Focus on 3:1 Model
February 2026
Greetings PedsProVT Community,
This week on the PedsProVT listserv a great discussion on the 3:1 Model for related service providers was brought up. Reflecting on that, it appears school districts statewide continue to follow different models. I wanted to take this opportunity to provide you with further information on the 3:1 Model as used by APTA, AOTA, and ASHA. OT School House reported the 3:1 Model emphasizes a workload approach over a caseload focus (Davies, 2024). An article from ASHA reported that the 3:1 Model offers school-based professionals the chance to provide services directly to students, as well as provide them indirectly on behalf of students. Some districts designate one week out of four for indirect services. Other districts break up indirect service time into shorter blocks throughout the month, but usually the equivalent to of full week. One example included districts designating a block for evaluations, a block for individualized education program (IEP) meetings, a block for team collaboration and committee meetings, and a variety of shorter, weekly blocks for classroom observations, planning/paperwork time, and/or team training.
How do I document this service model in the IEP? The example provided in the ASHA article “Improving Students’ Success with the 3:1 Model” included how one district writes IEPs to reflect the 3:1 Model: “Specially designed instruction (or SLP-related service) will be provided by a speech-language pathologist using the FPSD 3:1 service-delivery model. In the 3:1 service-delivery model, one week per month is an ‘indirect service’ week at which time services could include, but are not limited to: classroom observation, teacher collaboration, program planning, preparation of materials, progress notes, and collaboration with and training of staff who work with the student. Direct services will be provided by the SLP, X minutes per week, three out of four weeks per month.”
PedsProVT will be hosting a Lunch and Learn on March 20, 2026 11:00-11:30 to provide space for related service providers to discuss the three to one model and the benefits or drawbacks of implementing this approach.
I recently met with Emmy Hillard from Vermont Family Network (VFN) and she shared with me an upcoming free event they’re hosting throughout the state. The VFN Leadership Café is a dinner, to help develop connection, and a dose of empowerment. Supper & Support is part of the Leadership Café series designed by and for families of children with disabilities and special health care needs. Over a shared meal, you’ll learn practical tools to navigate systems and communicate with confidence, including:
- The power of your story – how to share your family’s experience in a way that moves people to action
- The MESSAGE framework – a step-by-step approach for conversations with schools, doctors, and agencies
- Connection with other families who truly get it
No expertise is required. Just bring your experience, your appetite, and yourself. Free light dinner provided. We’re coming to a library near you: Rutland (Feb 10), Montpelier (Feb 24), Brattleboro (Mar 3), St. Johnsbury (Mar 24), and White River Junction (Apr 7)
RSVP to Emmy at emmy.hilliard@vtfn.org
Upcoming Trainings:
- ATIA Webinar training, Math Unlocked: Building Conceptual Foundations and Ditching Expiring Rules for Early Learners on March 5th 3:00-4:00pm, price $45.00 offering CEUS
- Vermont Family Network
“Pathways Through Change: Empowering Families at Every Stage” will be held on Tuesday, April 28th between 8:30-3:30 at the UVM Dudley H. Davis Center.
- VOTA Annual Conference April 11th 8:45-3:45 at Capital Plaza Montpelier, VT
- APTA Webinar, The ICF and School-based Practice: Applications for the Student with Severe Disabilities, Fee $100 for Non-Members, $60 for PT/PTA members
References
American Speech-Language-Hearing Association. (n.d.). Implementation guide: A workload analysis approach for establishing speech-language caseload standards in schools. American Speech-Language-Hearing Association. https://www.asha.org/slp/schools/implementation-guide/?srsltid=AfmBOooMrJ26QmOM7AM6eiBQbakF5WjDMik7YwCQvCYHgnvUfA7 7s0DD
APTA Academy of Pediatric Physical Therapy. (2022, December). Navigating School-Based Practice by Leveraging the Law, State Regulations, Practice Acts, and Professional Codes of Ethics. PediatricAPTA.org. https://pediatricapta.org/
Davies, J. (2024, October 31). Understanding and implementing the 3:1 service delivery model in school-based OT. OT Schoolhouse. https://www.otschoolhouse.com/single-post/understanding-and-implementing-the-3-1-service-delivery-model-in-school-based-ot
Ray, PT, PhD, L. (2021, May). Providing Physical Therapy Under the Individuals with Disabilities Education Act (IDEA – Part B): An Overview of School-Based Physical Therapy. https://pediatricapta.org/includes/fact-sheets/pdfs/Fact%20Sheet_ProvidingPTunderIDEAPartB-AnOverview_2021.pdf
Schrader, T. (2019, May). The 3:1 model—one of many workload solutions to improve students’ success: A workload balance model allows school-based professionals the opportunity to provide both direct and indirect services.: The asha leader archive: Vol 24, no 5. https://leader.pubs.asha.org/doi/10.1044/leader.SCM.24052019.36
Speech Room News. (2015, July 26). 3:1 flexible service delivery model. https://thespeechroomnews.com/2015/07/31-flexible-service-delivery-model.html