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Email: ndseec.info@k12.nd.us

3170 43rd St. S. #103
Fargo, ND 58104

Phone: 701.997.2210

Fax: 701.404.5366

2024 ND School-Based OT & PT Conference

September 12-13, 2024

Holiday Inn, Fargo



Conference Schedule



Courses

Relating Related Services: Building the Foundation through Background Knowledge and Assessment (1.5 hours)

Amy Goddard, Ed.D., OTR/L, CBIS, ATP and Charity Avery, MCD, CCC-SLP

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

Relating Related Services: Establishing Connections through Collaborative Goal Writing (1.5 hours)

Amy Goddard, Ed.D., OTR/L, CBIS, ATP and Charity Avery, MCD, CCC-SLP

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

Relating Related Services: Making it Happen through Service Delivery (1.5 hours)

Amy Goddard, Ed.D., OTR/L, CBIS, ATP and Charity Avery, MCD, CCC-SLP

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

Because They Said So...Updates from the Office of Special Education Programs, Office for Civil Rights, and North Dakota Department of Public Instruction (1.5 hours)

Michelle Woodcock

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

Introduction to The CO-OP Approach; the Cognitive Orientation to daily Occupational Performance approach for improving functional motor skills in children (3 hours)

Patti Sharp, OTD, MS, OTR/L, BCP and Erin Iverson, PT, DPT, PCS

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

Effective Interventions for Handwriting Intervention (1.5 hours)

Patti Sharp, OTD, MS, OTR/L, BCP

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

Developmental Coordination Disorder (DCD); Strategies for Identification and Management (1.5 hours)

Erin Iverson, PT, DPT, PCS

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


ND School-Based Medicaid Billing (1.5 hours)

Brooke Tayer, COTA/L

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.

Meet Our Vendors

Thursday

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Friday

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Thursday & Friday









Speakers Bios

Amy Goddard, Ed.D., OTR/L, CBIS, ATP is the Related Service Coordinator and Brain Injury Specialist for the Arkansas DESE Office of Special Education. In partnership with others, Amy leads state level technical assistance projects to align special education and related services for improved student outcomes. Amy’s background includes working with students with extensive support needs in schools and post-acute rehabilitation. Some of her research interests include inclusive education, systems change, and assistive technology. Amy and her husband live on a small farm. She enjoys spending time with her family, riding horses, running, and doing anything outdoors.


Charity Avery, MCD, CCC-SLP serves as one of the Related Service Coordinators for the Arkansas DESE Office of Special Education. Collaborating with various stakeholders, Charity provides statewide technical assistance focused on integrating special education and related services to enhance student outcomes. Charity has previously worked in schools, a pediatric hospital, outpatient settings, and higher education. Charity and her husband have four children. She loves to travel, cooking, and all things AAC.


Michelle Woodcock has worked as a Special Education Coordinator in the Office of Specially Designed Services at the NDDPI for 6 years. She holds the portfolios of Emotional Disturbance, Behavioral Health, School Discipline, Graduation, Dropout, and Related Services. Prior to NDDPI, she worked as a Special Education Teacher primarily working with students with social-emotional-behavioral disabilities.


Patti Sharp, OTD, MS, OTR/L, BCP is an occupational therapist with over 20 years of pediatric experience who works in outpatient at Cincinnati Children’s. She received her Master’s in occupational therapy from Washington University in St. Louis in 2001, her Doctorate from Rocky Mountain University of Health Professions in 2012, and became a board-certified clinical specialist in Pediatric OT in 2018. Patti has co-lead the Developmental Coordination Disorder Translating Research And Clinical Knowledge Team, otherwise known as the DCD TRACK Team at Cincinnati Children’s. In 2018, she was certified as a Cognitive Orientation to daily Occupational Performance (CO-OP) therapist and is one of the few Certified CO-OP Instructors in the United States.


Erin Iverson PT, DPT, PCS is a developmental pediatric physical therapist at Cincinnati Children’s Hospital Medical Center (CCHMC). She earned her DPT from Ohio University in 2010 and became a Board-Certified Clinical Specialist in Pediatric Physical Therapy in 2015. Erin has a strong interest in promoting understanding of Developmental Coordination Disorder (DCD) and is an author of the APTA’s Clinical Practice Guideline for DCD and DCD Fact Sheet. Erin has co-lead the Developmental Coordination Disorder Translating Research And Clinical Knowledge Team, otherwise known as the DCD TRACK Team at Cincinnati Children’s. In 2018, she was certified as a Cognitive Orientation to daily Occupational Performance (CO-OP) therapist and is one of the few Certified CO-OP Instructors in the United States.



Brooke Tayer, COTA/L has worked as a Medicaid Specialist for the South East Education Cooperative’s School-Based Medicaid Consortium for 5 years. She works with 16 SPED Units and growing on getting SPED units set-up to bill Medicaid with ongoing support. The School-Based Medicaid Consortium uses Relay's Medicaid claiming software to effectively and efficiently record, submit and review claims for reimbursement, advocates for school-based Medicaid at the state level, and provides training, technical assistance, resources and tools to create an effective program within the unit to ensure all members are maximizing their Medicaid Reimbursements. Prior to being a full-time Medicaid Specialist, Brooke practiced Occupational Therapy as a COTA/L.