Responsive Instruction uses a variety of techniques to provide individualized support for each student. By secure electronic upload or mailing of student records, conference calls, video conferencing, and onsite visits, Responsive Instruction offers personalized support and services to meet your specific needs.
Responsive Instruction uses an Elegant Approach that is comprehensive, concise and addresses all areas related to student needs in a blended and targeted plan. The Elegant Approach is a multidisciplinary approach combining the expertise from the fields of speech-language, academics, occupational therapy, psycho-educational and behavior and includes, at a minimum the areas of developed relationships, executive function, Theory of Mind, anxiety, instruction, language, and sensory.

504/Accommodation Plan Support

ServiceDescription
Personalized Consultation



Estimated time: Varies (Minimum 1 hour) *		Speak with a Responsive Instruction consultant to clarify needs or ask questions about 504/Accommodation Plans. This may include:

  • Ask specific questions about your or your child's 504/Accommodation Plan

  • Explanation of 504/Accommodation Plan components

  • Discuss process for developing a 504/Accommodation Plan

  • Your role as a student/parent/teacher in the 504/Accommodation Plan

  • Do you meet the qualifications for a 504/Accommodation Plan

  • Review of upcoming testing accommodations and needs, including when to apply for and the necessary documentation to request specific accommodations

  • Provide assistance in transitioning from high school 504 accommodations to post secondary accommodations

  • Discussion with the student regarding limitations and expectations of Accommodation Plans

  • Recommended methods for ongoing support
Review of
504/ Accommodation Plan


Estimated time: 2-5 hours *		Provides a review of the student's current or proposed 504/Accommodation Plan. This service answers questions, such as:

  • Match the appropriate accommodations with identified needs as stated in the assessment, including the impact on one or more major life activities

  • Coordinate accommodations with course and/or curriculum demands

  • Analyze the institutions 504/Accommodation Plan requirements that correspond to your assessments/ documented needs

  • Recommend additional accommodations that may be needed

  • Analysis of existing 504/Accommodation Plans to determine effectiveness
Remote Participation in 504/Accommodation Plan Meeting



Estimated time: varies based on needs and complexity *		Direct and real time guidance and support in the actual development of and participation in the 504/Accommodation Plan meeting. Includes all components of Review of 504/ Accommodation Plan Service (listed above).

  • Consult with university/school staff or parents to identify priorities for services, student supports, accommodations, etc. prior to 504/Accommodation Plan meeting

  • Review of previous years' 504/Accommodation Plan

  • Identification of additional evaluations needed prior to the 504/Accommodation Plan meeting

  • Consultation with school system and/or review of specific school documents
504/Accommodation Plan Preparation and Support



Estimated time: varies *		Obtain assistance with developing one or more components of the 504/Accommodation Plan.

  • Personalized support to prepare for upcoming 504/Accommodation Plan meeting

  • Personalized support for upcoming reevaluations

  • Drafting potential accommodations for upcoming 504/Accommodation Plan
Fidelity of 504/Accommodation Plan Implementation

Estimated time: varies based on needs and complexity *		Support provided for actual 504/Accommodation Plan implementation and coordination.

  • Coordination of services

  • Implementation of accommodations

  • Coordination with private providers and university/school

  • Observation/coordination with school to facilitate program implementation

ASD Support

Service Description
Personalized Consultation

Estimated time: Varies (Minimum 1 hour) *		Speak with a Responsive Instruction consultant to clarify needs or ask specific questions about supports for students diagnosed with autism spectrum disorder.

  • Ask specific questions about your child's diagnosis or co-existing diagnoses

  • Explanation of specific supports for students with ASD

  • Process for requesting additional evaluations or agency supports
Comprehensive Support for Students with Autism Spectrum Disorders




Estimated time: Varies based on needs and complexity
(Minimum of 8 hours) *		Receive comprehensive support in all areas, including academic and behavioral supports, for students diagnosed with autism spectrum disorders. Services may include:

  • Review of current assessments

  • Recommendations of additional assessments

  • Review of current educational placement and student performance

  • Analysis of environment and behavioral responses

  • Review of services

    • academic

    • speech-language

    • occupational therapy

    • executive functioning

    • support staff


  • Review of strategy implementation

    • sensory breaks

    • visual schedules

    • scripts and social stories


  • Comparison of current performance with grade level expectations
Classroom Supports for Students with ASD



