School-Based OT/PT 101 Foundations:
From Caseload Survival to Educationally Relevant Practice
Part 2: IEPs, Goal Writing, Collaboration, and School Team Practice ~ 2 Hours
This course takes a deeper dive into the practical skills school-based Practitioners need to function confidently on educational teams. Participants will examine present levels, educational impact, IEP goal writing, service recommendations, data collection, progress monitoring, and collaborative decision-making. Emphasis is placed on writing participation-focused goals, aligning OT/PT services with classroom routines, collaborating with teachers and related service providers, and communicating the value of OT/PT clearly to administrators and families. Recent research supports stronger Practitioner–teacher collaboration, embedded service models, and collaborative goal development rather than isolated discipline-specific practice.
Learning objectives:
By the end of Part 2, participants will be able to:
1. Describe how OT/PT present levels and IEP goals connect student performance to participation, access, and develop measurable participation-focused IEP goals
2. Explain the purpose of data collection and progress monitoring in school-based practice and recognize methods used to support educational decision-making.
3. List members of the educational team and identify collaboration strategies that support student participation and educational success in the school environment.
To enroll, take the quiz, and earn the certificate, you must purchase the course.
Course Lessons – Click on the first lesson below to get started :
References
1. American Occupational Therapy Association. (2021). Occupational therapy in school settings. American Journal of Occupational Therapy, 75(Suppl. 2), 7512410010. https://doi.org/10.5014/ajot.2021.75S2001
2. American Occupational Therapy Association. (2023). Workload approaches in school-based occupational therapy. https://www.aota.org
3. Cahill, S. M., & Beisbier, S. (2020).Occupational therapy practice guidelines for children and youth ages 5–21 years. American Journal of Occupational Therapy, 74(2), 7402397010. https://doi.org/10.5014/ajot.2020.742001
4. Every Student Succeeds Act, 20 U.S.C. § 6301 (2015).
5. Hintz, L., Maas, M., Bliss, L., & Pizarro, E. (2024).Integrating occupational therapy into a multi-tiered system of supports in schools. Journal of Occupational Therapy, Schools, & Early Intervention. https://doi.org/10.1080/19411243.2024.2315577
6. Fyffe, C. (2025). Embedding occupational therapy services within classroom routines to improve participation. Journal of Occupational Therapy, Schools, & Early Intervention.
7. Jeremy, R. (2025). Collaborative practices in school-based occupational therapy. British Journal of Occupational Therapy.
8. U.S. Department of Education, Office of Special Education Programs. (2017). Multi-tiered system of supports (MTSS) framework. https://www.ed.gov
9. Fyffe, L. (2025). Occupational therapy embedded in early childhood education (OTEEC): Developing a population-focused, place-based approach to early intervention through occupational therapy and early childhood education center partnerships. Journal of Occupational Therapy, Schools, & Early Intervention. Advance online publication. https://doi.org/10.1080/19411243.2024.2442915
10. Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004).
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13. American Occupational Therapy Association. (2023).Workload approaches in school-based occupational therapy. https://www.aota.org
14. Jeremy, R. (2025). Collaborative practices in school-based occupational therapy. British Journal of Occupational Therapy.
15. U.S. Department of Education, Office of Special Education Programs. (2017).
16. Multi-tiered system of supports (MTSS) framework. https://www.ed.gov
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20. Fedewa, A. L., & Erwin, H. E. (2011). Stability balls and classroom behavior.
21. Case-Smith, J., Holland, T., & Bishop, B. (2012). Effectiveness of handwriting interventions for elementary-aged children: A systematic review. American Journal of Occupational Therapy, 66(3), 312–324.
22. Hoy, M. M., Egan, M. Y., & Feder, K. P. (2011). A systematic review of interventions to improve handwriting. Canadian Journal of Occupational Therapy, 78(1), 13–25.
23. Rintala, P., Chiarello, L. A., Palisano, R. J., & Effgen, S. K. (2021). School-based pediatric physical therapists: A national survey of roles, services, and perceptions.
