Tier 3-SST
  1. Review of Tier 2 information.
  2. Refine and intensify: more in-depth assessments as needed, more individualized intervention
  3. Ongoing data collection, progress charted over time
Tier 3: SST Driven Learning-Target students participate in learning that is in addition to Tier 1 and Tier 2 and different by including:
  • Individualized assessments
  • Interventions tailored to individual needs
(GOSSLP Summer 07, Response to Intervention)
Intense, sustained support and frequent progress monitoring for students not making progress in Tiers 1 and 2.
Tier 3/SST / SLP’s Role
  • Analyzes Tier 2 results
  • Requests hearing and vision screening
  • Requests individualized assessments/screenings/checklists (academic/behavioral/speech) as needed
  • Sets a timeline for interventions based on screenings, impact, other areas of concern, etc. Must have a total of 12 weeks within a calendar year of individualized interventions with data prior to referral
  • Informs parent of SST intervention plan
  • Documentation of interventions recommended and periodic data collection points (minimum of 4). Interventions are based on what most impacts the general education curriculum
  • Teacher conducts progress monitoring/data collection periodically as determined by SST
  • Interventions, data collection and target/end dates are recorded in SST intervention plan
  • Problem solving-review data and student performance level. If interventions are facilitating progress, continue with the current interventions
  • If interventions are successful, SST will create a plan for reducing the level of support needed by the student (Refer to Tier 2, etc)
  • Recommend “Referral to IDEA” (not Speech) if interventions are not successful and the slow rate of learning and achievement gap is widening when compared to peers. The intensity and frequency of the interventions required for student achievement should be considered when making this determination. Prior to referral, written documentation of educational impact and data collection is required for speech/language concerns. Additionally, academic, behavioral and functional skills must be either formally or informally assessed prior to determining an IDEA referral. If concerns exist academically, behaviorally or functionally, we cannot refer for a “speech only” evaluation unless we have conclusively eliminated that any additional testing is needed in these areas. According to SI regs, an in-depth evaluation of each area (speech/language, academic, behavior or functional) suspected of being impaired must be completed as part of the evaluation process.
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  • SLP participates in SST / problem solving process
  • SLP completes speech/language screening if requested. If appropriate, recommend specific interventions based on the screening. Adjust speech/language interventions from Tier 2 as needed.
  • SLP updates SST Speech/Language Obs/Screening form with documentation of educational impact
  • SLP consults as needed
  • SLP models strategies/interventions (evidence-based interventions) as needed to parents and teachers
  • SLP documents if student receives collaborative services
  • SLP asks teacher to update/complete checklists