Estimated time: Varies based on needs and complexity *		Problem solving for addressing response to task demands for students diagnosed with ASD in the classroom which may include:

  • Create visual schedule

  • Use of scripts and social stories

  • Effectively implementing the use of visual timers

  • Effective sensory integration strategies in the classroom to increase student engagement

  • Appropriate communication supports to address student needs

  • Strategies to increase time on task

  • Initiating, sequencing and completing work assignments
Increasing Effective Engagement during Instruction



Estimated time: Varies based on needs and complexity *		Analyze academic task demands and student engagement, such as:

  • Effective use of visuals in instructional presentation

  • Identify appropriate techniques for increased student performance with verbal instruction

  • Analysis of effective methods of student instructional output

Behavioral Support

The supports for behavioral needs can be varied and somewhat controversial. Responsive Instruction uses the RI Elegant Approach that is comprehensive, concise and addresses all areas related to the behavioral need in a blended and targeted plan. The RI Elegant Approach is a multidisciplinary approach combining the expertise from the fields of speech-language, academics, occupational therapy, psycho-education and behavior. See more about the RI Elegant Approach and RI Plan C.
Generally when looking at behavioral needs, the comprehensive RI Elegant Approach to Behavioral Supports (listed below) would be recommended. In some situations by client request, more limited behavioral assistance may be provided for the short term or in special cases.
ServiceDescription
Personalized Consultation



Estimated time: Varies (Minimum 1 hour) *		Speak with a Responsive Instruction consultant to clarify needs or ask questions about behavior supports. This may include:

  • Answer questions regarding student's current BIP (Behavior Intervention Plan) and/or PBS options (Positive Behavior Supports)

  • Review of student's current FBA (Functional Behavior Assessment)

  • Review of records of student's behavior (i.e. teacher reports, disciplinary reports, etc.) to date

  • Discuss RTI records and data

  • Discuss additional positive behavior supports options
RI Elegant Approach to Behavioral Supports



Estimated time: Varies based on needs and complexity (Minimum of 20 hours) *		Includes:

  • Comprehensive review of records, including all academically related information

  • Interviews with teachers, parents, and student, if applicable, throughout process

  • Includes RI Elegant FBA and RI Plan C

  • Adjustments in assessment and/or data collection as needed

  • Review of reports, including sensory integration, executive functioning, speech-language, etc.

  • Remote consultation at IEP meeting

  • Facilitate coordination with primary service providers
RI Elegant FBA







Estimated time: Varies based on needs and complexity
(Minimum of 10 hours) *
Review of indicators of behavioral needs as indicated by:

  • Identification of target behaviors

  • Review of current behavioral and other assessments aimed at addressing the student's needs

    • consultation with school, parent and/or student

    • review of current Behavior Intervention Plan, if applicable

    • review of academic progress and performance



  • Observation

  • Formal assessments

  • Data collection

  • Identification of need for additional evaluations, if needed

  • Complete DETAILS Analysis
RI Elegant Plan C



Estimated time: Varies based on needs and complexity
(Minimum of 8 hours) *		Analysis of FBA and/or other data as designed by various sources (RI Elegant Approach, classroom data, etc.)  with consultation or direct IEP involvement to adjust the IEP services and/or the Behavior Intervention Plan
Positive Behavior Supports Coaching/ Training



Estimated time: Varies *		Coaching and/or training of teachers/staff/parents to implement recommended positive behavior support strategies and or RI Elegant Plan C.  This may include:

  • Classroom organization and routines

  • Visual schedules

  • Personalized sensory integration support

  • Self-regulation/ Self-monitoring

  • Scripts and social stories

  • Reinforcement strategies

  • Structured breaks

Classroom Support

All services are personalized to meet the unique teacher/department/school needs and are provided in an objective and nonjudgmental manner to maximize teacher and student performance.
ServicesDescription
Personalized Consultation


Estimated time: Varies
(Minimum 1 hour) *
Speak with a Responsive Instruction consultant to clarify needs or ask questions about specific classroom supports. This may include:

