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Advisory Board via email care of Lynnette Turner at lturner@powayusd.com . Should you have any questions,
please call 748-0010 (ext. 2267).
Teaching and Learning Cooperative
Proposal
Title of Proposal: RTI-Response to Intervention: Using Evidence Based Practice to Support
Students with Developmental Articulation Delays in the Classroom Using a Flexible Service
Delivery Model.
(A 10 point TLC is a minimum of 40 hours with at least half of the hours outside the contract day. A 20 point TLC is
a minimum of 80 hours with at least half of the hours
outside the contract day.)
TLC points requested: 20 points
Proposal Submission Date: August 22, 2007
Proposal Description (2-3 sentences for publishing to prospective participants):
IDEA (2004) gives local education agencies the option to provide RTI as a type of Early
Intervening Service. RTI offers an alternative to the well-established discrepancy model
(difference between the IQ score and an achievement score) which determines eligibility for
special education services. RTI works on a 3-tier approach. Tier 1 represents general
education in the regular classroom with no accomodations. Tier 2 represents classroom
modifications and accomodations usually presented by the classroom teacher. Tier 3
represent systematic intense instruction within or outside the classroom provided by education
specialists. All the tiers precede determination of eligibility for special education. We will
provide support for students without identified disabilities who exhibit developmental
articulation delays in order to prevent identification and placement into special education
services at a later time. In collaboration, we will be using the following book to support our
research and implementation activities: A Response to Intervention (RTI) Program for
Reading by Judy K Montgomery, PHD, CCC-SLP and Barbara Moore-Brown EDD, CCC-SLP
both of whom are speech/language pathologists. We will use evidence based practice to
identify eligibility for this program through a screening process and implement, with parent
permission, an 8 week program targeting identified articulation errors.
Intended Audience or Participant list: Jessica Sol & Sally Radeloff
Implementation Timeframe (Beginning and Ending Dates):
September 4-November 30, 2007
(No hours may be counted for any TLC until the proposal has been approved by the Professional Development
Advisory Board.)
Proposal Facilitator: Jessica Sol
Work Location: Sunset Hills Elementary School
Phone: 858.484.1600 x3157
Email: jsol@powayusd.com
Participants: Jessica Sol
Sally Radeloff, Morning Creek Elementary 858-748-4334 Ext 2158
Revised May 4, 2007
District Goals to be Addressed:
**
PreK-12 Literacy (support for PreK-12 reading,
writing, or mathematics)
Proficiency for all students across all grade levels
and content areas, as measured by standardized
state measures (CAHSEE, CST)
Increased access to rigorous curriculum
Intended Learning Outcomes: *Acquire strategies for improving roles as a resource to
teachers, staff and parents to provide functional strategies to increase student learning.
*Develop and provide learning activities that integrate speech and language development into
content instruction and support a positive learning environment
*Gain an in-depth understanding of current/best practices in speech/language therapy in order
to coordinate speech therapy with classroom instruction/curriculum to ensure student success
*Establish common vocabulary to use with students, parents, colleagues
Professional Growth Activities – Acquisition of New Learning
As evidence of implementation, each participant is required to maintain a portfolio of documentation regarding
completion of her/his new learning, impact on student learning and reflection activities. This portfolio will be
reviewed by the facilitator at the end of the TLC. Examples of documentation: time logs, meeting notes, discussion
group notes, lesson plans, student work samples, journals, etc.
State what new learning participant(s) will acquire through this proposal, including the
timeline and/or hours anticipated:
Outside the contracted day:
8/31/2007 & 9/20/2007:
One 4 hour collaboration between participants to discuss the RTI method, set-up,
strategies, new practices involved.
TOTAL:
4 hours
9/7-11/16/2007-Reflect and collaborate with colleague on best practices used in the model
and what's working/what's not, read/reflect chapters of text on the following dates and times
(3:15-5:15) 9/21 9/28 10/5 10/12 10/19 10/26 11/2 11/9 11/16 11/26 and 11/30.