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24. American Physical Therapy Association Academy of Pediatric Physical Therapy. (2020). Physical therapists’ role in school-based practice. Pediatric Physical Therapy, 32(3), 243–250. https://doi.org/10.1097/PEP.0000000000000721
25. Effgen, S. K., Chiarello, L. A., Milbourne, S. A., & McEwen, I. R. (2022). School-based physical therapy services: Supporting participation and educational access for children with disabilities. Physical & Occupational Therapy in Pediatrics, 42(5), 503–517. https://doi.org/10.1080/01942638.2021.1969890
26. McEwen, I. R., & Shelden, M. L. (2021). Participation-focused school-based physical therapy for students with disabilities. Pediatric Physical Therapy, 33(4), 210–217. https://doi.org/10.1097/PEP.0000000000000814
27. Kaminker, M. K., Chiarello, L. A., O’Neil, M. E., & Palisano, R. J. (2023). Collaborative school-based physical therapy practices supporting student participation. Journal of Pediatric Rehabilitation Medicine, 16(2), 267–278. https://doi.org/10.3233/PRM-220017
28. An, M., Palisano, R. J., & Chiarello, L. A. (2020). Family and school collaboration in school-based physical therapy services. Disability and Rehabilitation, 42(24),
3497–3505. https://doi.org/10.1080/09638288.2019.1597186
29. Murphy, N. A., Carbone, P. S., & Council on Children With Disabilities. (2021). Promoting participation of children with disabilities in school-based environments. Pediatrics, 147(2), e2020049438. https://doi.org/10.1542/peds.2020-04943830. Pierce, S. R., Spence, A. L., Sakemiller, L. M., & Roberts, J. E. (2021). Transition readiness and school participation services for adolescents with disabilities. Journal of Occupational Therapy, Schools, & Early Intervention, 14(4), 447–462. https://doi.org/10.1080/19411243.2021.1909092
31. Chiarello, L. A., Effgen, S. K., & Palisano, R. J. (2024). School-based physical therapy and participation-focused intervention planning. Pediatric Physical Therapy, 36(1), 15–24. https://doi.org/10.1097/PEP.0000000000001042
32. Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004).American Physical Therapy Association. (2020). Guide to physical therapist practice in educational settings. American Physical Therapy Association.
33. American Physical Therapy Association Academy of Pediatric Physical Therapy. (2020). Physical therapists’ role in school-based practice. Pediatric Physical Therapy, 32(3), 243–250. https://doi.org/10.1097/PEP.0000000000000721
34. Effgen, S. K., Chiarello, L. A., Milbourne, S. A., & McEwen, I. R. (2022). School-based physical therapy services: Supporting participation and educational access for children with disabilities. Physical & Occupational Therapy in Pediatrics, 42(5), 503–517. https://doi.org/10.1080/01942638.2021.1969890
35. McEwen, I. R., & Shelden, M. L. (2021). Participation-focused school-based physical therapy for students with disabilities. Pediatric Physical Therapy, 33(4), 210–217. https://doi.org/10.1097/PEP.0000000000000814
36. Kaminker, M. K., Chiarello, L. A., O’Neil, M. E., & Palisano, R. J. (2023). Collaborative school-based physical therapy practices supporting student participation. Journal of Pediatric Rehabilitation Medicine, 16(2), 267–278. https://doi.org/10.3233/PRM-220017
37. An, M., Palisano, R. J., & Chiarello, L. A. (2020). Family and school collaboration in school-based physical therapy services. Disability and Rehabilitation, 42(24),
3497–3505. https://doi.org/10.1080/09638288.2019.1597186
38. Murphy, N. A., Carbone, P. S., & Council on Children With Disabilities. (2021). Promoting participation of children with disabilities in school-based environments. Pediatrics, 147(2), e2020049438. https://doi.org/10.1542/peds.2020-049438
39. Pierce, S. R., Spence, A. L., Sakemiller, L. M., & Roberts, J. E. (2021). Transition readiness and school participation services for adolescents with disabilities. Journal of Occupational Therapy, Schools, & Early Intervention, 14(4), 447–462. https://doi.org/10.1080/19411243.2021.1909092
40. Chiarello, L. A., Effgen, S. K., & Palisano, R. J. (2024). School-based physical therapy and participation-focused intervention planning. Pediatric Physical Therapy, 36(1), 15–24. https://doi.org/10.1097/PEP.0000000000001042
41. Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004).American Physical Therapy Association. (2020). Guide to physical therapist practice in educational settings. American Physical Therapy Association.
42. Effgen, S. K., & McEwen, I. R. (2021). School-based physical therapy: Supporting participation and educational access. Journal of Pediatric Physical Therapy, 33(4), 211–218.43. Kaminker, M. K., Effgen, S. K., & School-Based Physical Therapy Special Interest Group. (2022). Collaborative practices in school-based physical therapy. Journal of Pediatric Physical Therapy, 34(2), 85–92.
44. Academy of Pediatric Physical Therapy. (2023). School-based physical therapy: Best practice resources. American Physical Therapy Association.
45. Academy of Pediatric Physical Therapy. (2024). School-based physical therapy practice guidance and fact sheets. American Physical Therapy Association.