  • Explanation of a specific instructional technique

  • Addressing a specific learning need for a student

  • Ask a question about co-teaching
Review of Information/Data and Teacher Coaching


Contact us to build your individual staff development plan		Develop staff development to meet your system, school, team or individual teacher needs in areas, such as:

  • Classroom strategy development

  • Classroom strategy implementation

  • IEP component development or refinement

  • Interpreting evaluation(s)

  • Review of IEP components and meeting procedures
Co-teaching Training/Coaching


Contact us to build your individual staff development plan		This service can be individualized to your unique classroom, school or system needs. Topics may include:

  • Becoming a team

  • Analysis of curriculum

  • Awareness of needs of students

  • Match classroom profile to state standards

  • Intensive co-planning strategies and ideas

  • Lesson evaluation

  • Student evaluation in response to co-teaching
Program Planning


Contact us to build your individual staff development plan		Develop personalized program planning tips and ideas for new or challenging students, such as:

  • Adapting current classroom routines for students who learn differently

  • Awareness of student learning profile

  • Problem solving based on your questions and concerns

  • Recommended resources for classroom and/or professional use

  • Discussion, demonstration and/or modeling of techniques and strategies
Differentiated Instructional Techniques


Contact us to build your individual staff development plan 		Personalized instructional supports to support the RTI, IEP and 504 instructional process. These supports may include:

  • Use a variety of differentiated instructional techniques to provide instruction and evaluate student performance

  • Use multiple groupings and instructional arrangements according to classroom and individual student needs

  • Use appropriate individualized strategies
Implementation of Student Supports/Services


Contact us to build your individual staff development plan 		Team with Responsive Instruction for implementation of student supports and services, including:

  • Accommodations and modifications

  • Behavior plans

  • Review of differentiation strategies

  • Effective use of support personnel

  • Testing accommodations

  • Analysis of co-teaching techniques

  • Use of assistive technology
Supporting Effective Communication In and Out of the Classroom

Contact us to build your individual staff development plan 		Evaluation and feedback on providing verbal and written communication with students, parents and/or other teachers which is effective and developmentally age appropriate, including:

  • Instructions provided during classroom instruction

  • Written directions

  • Procedural directions

  • Clear and effective verbal feedback to students

  • Appropriate school to home communication

IEP Support

ServiceDescription
Personalized Consultation



Estimated time: Varies (Minimum 1 hour) *		Speak with a Responsive Instruction consultant to clarify needs or ask questions about your child's IEP. This may include:

  • Ask specific questions about your child's IEP

  • Explanation of IEP components, such as ESY, transition services, special education and related services, etc.

  • Process for developing an IEP

  • Your role as a student/parent/teacher in the IEP process
Review of a Specific Component of the Student's IEP



Estimated time:1-2 hours *		Per request, an individual component of the student's current or proposed IEP will be reviewed to address your specific questions regarding that section of the IEP. Assistance can be provided to teachers to guide the development of specific content. IEP areas may include:

  • Parental Concerns Development

  • ESY (Extended School Year)

  • Transition
Review of IEP



Estimated time: 2-3 hours *		Provides a limited review of the student's current or proposed IEP. This service answers questions, such as:

  • Does the present level of performance adequately document assessment of all areas related to the child's disability?

  • Do the goals and objectives match the weaknesses listed in present level of academic achievement and functional performance?

  • Is there internal consistency of each of the components of the child's IEP?

  • Do the accommodations appropriately match the identified needs as stated in the present level of academic achievement and functional performance in conjunction with the curriculum demands?
Review of IEP and Student Eligibility Determination



Estimated time: 3-4 hours *		Includes all components of the Review of IEP Service (listed above) and adds:

  • Analysis of the student's eligibility determination with the state's eligibility requirements

  • Comparison of eligibility assessment information with present level of academic achievement and functional performance

  • Determine if student's eligibility documentation is complete and meets requirements

  • Analysis of interpretation of state standards to child's assessment
Comprehensive
Review of IEP



Estimated time: 4-6 hours *
Includes all components of Review of IEP and Student Eligibility Determination Service (listed above) and adds:

  • Complete analysis of child's psychological assessment

  • Complete analysis of child's additional evaluations (academic, speech-language, occupational therapy, assistive technology, orientation and mobility, etc.)

