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
 SLP participates in SST / problem
solving process
 Requests hearing and vision
screening
 SLP completes speech/language
screening if requested. If
 Requests individualized
appropriate, recommend specific
assessments/screenings/checklists
interventions based on the
(academic/behavioral/speech) as
screening. Adjust speech/language
needed
interventions from Tier 2 as needed.
 Sets a timeline for interventions
 SLP updates SST Speech/Language
based on screenings, impact, other
Obs/Screening form with
areas of concern, etc. Must have a
documentation of educational
total of 12 weeks within a calendar
impact
year of individualized interventions
with data prior to referral
 SLP consults as needed
 Informs parent of SST intervention
 SLP models strategies/interventions
plan
(evidence-based interventions) as
needed to parents and teachers
 Documentation of interventions
recommended and periodic data
 SLP documents if student receives
collection points (minimum of 4).
collaborative services
Interventions are based on what
 SLP asks teacher to
most impacts the general education
update/complete checklists
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 indepth evaluation of each area
(speech/language, academic,
behavior or functional) suspected of
being impaired must be completed
as part of the evaluation process.