Today, I’m sharing all about Response to Intervention for Articulation. After making nearly 400 products for SLPs, I’ve spent months creating something just for teachers. I took special care to make something that was written in plain language, with a full set of materials, that works in real life. I’m so excited to have posted it in my TpT shop! It’s something I’m really proud of!
Response to Intervention Articulation.
Response to Intervention (RTI) is a multi-tier educational approach aimed at early identification and support of students whose learning needs are not being met. It involves “the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educating decisions.” (Batsche et al., 2005) Students with communication impairments, much like other academic content areas, require Response to Intervention services provided by the classroom teacher.
[RtI Roles & Responsibilities Chart – Classroom Teacher vs. SLP]
Most children will naturally learn to say all the sounds in the English phonetic inventory without direct instruction. This is Tier I of the RtI triangle. Tier II is the 20% of students who need additional instruction. Teachers can implement articulation instruction in Tier II supports in the classroom or small group. Through progress monitoring and evidence-based instruction, you can determine if the interventions are successful. Successful documentation of Tier II interventions is a great way to identify which students need more intensive (Tier III) support through a speech-language pathologist.
To qualify for special education services, students was demonstrate two things. First, educational impact (checklists included to document academic and social impact). Second, lack of response to interventions or ongoing need for significant interventions. This packet helps you prove both with data. If you take a concern to your special education team and have data to prove a student isn’t progressing with your help, you have documented the need for specialized instruction from a speech-language pathologist.
A Teacher’s Toolkit for Response to Intervention: Articulation
Every time a teacher needed support, I had to make up a packet of resources, sit down and teach the teacher the strategies, and then make a data sheet. Insert, light bulb moment. If I could just make a system, it might take more work initially, but eventually teachers could work more independently. This packet is created to help teachers implement support for a student with an articulation delay in the classroom. You don’t have to know anything about speech therapy to do interventions with your student with this binder. I’m going to lead you, step by step, with teacher scripts and student worksheets, through an RtI program for your student.
[Speech Developmental Norms Chart for Teachers]
This packet is 65 pages in length giving you a lot of support. The best part is, even if you don’t have time to read and develop an RtI program for your student, you can download and immediately start using the Sound Eliciting Teacher Scripts. They tell you exactly what to say to your student to help him/her say each sound.
[Teacher Script & Student Worksheet for Articulation Instruction in RtI]
This packet will provide you with a basic system for screening your student, identifying errors, providing a series of intervention strategies, and progress monitoring success.
RtI: Articulation Roles and Responsibilities of the Teacher/SLP
Educational Impact Form
Parent Input/Permission Form
Teacher Strategies List
Sample Screening Forms
Student Information Sheet
Articulation Quick Screener
Student Practice Calendar
Student Data Collection Worksheet
Sound Scripts & Student Worksheets
Sound Practice Worksheets
[Teacher Script & Student Worksheet for Articulation Instruction in RtI]
I Periscoped tonight and shared some thoughts on RtI and a peek at the packet.
You can download the packet in my TpT Shop! If you’ve used something similar, I’d love to hear about it!
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I love love love this idea! My only thought with this is, could the teachers state that this (speech RIT) is not their responsibility? My thought always was that they referred a student to us and we go through our steps to screen/assess and decide if the child should go RTI route or if a full evaluation is needed. Am I wrong in thinking this way? I feel like a lot of the teachers I work with would look at me like I had 50 heads if I presented this to them to do instead of me. Help/advice would be appreciated!! 🙂
sorry I meant speech RTI not RIT 🙂
Hey Samantha! I think it depends on your district. I think it depends on your administration. Some districts treat RtI for articulation the same as any other student with a delay. I created the product so a teacher could pick it up and use it. For your district, you might do the screening and have the classroom teacher do the daily practice for 6 weeks. Surely you won’t have time to see a student daily for 5 minutes. In that case you could just them the student calendar, the student practice sheets, and the teacher script for the sound they need to practice.
Thanks Jenna! I am going to see if maybe this is something my district can adapt. I don’t think speech is even a consideration for RTI. Usually I am referred to and screen- if they fail a speech or language screening we meet with parents and I get consent for a full evaluation. This would make more sense to set in place and have the general ed teachers use! Just like they would when they suspect a child may need special education for academics. Hopefully I can get them on board with it! 🙂
I love this idea too! But in my school, teachers would never do this for articulation. They are required to provide interventions for language at Tier 2 but our district let’s them refer articulation students to us right away for screening. Maybe if I said it was developmental and gave them suggestions but I think it would be put on a shelf and unfortunately never used.
I understand! I highly suggest just giving them a script for a specific sound they ask you about to start with. Maybe you can build from there!
Are you using any RtI tools to target language skills? We have been using some Articulation RtI in our district with success and trying to tackle language RtI now! Any ideas would be helpful!
Would love a language one too!
I’m going to start doing some RtI stuff with the K students in my main building. (I don’t know how I’ll have time for it, but I need to start somewhere!). I think this would be great to use with the students and if there is a couple of students in each class, it would be a great place to start with them and their teachers. I’m also not sure how the teachers will feel about the practice, but many times they have others helping in the classroom, so hopefully it can work. Great idea, Jenna!
This is a good idea! Unfortunately our district doesn’t have a great RTI procession place. Typically it goes to the counselor (?!) and then they refer for full speech testing – w/o any true RTI or screening. I know other districts in our area do some type of artic RTI though, so maybe I should share this idea with my team and see what they think!
I wanted to ask though: do you just print one copy and one binder and let teachers just take it? I fear this would go badly at my campus and I’d never see it again.
Jordan hansen says
Will the Teacher’s Toolkit for Response to Intervention: Articulation work for a 3.5 year old?
Some of the cueing cards will work, but most of the pages wouldn’t apply because they are made for teachers in a school setting.
This was EXTREMELY helpful and has been a life saver for me this year. Have you created a similar resource for language intervention? I’m looking for a great visual to explain the process to teachers, specifically roles and responsibilities for SLPs and teacher, when there are language concerns.
Kevin D Frelander says
We usually bump a lot of our students with mild-moderate articulation errors into Tier III, and then I can do direct interventions with the students. Very few of them end up with an IEP, except in cases where there are other types of problems.