Abstract
Abstract A speech-language pathologist in a public elementary school (grades K-5) was asked to become a participant in reviewing a district design of Response to Intervention (RtI) services, while initiating a building based RtI program for speech-language therapy. The instructional support team (IST) would serve as an initiator and facilitator for the SLP, RtI process and the targeted struggling learners. The purpose of this article is to review the development and changes made to an RtI program during the first year of enactment.
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