Multitiered Model of Education
Effective instruction differentiation for all students is accomplished via a multi-tiered strategy.
This model features interventions and offers increasingly intensive levels of training
tailored to the student's needs.
Multi-tiered System of Support (MTSS)
Occupational therapy practitioners provide service as a collaborative member of the team to students and on behalf of students through individual, group, whole classroom, and/or school-wide initiatives.
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For more details related to MTSS, visit: https://mtss4success.org/essential-components/multi-level-prevention-system
Response to Intervention (RTI)
“a framework in education that may be used to identify students who are at risk in academic or behavior areas; intervene with these students; and identify students with specific learning disabilities.”
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Clark, G. F., & Polichino, J. E. (2013). Best practices in Early Intervening Services and Response to Intervention. In G. F. Clark & B. E. Chandler (Eds.), Best practices for occupational therapy in schools, p.173 . Bethesda, MD: AOTA Press.
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To learn more details related to RTI, visit: http://www.rtinetwork.org/learn
EIS = RTI/MTSS
EIS
Early Intervening Services
RTI
Response to Intervention
MTSS
Multi-tiered System of Support
EIS is provided with OTs supporting students in general education prior to a special education referral
Multitiered Model of Education
Reflected in IDEA 2004
Occupational therapists can provide EIS to students in general education as a related service under IDEA
and under ESSA as specialized instructional support personnel.
*Make sure to review your state licensure laws to ensure the extent to which OT may participate in each MTSS tier
Tier 1
Early Identification Screening
Prevention
Tier 2
Targeted Interventions
Tier 3
Intensive
Individual
Intervention
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School or classroom-wide interventions
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Core instructional interventions
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Preventative, proactive
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Whole class screening to identify age/grade appropriate academic/behavioral support
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e.g., leading in-service/training to teachers, implementing handwriting curriculum
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Address specific needs of struggling students
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Small group interventions
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Rapid response
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e.g., implementing multisensory handwriting strategies for some/targeted students
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Individual student
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Assessment based
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Individualized interventions
OT within the RTI Model
Response to intervention is an approach, that requires "collaboration from all school personnel, involves universal screenings; high-quality, evidence-based instructional methods and interventions; data collection and data-based decision-making; and progress monitoring."
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AOTA Practice Advisory on Occupational Therapy in Response to Intervention. https://www.aota.org/practice/practice-settings/-/media/e7371c748756467ba101d6966bb98eb2.ashx
Offer strategies along the tiered continuum
OT offer strategies/intervention/education while following the multi-tiered continuum of progress
(see MTSS above)
Collect
progress data
OT collect and analyze data related to interventions to make recommendations as needed when students would benefit from receiving more intensive intervention in a different RtI tier
Practice considerations
Not all states have adopted a RtI approach. The requirements for delivering RtI services vary between states.