1. 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.

2. Moving to Tier IV Continued Moving 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

3. 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.

4. Speech and RTI Presented by: Sandy Tout, M.Ed., CCC/SLP

5. Information obtained from the GOSSLP website Speech Tier 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

6. Interventions Vocabulary Word families Phonemic awareness Comprehension Sight words Oral language development

7. Available to and accessible by all teachers and staff using “sign out” procedure Located in central part of school Great support from the county $$$ SuperDuper

8. Information obtained from the GOSSLP website

9. 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.

12. 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

13. Social/Emotional Beth P. Mines, LPC School Counselor

14. Our Belief A 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.

15. 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

16. Using Data to Identify Social/Emotional Needs OR Annual Data Review– number of visits per month by grade level by classroom location of offense type of offense characteristics of highest offenders - race, sex, loss

20. Highest or offenders 19 Students with 5+ visits Represent 5% school population Represent 18% students visiting OR Represent 41% OR visits!