Moving to Tier IV

Most students will never make it to Tier IV.

It’s ok for a student to stay on any tier that he is successful on.

At WPS we do a Formative Behavior Assessment (FBA) for students who need the support of Tier III. It may be done on Tier II as well.

Moving to Tier IV ContinuedMoving to Tier IV follows the same steps as moving to Tier III.You don’t take away interventions so much as modify them and add more: (ex.) Instead of working in a small group two days a week, you now work in a small group two days a week and 1-on-1 two days a week.The teacher and RTI person layer interventions as the student moves through the tiers. The teacher and RTI person document successes and failures of interventions — progress monitoring

Moving to Tier IV Continued

Teacher continues to document student behaviors using the Behavior Log forms RTI behavior person maintains the Tier III paperwork—documenting specific targeted behaviors and interventions.Monthly meetings on Tier III: all RTI members, teacher, and parents. We discuss student progress based on the documentation.After 8-10 weeks: if the interventions are unsuccessful the committee decides to either further modify interventions or refer for testing.YOU MUST HAVE DOCUMENTATION THAT SUPPORTS YOUR DECISION.

Speech and RTI

Presented by:

Sandy Tout, M.Ed., CCC/SLP

Information obtained from the GOSSLP website

SpeechTier I: All Students

The classroom teacher may notice indicators of a language, articulation, voice, and/or fluency problem through daily interaction with students within the regular classroom setting.

The classroom teacher monitors progress more closely, provides models, and uses instructional strategies/differentiated instruction to assist student (recorded on speech intervention log).

SLP shares information with school staff on identification of and interventions for students with language, articulation, voice, and or fluency disorders

SLP shares information with school staff on the relationship between language/ communication skills and the development of literacy skills, and the educational impact of articulation, fluency, and voice disorders

When in an inclusion setting, assist with differentiated instruction and flexible grouping to meet the needs of struggling students in the areas of language and literacy

Interventions

Vocabulary

Word families

Phonemic awareness

ComprehensionSight words

Oral language development

Available to and accessible by all teachers and staff using “sign out” procedureLocated in central part of schoolGreat support from the county $$$SuperDuper

Information obtained from the GOSSLP website

Information obtained from the GOSSLP website

Speech Tier II: RTI Team

The teacher will complete a checklist (based upon GPS standards) for the suspected area(s) of weakness and return the information to the school SLP.

A form to document educational impact (i.e., participation in discussion, spelling or writing issues, withdrawal, etc.) is provided to the teacher.

At this point, interventions that will be delivered by either the classroom teacher, SLP, or other trained staff will be determined. The SLP will suggest strategies, observe in the classroom, and consult with the person doing the intervention during the entire process.

Using the Tier II Pyramid of Intervention Documentation Form, the team records the targeted speech goal(s) and how it will be monitored during the intervention phase.

This information is kept in an intervention folder and recorded on Tier II Documentation Form.

Cobb County Public SchoolsWells Primary School

CHECKLIST FOR LANGUAGE SKILLS 1st

Name________________________ Grade_____ Evaluator____________________ Date______________School: ______________________

Compared to other students in your class, this student Average Below Significantly

exhibits strengths and weaknesses in the following areas: Average Below Average

COMPREHENSION (ability to understand spoken language)

1. Knows and uses vocabulary appropriate for age level (i.e., shapes, colors ,

names of common objects , etc.)

2. Recognizes grade level words with multiple meanings

3. Identifies words that are antonyms and synonyms

4. Unders tands concepts involving time, space, quantity, quality, and

directionality appropriately for age level

5. Begins to unders tand prefixes , suffixes & root words to determ ine meaning

6. Demonstrates concepts of print

7. Develops phonological awareness skills

8. Demonstrates adequate phonics skills

9. Follows two to three s tep directions

10. Recognizes rhym ing words

11. Comprehends s tories :

a. Identifies main idea & supporting details a

b. Dis tinguishes fact from fiction b

c. Sequences events us ing pictures c

d. Answers "WH" questions d

e. Predicts s tory events , identifies cause/effect relationships e

f. Unders tands narrative elements :

