South East Education Cooperative -

Occupational therapists (OTs) and physical therapists (PTs) are related services personnel (IDEA, 2004) and are considered Specialized Support Personnel (ESSA, 2015). They are important members of the school culture and community who provide support to students and staff based on their knowledge of human development, disability, and disease processes. They are trained in evidence-based interventions, High Leverage Practices (McLeskey et al., 2019), accommodations, and modifications to promote participation in the least restrictive environment. OTs and PTs are a critical resource for supporting all students when educationally relevant and necessary for a free and appropriate public education, but what does this really mean and how do these services relate? We will explore foundational knowledge of public policy and reflect on belief systems to align special education and related services. Then we will examine how assessment is an anchor to establishing the educational need for OT and PT as related services. As part of this process, it is essential to look through a strengths-based lens in the context of academic standards and functional skills necessary to participate in school. This session will outline IDEA requirements for evaluation and core components of the International Classification of Function (WHO, 2007) to construct a strengths-based approach. Learning Objectives: • Understand the purpose of related services under IDEA • Identify key concepts in public policy that impact school-based practice • Understand IDEA regulations regarding assessment and evaluation • Apply the International Classification of Function to the evaluation approach

Collaboration is an evidence-based and High Leverage Practice (McLeskey et al., 2019) and essential to ensuring student’s needs are met. As part of developing an IEP, team members must determine the student’s critical needs and develop goals based on those identified needs. Writing goals collaboratively, is a way IEP teams can leverage their collective expertise and value of OT and PT to support a student’s needs in the school setting (Arner et al., 2022). In this session, we will explore collaborative goal writing and apply concepts to anchor learning. Learning Objectives: • Understand purpose of goals in school-based practice • Identify parts of a goal • Discuss the importance of linking findings to potential collaborative goals • Apply collaborative goal writing practices to co-construct a goal

IDEA allows for flexibilities with providing services to students in order to address goals and meet their needs. In this session, we will review service delivery models and ways services can be reflected on IEP paperwork. We will review case scenarios to tie together assessment, goal writing, and service delivery. Learning Objectives: • Describe the service delivery models in IDEA • Understand least restrictive environment as a mandate • Identify how services can be reflected on an IEP

This session will cover new guidance and resources from the Office of Special Education Programs (OSEP), the Office for Civil Rights (OCR) and the North Dakota Department of Public Instruction (NDDPI). Differences between Section 504 and the Individuals with Disabilities Education Act (IDEA) will be covered. Updates to state education standards will be shared, in addition to a review of some state and federal guidance documents. Learning Objectives: • Describe differences between IDEA and Section 504 • Find school discipline and behavior policies and resources • Describe and consider some practice changes around sensory rooms and supports based on findings from the Office for Civil Rights • Locate and describe changes to the state’s Physical Education standards • Ask questions and receive clarification on any additional questions on these topics

Cognitive Orientation to daily Occupational Performance, or CO-OP, is a therapeutic approach that enables individuals with performance difficulties to succeed in meaningful everyday activities. CO-OP engages the individual at the meta-cognitive level to solve performance problems using the Goal-Plan-Do-Check framework. Originally developed for children with Developmental Coordination Disorder (DCD), CO-OP has demonstrated efficacy in children and adults with a variety of diagnoses, such as, autism, ADHD, CP, TBI, stroke, Parkinson’s disease, and more. This introductory course will cover the 7 key features of CO-OP for meeting client goals and enabling success. Case studies and videos will be used to demonstrate the implementation of these different CO-OP features. This evidence-based approach will empower your clients to succeed and strategies learned can be applied immediately. Objectives At the completion of the course, you are expected to: 1) List 3 key features of the CO-OP approach and how they benefit motor skill acquisition 2) Select 3 diagnoses that can benefit from use of the CO-OP approach 3) Identify 3 CO-OP strategies that can be used to address motor difficulties experienced when participating in school activities

Handwriting is a primary childhood occupation that many children struggle with. While many therapeutic interventions are available, it can still be difficult to generalize skills learned in therapy to use in daily written work. This course will review common diagnoses of clients with handwriting problems and will discuss the latest evidence on effective handwriting interventions. Tangible strategies for implementation in the classroom and in therapy sessions will be provided using case studies and video examples. Objectives 1. Identify 2 barriers that can cause functional handwriting problems for children 2. Determine 3 evidence-based features of effective handwriting intervention 3. Apply 3 strategies to facilitate improved handwriting on a given case study

This course will discuss the prevalent but under-diagnosed condition of Developmental Coordination Disorder (DCD). This course will outline how children with probable DCD can be identified using the DSM-5 criteria and a variety of screening and assessment tools. Current evidence on effective, task-based interventions will be explored and applied to case studies to derive strategies that can be applied in the classroom or therapy sessions. Objectives 1. Identify 2 common signs and symptoms of children with possible Developmental Coordination Disorder 2. Determine 2 recommended screening and assessment tools for children with possible DCD 3. Select 2 evidence-based interventions that can be used to promote skill acquisition in children with DCD

This session will cover a beginner level understanding of ND School-Based Medicaid billing. Participants will come away with knowledge on what services they are able to bill to Medicaid and additional ways to help support students. Additionally, participants will leave with resources to help continue to stay updated on ND Medicaid guidelines and best practices. Learning Objectives: • Understand ND School-Based Medicaid at a beginner level to support in their practice/work. • Describe what services they are able to bill to Medicaid. • Find Medicaid Provider Manuals for their specific service type. • Describe and consider some additional ways to help support students through Medicaid resources.