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At my school, we do not have protocol for referral.  The speech therapist, teacher or special ed teacher usually refers for OT.  We do have paraprofessionals that pull and do interventions with mainly kindergarten students with difficulty with handwriting.  Teachers will sometimes ask for suggestions from me to help students before they refer or the ones that do not receive any other services.

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Encountering many children that struggle with aspects of handwriting, however their grade no longer targets this as part of the curriculum? Do other districts have a protocol for implementing an RTI groups for handwriting.

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Encountering many children that struggle with aspects of handwriting, however their grade no longer targets this as part of the curriculum? Do other districts have a protocol for implementing an RTI groups for handwriting.

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Any input about the (OT) referral protocol that other districts use? There is not a clearly defined protocol/ process here for how students (that are: 100% gen ed, currently on a 504 with accommodations, incoming Kindergartners who were previously reeving OT in another setting, and students that currently have an IEP) are referred to OT from gen ed teachers, parents, and other service providers. I am looking for a consistent method/ protocol to present to the district to help with communication and consistency regarding the referral process. I would welcome any models, documents, resources, and/ or thoughts! 

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Any input about the (OT) referral protocol that other districts use? There is not a clearly defined protocol/ process here for how students (that are: 100% gen ed, currently on a 504 with accommodations, incoming Kindergartners who were previously reeving OT in another setting, and students that currently have an IEP) are referred to OT from gen ed teachers, parents, and other service providers. I am looking for a consistent method/ protocol to present to the district to help with communication and consistency regarding the referral process. I would welcome any models, documents, resources, and/ or thoughts! 

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Therapists question? How do we advocate for students to receive the cognitive behavioral therapies that they need either instead or in conjunction with sensory interventions/modifications. So often we are sought out for sensory mods, but the behaviors are left to the teacher to intervene, but many of our teachers are not trained or specialized in complex behaviors. Along with that, our district behavior interventionists and counselors will not accept students with Autism. Why is that? Everything I have read notes that behavioral intervention in conjunction with sensory intervention/modifications is the most appropriate plan, yet our students are being denied intensive behavior interventions simply because of their autistic diagnosis. I realize not all autistic students need intensive behavior interventions, yet when the student is consistently physically aggressive to him/herself, peers or adults, why would they not be served to the same extent a student without autism would be served?  

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Therapists question? How do we advocate for students to receive the cognitive behavioral therapies that they need either instead or in conjunction with sensory interventions/modifications. So often we are sought out for sensory mods, but the behaviors are left to the teacher to intervene, but many of our teachers are not trained or specialized in complex behaviors. Along with that, our district behavior interventionists and counselors will not accept students with Autism. Why is that? Everything I have read notes that behavioral intervention in conjunction with sensory intervention/modifications is the most appropriate plan, yet our students are being denied intensive behavior interventions simply because of their autistic diagnosis. I realize not all autistic students need intensive behavior interventions, yet when the student is consistently physically aggressive to him/herself, peers or adults, why would they not be served to the same extent a student without autism would be served?  

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From Understood.org regarding Universal Design

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From Understood.org regarding Universal Design

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UDL Examples_ Universal Design for Learning in the Classroom

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Universal Design as a means to facilitate the transition from Medical to Education.

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Universal Design as a means to facilitate the transition from Medical to Education.

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I LOVE this resource. It is very simple and easy to understand.

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_Educational vs. Clinical Models of Service Delivery

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I use the BOT-2, DTVP-3, TVPS-4, ETCH-M, HWT Screener, Sensory Profile 2 School Companion, Sensory Processing Measure, observation of primitive reflexes.

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The concept of education vs medical model of practice is always a topic of discussion. Please provide any comments, assistance, handouts, websites, information you might have to share to help with this debate. 

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The concept of education vs medical model of practice is always a topic of discussion. Please provide any comments, assistance, handouts, websites, information you might have to share to help with this debate. 

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More information on roles of school based OT at
https://www.aota.org/~/media/Corporate/Files/AboutOT/Professionals/WhatIsOT/CY/Tips-for-Educators-Successful-Participation-School-Strategies-for-All-Students.pdf

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I'm heavy on VMI, DTVP-3, BOT-2, EASY, and the Sensory Processing Measure. 

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I'm heavy on VMI, DTVP-3, BOT-2, EASY, and the Sensory Processing Measure. 

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I use the BOT-2, VMI, DVPT-3, and ETCH the most often. I also use the Sensory Profile and Sensory Profile School Companion

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I use the BOT-2, VMI, DVPT-3, and ETCH the most often. I also use the Sensory Profile and Sensory Profile School Companion

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We use the ETCH, DTVP-3, MVPT-4, VMI and subtest, BOT-2, Sensory Profile, and Sensory Profile School Companion

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I use mainly the DTVP-3, DTVP-A, MVPT-3, VMI 6th edition in the LRSD, SFA, School Companion, however would like something as stated earlier that addresses executive functioning.  I would appreciate any ideas about organization for Middle School students, particularly with lower income students who have such difficulty with maintaining supplies.

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I use mainly the DTVP-3, DTVP-A, MVPT-3, VMI 6th edition in the LRSD, SFA, School Companion, however would like something as stated earlier that addresses executive functioning.  I would appreciate any ideas about organization for Middle School students, particularly with lower income students who have such difficulty with maintaining supplies.

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A major part of what we do as OT's is perform assessments. Please share the most commonly used assessment/s you use in schools. Do you have a specific assessment that you love to assess student's abilities in school experiences? 

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A major part of what we do as OT's is perform assessments. Please share the most commonly used assessment/s you use in schools. Do you have a specific assessment that you love to assess student's abilities in school experiences? 

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I am proud of my school district because I get to work with people who are doing the best to maximize student success.  I appreciate that occupational therapy's role in this is recognized and sought ou

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I am proud of my school district because I get to work with people who are doing the best to maximize student success.  I appreciate that occupational therapy's role in this is recognized and sought ou

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I'm proud to be part of my school district because each school values occupational therapy and includes occupational therapy in all aspects of team building.  

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I'm proud to be part of my school district because each school values occupational therapy and includes occupational therapy in all aspects of team building.  

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I want this to be an open sharing board so we can learn from one another so to get started, please respond to: "I"m proud to be part of my school district because......"!

Feel free to upload any needed information & I'm excited to hear from everyone!