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Occupational Therapy Practitioners possess strongholds of sensory processing and underlying neurological processes, They understand constructs from contemporary neuroscience, illuminating the essential role of the vestibular system for neural networking that supports learning and communication. Learners of this course will receive theoretical foundations as well as evidence from contemporary neuroscience so that they will expand their understanding of how the interventions support the mechanism of change - neuroplasticity, which results from the vestibular activation in an otherwise underperforming vestibular system. < Back Vestibular Interventions that Support Learning Outcomes Presented by: Connie Wall,OTD Watch on-demand and earn AOTA-Approved CEUs Join OTS Collab & Earn CEUs Learn more about OTS Collab Course Description Occupational Therapy Practitioners possess strongholds of sensory processing and underlying neurological processes, They understand constructs from contemporary neuroscience, illuminating the essential role of the vestibular system for neural networking that supports learning and communication. Learners of this course will receive theoretical foundations as well as evidence from contemporary neuroscience so that they will expand their understanding of how the interventions support the mechanism of change - neuroplasticity, which results from the vestibular activation in an otherwise underperforming vestibular system. Learning Objectives 1. Learners will identify 2-3 indicators of delayed Vestibular maturation within primary school aged children. 2. Learners will recognize how vestibular activation mediates attention, memory, learning, and communication. 3. Learners will discover and identify 2-3 ways to activate vestibular functioning universally within the classroom or within the clinic setting. 4. Learners will recognize and articulate 2-3 expectations for vestibulOTherapy outcomes for children who have under-registration and delayed maturation of this sensory system. Contact Hours This course is 1 hour in length. (0.1 AOTA CEUs) OTSchoolhouse.com is an AOTA Approved Provider of professional development, #0252. National Board for Certification in Occupational Therapy As an AOTA-Approved provider of professional development, OTSchoolhouse.com courses are accepted by NBCOT® at a rate of 1.25 NBCOT PDUs per each hour of course content. NBCOT® is a registered trademark of The National Board for Certification in Occupational Therapy, Inc. Register for this course and future courses inside the OT Schoolhouse Collaborative for as little as $120 Register Now Learn More about OTS Collab Agenda 0-5 minutes Introduction 5-15 minutes Defining the Problem 15-25 minutes Overview of Supporting Theories and Evidence 25-40 minutes VestibulOTherapy Assessment / Screening tool 40-50 minutes The Intervention Mechanism of Change 50-55 minutes Research Outcomes 55-60 minutes Questions and Answers Your Instructor Connie Wall,OTD Throughout her doctoral research and tenure as a school occupational therapist and Adjunct Professor, Connie has developed expertise in a wide variety of clinical interventions, using an investigative approach to determine the most effective interventions for helping each individual child. Her clinical expertise, research, and publications have developed her leadership with vestibular interventions in pediatric - occupational therapy. Connie is keenly interested in the impact of vestibular therapies in relation to children’s occupational performance. As a seasoned pediatric OT with over 25 years of clinical experience, specialty certification in Ayres Sensory Integration, and OT doctorate, friends and colleagues look to her for professional expertise and positive leadership. Her mission is to help children and their supporting adults understand and integrate vestibular supports into their daily routine to empower children to reach beyond their potential and soar. She is hopeful the constructs of her educational offerings will be transformative to the classroom and pediatric OT programming to promote children's achievement in social and academic occupations. Registration To access this course and others, become a member of the OT Schoolhouse Collaborative . OTS Collab is an online community dedicated to providing school-based OT practitioners with highly valuable professional development and interactive support to implement learned strategies. In OTS Collab, we learn together, support and encourage one another, and celebrate our achievements as a collective whole. Click here to learn more about the OT Schoolhouse Collaborative and register in our dedicated community of school-based OT practitioners. Instructional Methods A combination of speaker presentation with a slide deck and Q+A with the presenter Target Audience & Educational Level This is an introductory level course intended for occupational therapy practitioners working in school systems or with a goal to better understand occupational therapy in school systems Course Completion Requirements To receive a certificate for this course, you must watch the recorded course in its entirety. Then, you will need to take a learning assessment test and earn a score 75% or higher. If you pass, a certificate will be automatically generated and sent to your email. Special Needs Requests This course will include closed captioning and a transcript may be available upon request. You may also rewatch the course or sections of the course as needed. Additional accommodations may be requested by reaching out to us via email. Financial & Non-financial Disclosures Speaker Disclosure Connie offers resources and consultation through her website vestibulotherapy.org . Sponsor Disclosure The OTS Collaborative Community is a product of the OT Schoolhouse. Content Disclosure This learning event does not focus exclusively on any specific product or service. Schoolhouse Education, LLC is proud to be an AOTA Approved Provider of Professional Development AOTA-Approval for this Professional Development Opportunity is in progress. Stay Tuned! Join OTS Collaborative Terms and Conditions Schoolhouse Education, LLC will keep a record of your completed CE courses. When applicable, transcript services may include reporting to professional associations and/or state licensure boards. While Schoolhouse Education, LLC will make all reasonable efforts to offer CE credit for its courses, it is not responsible for state or national, or regulatory current policies or changes in CE requirements that may make courses ineligible for CE credits. Participant Agreement By registering for or attending any event or activity associated with the Schoolhouse Education, LLC and OT Schoolhouse, I agree to the following: Professional Development/Information Disclaimer The material presented in this course is not intended to represent the only or the best methods appropriate for the occupational therapy and/or medical condition or professional development issues being discussed but rather is intended to present the opinions of the presenters, which may be helpful to other health care professionals at arriving at their own conclusions and consequent application. Attendees participating in this professional development education program do so with full knowledge that they waive any claim they may have against the A-Z School-Based OT Course, Schoolhouse Education, LLC, and OT School House and its staff or representatives for reliance on any information presented during these educational activities. Waiver of Liability Agreement I release Schoolhouse Education, LLC, OT Schoolhouse, and its staff, presenters, and any other individuals or entities associated with this course from any and all liability connected with my participation, as well as from any liability related to changes to the schedule, events or activities. I acknowledge and agree that I am participating on my own choice and assume all risk in connection thereof and that in the event that a need for emergency medical service arises, I authorize and consent to such services being provided at my own expense. Cancelation & Refund Policy In the event that Schoolhouse Education, LLC must cancel the event for any reason, participants will be offered a credit toward the rescheduled event. OT Schoolhouse Collaborative subscribers may cancel their subscription at any time.

