If you have any RTI resources that you have found beneficial and are willing to share - please send them to your ALT Rep!

Response To Intervention

Guide for SLPs

As a Speech-Language Pathologist, you can provide your building level teams with a wealth of knowledge. Remember this site is full of resources that you can use as a GUIDE and is not a set-in-stone process that must be followed.

Please remember that each Component District may have a different process than what is laid out below. It is important to always be flexible in thinking!

What is Speech & Language?

Teacher/Parent Handout explaining Speech and Language

"What is Speech & Language" Handout

Teacher Questionnaires

These are some examples of Speech and Language questionnaires that you can give to the teachers to gather more information. Save a copy for your records. Share with your ALT Representative if you have additional questionnaires that you are using.

Elementary Teacher Questionnaire

Secondary Teacher Questionnaire

Language Checklist (make a copy)

RTI Flow Chart

Below are the steps of the RTI process for Speech and Language

Copy of RTI flowchart.pdf

RTI Speech Process

If a teacher reports difficulty with speech:

1. Teacher discusses speech concerns and data with problem-solving team, including SLP, to discuss Missouri Normative Data.
2. If data indicates that a speech intervention is needed, building level team will create an intervention plan
3. After at least 12 sessions, building level team will review data to determine if intervention needs to be changed of maintained
4. If the student shows limited progress or no progress after intervention change = may consider referral for special education

RTI Language Process

If a teacher reports concerns about language:

1. Teacher discusses language concerns with problem-solving team, including SLP, to discuss Universal supports.
2. If Universal supports are not successful defer to your building level intervention process
3. Implement first intervention for 12 sessions and collect 6 data points.
4. If the results indicate the student has made significant progress from baseline = maintain or modify intervention as necessary.
5. If the results indicate the student is not making significant progress from baseline consider changing intervention and implement for another 12 sessions.
6. If the student shows limited progress or no progress after intervention change = may consider referral for special education

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