Over the past few years schools have shifted from the ' screen and evaluate ' model of service to RtI (Response to Intervention)/MTSS ( Multi-Teired System of Support ). This new mind set of service means a more thorough look at the students and their abilities prior to evaluation, but also more time for the SLP. Even though it is more work ( scheduling, planning, completing sessions, logging data, etc ) it has helped me to ensure that the students on our caseloads are the students who truly need to be. ASHA supports SLPs being involved in the RtI/MTSS approach.