initiatives
Consultation between Teachers& Parents
collaboration - diagnostic• grade-level meetings• environmental modifications• progress monitoring• data analysis
observations & evaluations
RELATED SERVICE PROVIDERS: HOW TO INCLUDE THEM – TIER II
Consultation with OtherResources
collaboration – intervening• shared teaching• skills-focused small group instruction• classroom coaching• after-school programming
parent training
RELATED SERVICE PROVIDERS: HOW TO INCLUDE THEM – TIER III
Consultation with
Problem Solving Action Team
special education referral goals for specially designed instructiondirect intervention least restrictive environmentsupplemental aids and services
RELATED SERVICE PROVIDERS: HOW TO INCLUDE THEM – TIER IV
IEP Consideration
RELATED SERVICE PROVIDERS: CURRENT NC DATA
consultation with teachersdiagnosticsclassroom instructionstaff developmentscreenings & observationsgrade level clinics
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
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 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.
