ESA MTSS Roles & Responsibilities
Draft 3/4/2015
Tier 1 –[80-90% of
student body]
Modifications to
Instruction in the
General Education
Classroom
(universal
preventative
guidelines)
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
SLP
Professional
Development
(literacy,
speech/language
development)
Consultation:
(literacy,
speech/language
development) to
family/teachers
Possible
participation in a
Language/Listeni
ng Lab
Not to exceed
over 8 weeks
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
Tier 2 –[5-15% of
student body]
Intervention to
address specific
needs of a student
with the teacher or
school staff




Supplemental
Assistance
(rather than
replacing) to the
teacher/specialist
Possible small
group instruction
Consultation:
(literacy,
speech/language
development that
is evidenced
based)
Monitor Progress
(up to one
grading period),
possible referral
to Special
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
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
OT
In-services or
training on sensory
processes that
impact learning
and behavior—for
teachers, parents
and classrooms
Support schoolwide initiatives
(anti-bullying,
obesity, etc.)
UDL strategies for
differentiated
instruction and
accessibility
Assist with
environmental
design to enhance
sensory needs of
students
Inservices/training
in handwriting
curriculums
Recommend
adaptive tools, AT,
and
strategies/activities
to increase
classwork and
leisure
participation
Recommend
sensory support
materials for
classroom use
Train in task
analysis for
instructional
activities
Observe and
screen student in
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
PT
In-services for
building issues
Ergonomic
strategies for
whole
classroom
(seating)
Observation of
student in
general
education
activity
Gathering of
data through
screening forms
(completed by
teacher)
Providing seat
cushions, foot
stools for
teachers to try
Offering
teachers
strategies for
addressing

Tier 3 –[1-5% of
student body]


Intervention with a
student or small
group with
evidenced/researchbased instruction

References:
Education/504
Informal
screening or
observation
Screen
Intensive
instruction,
specific
treatments
Weekly Monitor
Progress,
possible referral
to Special
Education/504
(decision should
take no longer
than 12 weeks)
Abbreviated from
The Source for RTI
LinguiSystems, Inc
2008
and Leader Publication
general education
regarding:
environmental
triggers for
behaviors,
preferences and
motivation,
sensory diet needs,
etc.
 Participate in
problem-solving
teams (e.g. Help
Team, SST)
 Administer
assessments to ID
barriers to learning
for struggling
students
 Potential ongoing
intervention with
OT service
 Offer visual motor
strategies to
support intensive
instructional
interventions for a
struggling learner
 Use of evidencebased resources to
make individual
suggestions
regarding social
skills,
organizational
skills, handwriting,
etc.
Compiled and
abbreviated from AOTA
Practice Advisory and
FAQ documents re RTI,
2008, 2014
student need
Physical Therapists
require an evaluation
before moving to Tier
3.
 Screening of
student
 Testing
 Student contact
APTA – Section on
Pediatrics FAQs on
Response to
Intervention (RTI) for
School-based Physical
Therapists 2011