  • Compare results of evaluations to eligibility report/determination, present level of academic achievement and functional performance and other areas of the IEP

  • Recommend sample goals and objectives
Remote Participation in IEP Meeting



Estimated time: varies based on needs and complexity *		Direct and real time guidance and support in the actual development of and participation in the IEP. Includes all components of Comprehensive Review of IEP Service (listed above).

  • Consult with school staff or parents to identify priorities for services, student supports, accommodations, etc. prior to IEP meeting

  • Review of previous years' IEP documents

  • May request additional evaluations by school system or parents prior to the IEP meeting

  • Consultation with school system and/or review of specific school documents
IEP Preparation and Support



Estimated time: varies based on needs and complexity *		Obtain assistance with developing one or more components of the IEP.

  • Personalized support to prepare for upcoming IEP meeting

  • Personalized support for upcoming 3-year reevaluation

  • Drafting potential goals and objectives, parental concerns, accommodations and modifications, ESY, etc. for upcoming IEP

  • Alignment of goals with grade level expectations/ curriculum
Fidelity of IEP Implementation



Estimated time: varies based on needs and complexity *		Support provided for actual IEP implementation and coordination.

  • Coordination of services

  • Implementation of techniques

  • Coordination with private providers and school system

  • Observation/coordination with school to facilitate program implementation

  • Support with data collection to obtain teacher feedback of student performance

Individualized Student Support

ServiceDescription
Personalized Consultation



Estimated time: Varies
(Minimum 1 hour) *		Speak with a Responsive Instruction consultant to clarify needs or ask questions about specific student supports for you or your child. This may include:

  • Ask a specific question about a testing report

  • Explanation of a specific student support

  • Process for obtaining assistance for a student

  • Ask a question about a classroom placement
Diagnostic Review of Records





Estimated time: Minimum 6 hours *		An in-depth diagnostic review of the student's current and prior records is the foundation to begin to provide personalized, prescriptive recommendations and services. This service includes:

  • Historical review of all student records

    • Current and prior IEP's and progress reports

    • Current identified areas of disability eligibilities and services

    • Review of related services (i.e. Speech, OT, PT)

    • Review of psychological evaluation(s)

    • Review of academic assessments

    • School records

    • Review of student progress



  • Analysis of learning strengths, weaknesses and educational trends

  • Identification of additional relevant information needed

  • Red flags
Analysis of Testing Reports



Estimated time: Minimum 4 hours *		Receive a detailed analysis of the student's testing reports to provide information useful in planning or designing a student's program. Reports may include, but are not limited to:

  • Psychological evaluation

  • Academic assessments

  • Developmental scales

  • Speech-language assessment

  • Assistive technology assessment
Educational Program Review


Estimated time: Minimum 4 hours *		Evaluation and feedback regarding your or your child's program, including:

  • Identification of appropriate services

  • Review supports to determine need for additional/fewer supports

  • Need for additional evaluation information

  • Instructional techniques

  • Observation/teacher input of student performance
Student Learning Profile Development


Estimated time: Minimum 3 hours *		Develop a better understanding of what your or your child's assessment reveals about needs, including:

  • Analysis of performance data

  • Strengths and weaknesses

  • Interests, processing style, learning preferences

  • Implication of memory and processing speed on learning

  • Impact of receptive and expressive language skills on classroom performance
Student Observation and Feedback

Estimated time: Varies based on needs and complexity *		Responsive Instruction consultants observe a student's classroom and/or home learning environments directly or remotely to:

  • Address specific questions

  • Develop program planning

  • Confirm student programming/services
Facilitation of Service Providers


Estimated time: Minimum 3 hours *		Responsive Instruction leads a facilitation meeting with the student's service providers to specify and coordinate services. This service includes an initial phone consult for preparation of details followed by a conference call with all of the student's service providers. The facilitation meeting may include:

  • parent(s) or guardian(s)

  • student (when appropriate)

  • school personnel

  • private service providers
Individualized Student Supports

Estimated time: Minimum 2 hours *		Receive assistance with student specific supports, such as:

  • Awareness of and strategies for student self-advocacy

  • Awareness of and effective navigation to obtain appropriate supports

  • Strategies to increase student independence

  • Designing school-to-home/ home-to-school communication

  • Reinforcement of school strategies at home

Specific Disability Support

ServiceDescription
Personalized Consultation

Estimated time: Varies (Minimum 1 hour) *		Speak with a Responsive Instruction consultant to clarify needs or ask specific questions about supports for students diagnosed with ADD/ADHD, Down syndrome, executive function disorder, TBI, intellectual disability, speech-language impaired, etc.

