TIER 1

Regular classroom setting: (adult-to-adult consultation- No child contact at this level); Students have progress assessed and monitored by general education teacher; no significant academic interventions or modifications are in place. Teacher concerns are brought to grade level meeting to discuss problems and identifies student of a specific instruction or enrichment program.

ROLE OF OT:

1. Teachers may consult with OT (adult-to-adult) for non child-specific resources/Links/ideas to intervene with teacher-identified specific challenges.

2. OT provided checklists/handout/link to a website/information about common interventions for specific area identified by the TEACHER. No child contact at this level.

TIER 2

Regular classroom. Students whose progress was assessed and determined to be at-risk have classroom teacher-delivered interventions and modifications. The classroom teacher tracks student progress. The classroom teacher brings information to school intervention teams to initiate the paperwork for intervention assistance. The parent is involved in the process. STUDENT SERVICE TEAMs meet to determine the effectiveness of strategies and develop goals and add additional strategies. As long as interventions are resulting in student progress, the process goes no further. If data indicates that research-based strategies are not resulting in student growth, the SST team may pursue additional testing information.

ROLE OF OT:

1. Teachers may access OT for resources/Links/ideas to intervene with teacher-identified specific OT-related challenges.

2. Teacher may request an OT screening-this DOES require signed consent from the child’s caregiver/parent due to OT state Licensure laws. After receipt of parental consent, OT may screen the child and develop/design child-specific interventions for TEACHERS to apply and monitor in the classroom setting. TEACHERS track data and progress. OT may interpret the teacher-collected data for the

STUDENT SERVICE TEAM meeting.

3. OT may provide checklists/items/strategies for classroom use (slant board, wiggle seats, pencil grippers, fidgets) but TEACHER must track use of equipment and students response to its use. OT may develop some graphs/forms for tracking data to provide along with the teacher-directed activities, equipment. OT may interpret the teacher-collected data for the SST meetings.

SOMETIMES STUDENT CAN BE ON TIER 2 AND INITIATE TIER 3 FOR OT.

TIER 3

Gen Ed staff provides intensive strategies to children who do not respond to Tier 1 and Tier 2 assistance. In this could also be SpEd personnel. Formal intervention services (in the regular classroom, resource, or therapy room) for students with disabilities.

ROLE OF OT:

1. Engage student in formal direct-service intervention. Caregiver consent signature from Teir 2 will follow a child into Tier 3.

2. Include child in OT schedule with students addressing similar issues or see 1:1. The OCCUPATIONAL THERAPIST is now responsible for providing the intervention service and for tracking data on interventions applied to determine progress. OT set goals and provides present level information at each meeting.

3. If referral for Special Education is made, OT will evaluate in accordance with their state requirements. A new parental consent form/CG signature is required to initiate this process (usually as part of the IEP Planning process). If child is determined by the CSE Team to have a disability, the process will begin to develop an Individualized Education Plan. Previous OT evaluation information can be placed on the IEP.