OTISS, the Oklahoma Tiered Intervention System of Support, is Oklahoma’s intervention model for identifying and addressing academic and behavioral difficulties that interfere with PreK-12 student success.
This model was developed by the 2011 Oklahoma State Personnel Development Grant II (OK SPDG II), a grant to the Oklahoma State Department of Education from the U.S. Department of Education; it continues to be supported by the 2017 State Personnel Development Grant III (SPDG III). OTISS’s primary goal is to improve student academic and behavioral outcomes using tiers of research-based interventions matched to the needs and levels of students.
Critical components of OTISS include: Leadership, Teaming, Professional Development, Universal Screening/Benchmarking, Tiered Interventions, Progress Monitoring, Data-Based Decision Making, and Family Engagement.
The OTISS framework uses the expertise of school professionals and parents in a proactive format that puts students’ needs first and bases decisions on data.
The strength of the data collected in the OTISS process allows for better decision making about which students need continued universal instruction and interventions, and which students may qualify for more intensive instruction or interventions.
SPDG-supported sites receive assistance at different levels of intensity based on the individual site’s current implementation of a tiered intervention system. For more information on support levels and information on how to apply for support, please contact SPDG staff.
A list of frequently asked questions is being generated regarding OTISS. For general information please review the flyer below.
The Independent Futures that Work! project is a joint effort of the Parent Training and Information Centers (PTIs) in Alabama, Arkansas, Louisiana, Mississippi, Oklahoma,
The Independent Futures that Work! project is a joint effort of the Parent Training and Information Centers (PTIs) in Alabama, Arkansas, Louisiana, Mississippi, Oklahoma, and
Are you trying to find a way to get involved in special education decisions and policy making? You have found a good starting point! The