1. Identifies characters & setting & plot f-1

2. Identifies beginning, m iddle, and end of s tory f-2

3. Identifies s tory problems and resolution f-3

g. Retells /summarizes events g

h. Recalls information presented orally h

12. Class ifies by characteris tics such as color, s ize, shape,

s tructure and function

13. Solves s imple problems

ORAL EXPRESSION (Use of spoken language to communicate ideas)

1. Communicates effectively when relating experiences

2. Communicates effectively when retelling s tories heard

3. Expresses ideas appropriately & effectively for grade level

4. Recites poems, rhymes, songs & s tories

5. Describes people, places, thtings , locations ,& actions

6. Uses vocabulary from the curriculum in classroom discuss ions

7. Uses complete sentences when speaking

8. Expresses ideas us ing correct grammar (i.e., verb tenses, etc.)

Are there other factors to consider such as child's educational background (i.e., lack of exposureand/or cultural background?

Comments:

*developed by Cobb County SLPs 1996 (revised 2007 Tier 2) based upon Georgia Performance Standards and research

on language development

Articulation Questionnaire - Teacher Student____________________________DOB____________Date__________ Teacher _________________ School ___________________ SLP ________________ Completed by Classroom Teacher: 1. What is the specific educational impact of the articulation disorder? _____spelling / writing errors; explain:________________________________________ _____reluctance to participate in oral activities; explain:__________________________ _____Other Area__________Explain________________________________________ What accommodations for the misarticulations have you made to support the student in each affected academic area?___________________________________ ______________________________________________________________________ 2. Please specify the social/emotional impact of the articulation disorder: _____Is student often misunderstood during speaking/oral reading activities by (circle one or more): parents teachers peers other_____________ List examples:___________________________________________________________ ______________________________________________________________________ _____Do misarticulations distract from the content of the message? _____Is the student aware of misarticulations? _____Does student demonstrate embarrassment or frustration regarding misarticulations? _____Do peers frequently tease student about speech? If yes, describe the negative reactions and the impact on the student_____________________ ____________________________________________________________ What have you done to stop the negative reactions?_________________________ ______________________________________________________________________ 3. What other variables may interfere with the development of the student’s articulation skills? (areas should be documented on SI eligibility report)

_____oral motor difficulties___________________________________________ _____malocclusion_________________________________________________ _____orthodontic appliances/braces ___________________________________ _____hearing loss _________________________________________________ ____other___________________________________________________

4. Other comments:

*developed by Cobb County SLPs, Marietta GA August 2007

Information obtained from the GOSSLP website

Speech Tier III: Student Support Team

Analyze Tier II results, identify indicators of educational impact

More individualized strategies/interventions, more individualized assessments

Using the Tier III Pyramid of Intervention Documentation Form, the team records the targeted speech goal(s) and how it will be monitored during the intervention phase

Progress will be conveyed to parents through regular teacher conferences in Tier I and through the documentation required in Tier II and Tier III documentation county forms.

Student is referred to PEC if slow rate of progress and educational impact is established

Social/Emotional Beth P. Mines, LPC

School Counselor

Our BeliefA child’s academic performance is affected

not only by his/her ability to practice appropriate behaviors in school, but also

by his/her social and emotional development, mental health and family story. Assessing and addressing these needs is also a vital part of providing

classroom and/or individual interventions that will influence academic success.

Behavior Intervention Team

The School Principal, Assistant Principal, Interrelated Teacher and Counselor meet bi-

monthly to:

Share information regarding students

Identify students at-risk due to behavior or social/emotional concerns

Collaboratively plan/suggest interventions at Tier I, II or III

Using Data to Identify Social/Emotional Needs

OR Annual Data Review– number of visits per monthby grade level by classroomlocation of offensetype of offensecharacteristics of highest offenders -

race, sex, loss

OR HISTORY - Wells Primary School 2000-2006

050

100150200250300350400450

2000 2001 2002 2003 2004 2005 2006

K

1st

2nd

School

2006-07 Schoolwide OR Visits

Class59%

Playground14%

Lunch8%

MPR1%

Hall9% Other

9%

OR Visits - Type of Behavior2006-07

0

10

20

30

40

50

60 KFirst Second

Highest or offenders

19 Students with 5+ visitsRepresent 5% school population

Represent 18% students visiting ORRepresent 41% OR visits!