7.+March

Speech/Language & RtI
 * 1) Describe the role of the Speech Language Pathologist in the PSM-RtI process.
 * 2) List strategies within the scope of practice of SLPs that can support literacy and numeracy.
 * 3) Identify some examples of data collection systems frequently used by SLPs that could potentially be a part of a progress monitoring protocol in PSM-RtI.
 * 4) How can an SLP contribute to PSM-RtI exit criteria process for students with IEPs?
 * 5) If a student is identified as SI: (a) what factors contribute to determining whether to add academic services to the IEP ? (b) Under what circumstances would interventions at Tiers 1 or 2 be appropriate? (c) Under what circumstances would the IEP Team consider meeting to design a reevaluation?
 * 6) A student is at Tier 2 in PSM with the concerns of reading, writing and speech. What is the process when the team feels that their speech is impacting the spelling and writing?
 * 7) If the SLP is seeing a student for interventions in articulation only and the student doesn’t have any major academic concerns, does that student have to be at Tier 2 to receive the interventions?
 * 8) What is the process for a student that has failed a speech-language screening and the child shows progress with Tier 2 interventions and it does not appear that they will not move to a higher Tier?
 * 9) If a student is ready for a speech dismissal (i.e., articulation) and the teacher has just started a PSM referral for other academic areas, what is the process?
 * 10) How can the new language probes (word use, what words go together) be used to develop language interventions? [[file:PTL #2 for 3-11-11.pdf]]