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The the outline for the RTI Process for Articulation is available in the following .pdf
ARTIC RtI framework.pdf
The RtI Process for Articulation
I. Initial Process- Forms for collecting data
a. Screening Permission Form (if used) & Screening
The Quick Screener
old edition of
b. Parent & Teacher Articulation Survey forms
Parent Articulation Observation.pdf
Teacher Articulation Observation.pdf
c. V & H screening validation from school nurse
d. Articulation RTI Classroom Considerations
Articulation rti classroom considerations.pdf
e. Student Assistance Team meeting (if necessary or meet informally w/teacher)
II. Progress Monitoring
a. Data collection/screening (based on individual SLP’s preference/ISD)
Examples: screeners from
or artic data collection form
b. Tiers (formal/informal-individual SLP/ISD preference) excellent suggestions in 2011 brochure from TxSHA
RTI Match Speech And Language Act.pdf
III. When to Refer – lack of progress or continuous production of numerous sound errors.
IV. Resources for SLP & for use with teachers and/or parents –
Many of these can be helpful for everyone and can be useful as documentation, too.
RTI Speech & Language Interventions for the Regular Classroom Teacher
(can be downloaded) by Dr. Sherri Dobbs Santos
The Big Book of Phonology
Webber’s Jumbo Artic Drill Book
– Super Duper
5 Minute Approaches to Speech Therapy
– Great Ideas
by L. Arcuri (Super Duper)
- Communication Skill Builders
g. Spelling words & readers from class & take-home
Below is a list of SOME programs that have been implemented across the state as described in the “RTI and Articulation” section from the 2011 TxSHA
RTI and SLP Services
Speedy Speech Model
Problem Solving Model
Articulation Resource Center Model
We feel caution needs to be used so that these resources do not become a mandated requirement on “How To Do RtI.” Flexibility must be emphasized. These guidelines are intended to be a living document subject to change. Each SLP must have the freedom to implement RtI as it best fits the needs of the student.
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