  • Ask specific questions about your child's diagnosis or co-existing diagnoses

  • Explanation of specific supports for students

  • Process for requesting additional evaluations or agency supports
Comprehensive Support




Estimated time: Varies based on needs and complexity
(Minimum of 6 hours) *		Receive comprehensive support in all areas, including academic and behavioral supports, for students. Services may include:

  • Review of current assessments

  • Recommendations of additional assessments

  • Review of current educational placement and student performance

  • Analysis of environment and behavioral responses

  • Review of services

    • academic

    • speech-language

    • occupational therapy

    • executive functioning

    • support staff



  • Review of strategy implementation

    • sensory breaks

    • visual schedules

    • scripts and social stories



  • Comparison of current performance with grade level expectations
Classroom Supports



Estimated time: Varies based on needs and complexity *		Problem solving for addressing response to task demands for students in the classroom which may include:

  • Development and use of a visual schedule

  • Use of scripts and social stories

  • Effectively implementing the use of visual timers

  • Effective sensory integration strategies in the classroom to increase student engagement

  • Appropriate communication supports to address student needs

  • Strategies to increase time on task

  • Effective use of assistive technology

  • Initiating, sequencing and completing work assignments
Increasing Effective Engagement during Instruction

Estimated time: Varies based on needs and complexity *		Analyze academic task demands and student engagement, such as:

  • Effective use of visuals in instructional presentation

  • Identify appropriate techniques for increased student performance with verbal instruction

  • Analysis of effective methods of student instructional output

Transition Support

For students with IEP’s, transition planning usually begins when students are 14 years old. Responsive Instruction provides assistance with:
ServiceDescription
Personalized Consultation



Estimated time: Varies (Minimum 1 hour) *		Assist students and parents with the transition from high school to post secondary education or work, including:

  • Explanation of transition programming

  • Review current transition plan and provide feedback

  • Ask specific questions about your or your child's Transition Plan

  • Your role as a student/parent/teacher in the Transition Plan
Assist with Transition Plan Development of IEP


Estimated time: 2-3 hours *		Transition plan development may include:

  • Review of records to develop transition plan, including psychological, IEP, assistive technology

  • Use of learning profile to guide the design of the transition plan

  • Recommendations for additional assessments, if needed
Remote Participation in Transition Plan Meeting



Estimated time: varies based on needs and complexity *		Direct and real time guidance and support in the actual development of and participation in the Transition Plan meeting.

  • Student and/or parent consultation prior to meeting to identify interests and needs

  • Review of transition plan assessments

  • Recommendations for additional assessments, if needed

  • Consult with university/school staff and/or community supports and/or agencies

  • Review of previous years' Transition Plan(s)
Coordination of Inter-agency Supports

Estimated time: Initial time needed 1-2 hours *		Assist with multi-agency support to meet individual client needs.  This can include:

  • coaching

  • housing

  • transportation

  • behavioral supports
Awareness/Guidance of Transition Support Services after High School

Estimated time: Minimum 1 hour *		Consultation with client could include:

  • Evaluation of post secondary planning

  • Vocational interests/options

  • Job coaching

  • Housing options

  • Budgeting

  • Social skills

  • Alternative Augmentative Communication supports

  • Transportation

  • Leisure activities
Creation of Personalized Supports

Estimated time: Minimum of 1 hour *		Assist client with:

  • Identification of job coaches

  • Scheduling and organization

  • Visual supports and reminders

  • Study skills coaching

  • Use of alternative augmentative communication in various locations
* The services listed above vary in complexity and time required to address your specific needs. An explanation is provided by each service with an estimated time for completion. Responsive Instruction services are personalized to each client’s needs and may vary in the time required by one or both of the RI consultants.

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