TOTAL:
22 hours
8/31-11/16/2007: Read from text and associated journal articles, reflect and journal writing
about student results, activities ideas for 1.5 per week outside contracted school day
TOTAL:
16.5 hours
TOTAL HOURS OUTSIDE CONTRACTED DAY: 42.5 hours
Hours OUTSIDE the contract day: 42.5
Hours INSIDE the contract day: 42.0
Classroom Implementation Activities
The impact of the newly acquired learning of TLC participants on student learning is critical to this section
State how participant(s) will implement new learning in the classroom, including the timeline
and/or hours anticipated:
Revised May 4, 2007
Identification and screening of participating students ( during weeks of 9/18-9/25/2007)
TOTAL:
6 hours
Scheduling, parent involvement activities (folders, homework), preparing therapy materials
(ongoing during project)
TOTAL:
15 hours
Actual therapy with students ( 8 weeks beginning week of 9/17/2007 -11/9/2007)
TOTAL:
20 hours
Final Reflection/Wrap up:
TOTAl:
1 hour
TOTAL IMPLEMENTATION HOURS INSIDE CONTRACTED DAY:
42 hours
** The RTI model works on a three tier process. Tier I represents general education, Tier II
represents classroom modifications and accommodations usually presented by the classroom
teacher. Tier III represents systematic, intense instruction within or outside of the classroom
provided by other educators and specialists. RTI represents the activities of Tier III. Special
Education is beyond Tier III. As speech pathologists, we typically do not work or assess a
child until beyond Tier III, especially for developmental articulation errors. Our proposal is
geared at providing intense instruction to determine if students benefit from working on
developmental articulation errors, or if, in fact, they do not respond to the intervention and
further testing is needed once the errors are no longer developmental (at a later time and if
generalization of learned skills has not occurred).
As specialists, we get involved once a student is identified as struggling in the classroom. With
RTI, we will get involved earlier and provide the instruction to struggling students before
suggesting Special Education as an alternative means to support them. This is a new way of
thinking and one that is not readily done to date here in PUSD. We would provide our services
and knowledge to students who would not normally be on our caseload through screening and
teacher input (using an articulation screener), parent involvement with at home activities we
set up as well as training-(e.g., having them join groups if they so desire, on-going
communication), and scheduling a therapy time for students to come to the speech room to
work on their developmental articulation error(s) once/twice a week for an 8-week program.
The therapy group is in addition to our other students already on our caseload (with IEP’s) and
a means to work on developmental errors in hopes that they would not need testing and/or an
IEP later on. It is an early intervention tool for non-identified struggling students with
developmental errors. In addition, developmental errors are not treated by speech
pathologists in the school setting; however, some students do not “outgrow” the
developmental errors and need services at a later time. With intense instruction, we are
hoping to decrease this from happening.
TOTAL HOURS FOR THIS TLC PROJECT:
84.5 hours
Hours OUTSIDE the contract day: 42.5
Hours INSIDE the contract day: 42.0
Reflection Activities
Revised May 4, 2007
State how participant(s) will reflect on their new learning, including the timeline and/or hours
anticipated:
SLP's will document, through one page written summary, the most important concepts,
therapies and modifications from the attended conferences and trainings and their impact on
student learning, as stated in the summary of time spent outside of the contractual day. They
will also share ideas with other SLP’s at job-alike meetings.
Hours OUTSIDE the contract day: 4
Budget Request
If you anticipate needing fiscal support for the implementation of your proposal, please list
prospective needs and estimated costs. TLC will fund up to 50% of site based TLC’s, not to
exceed $500. TLC will fund 100% of district wide proposals, not to exceed $500.

No financial support needed
If you are the facilitator, will you need “facilitator hourly”?
Yes
If so, for whom?
No
***
For a 10 point TLC, the paid facilitator hours cannot exceed 30 hours.
For a 20 point TLC, the paid facilitator hours cannot exceed 60 hours.
If you wish to receive points as a facilitator, in lieu of hourly compensation, you must write a
separate facilitator proposal using the facilitator form.
Revised May 4, 2007