As we continue to decrease children’s time and space to move and play outdoors, we are seeing a simultaneous rise in the number of children that are presenting with sensory and motor deficits. At the same time, classroom teachers are observing more and more children having trouble with attention, falling out of their seats in school, increased clumsiness, and even aggressiveness with games like tag on the playground. So, how can we reverse this alarming trend of sensory and motor issues in children? How can we ensure that children are fully engaging their body, mind, and all of their senses? Using the same philosophy that lies at the heart of her popular TimberNook program—that nature is the ultimate sensory experience, and that psychological and physical health improves for children when they spend time outside on a regular basis—Angela Hanscom offers several strategies to help children thrive in outdoor environments using a therapeutic approach to nature play. < Back The Decline of Outdoor Play - And the Rise in Sensory Issues Presented by: Angela Hanscom, MOTR/L Attend live on January 22, 2025 or watch on demand the next day Join OTS Collab & Earn CEUs Learn more about OTS Collab Course Description As we continue to decrease children’s time and space to move and play outdoors, we are seeing a simultaneous rise in the number of children that are presenting with sensory and motor deficits. At the same time, classroom teachers are observing more and more children having trouble with attention, falling out of their seats in school, increased clumsiness, and even aggressiveness with games like tag on the playground. So, how can we reverse this alarming trend of sensory and motor issues in children? How can we ensure that children are fully engaging their body, mind, and all of their senses? Using the same philosophy that lies at the heart of her popular TimberNook program—that nature is the ultimate sensory experience, and that psychological and physical health improves for children when they spend time outside on a regular basis—Angela Hanscom offers several strategies to help children thrive in outdoor environments using a therapeutic approach to nature play. Learning Objectives 1. Learners will identify at least three changes in child development due to decreased outdoor play. 2. Learners will identify the underlying reasons why children increasingly present with sensory, motor, and social issues, as well as a decline in creativity and imaginative play abilities. 3. Learners will identify at least three strategies to promote healthy sensory and motor development, creativity, and independence through outdoor play in various environmental settings. Contact Hours This course is 1.5 hour in length. (0.15 AOTA CEUs) OTSchoolhouse.com is an AOTA Approved Provider of professional development, #0252. National Board for Certification in Occupational Therapy As an AOTA-Approved provider of professional development, OTSchoolhouse.com courses are accepted by NBCOT® at a rate of 1.25 NBCOT PDUs per each hour of course content. NBCOT® is a registered trademark of The National Board for Certification in Occupational Therapy, Inc. Register for this course and future courses inside the OT Schoolhouse Collaborative for as little as $120 Register Now Learn More about OTS Collab Agenda 0-5 minutes Introduction 5-15 minutes Understanding the history of TimberNook 15-30 minutes Impact of Reduced Outdoor Play 30-45 minutes Therapeutic Benefits of Outdoor Play 45-60 minutes Importance of Outdoor Play 60-75 minutes Strategies for High-Quality Play Opportunities 75-85 minutes Additional Strategies 85-90 minutes Questions and Answers Your Instructor Angela Hanscom, MOTR/L Angela J. Hanscom, MOTR/L is a pediatric occupational therapist and founder of TimberNook—an award-winning developmental and nature-based program that has gained international popularity. She is the author of Balanced and Barefoot: How Unrestricted Outdoor Play Makes for Strong, Confident, and Capable Children. Hanscom is also a frequent contributor to The Washington Post and in 2019 won the Small Business of the Year Award for the State of New Hampshire. Registration To access this course and others, become a member of the OT Schoolhouse Collaborative . OTS Collab is an online community dedicated to providing school-based OT practitioners with highly valuable professional development and interactive support to implement learned strategies. In OTS Collab, we learn together, support and encourage one another, and celebrate our achievements as a collective whole. Click here to learn more about the OT Schoolhouse Collaborative and register in our dedicated community of school-based OT practitioners. Instructional Methods A combination of speaker presentation with a slide deck and both synchronous & asynchronous Q+A with the presenter. Target Audience & Educational Level This is an introductory level course intended for occupational therapy practitioners working in school systems or with a goal to better understand occupational therapy in school systems. Course Completion Requirements To receive a certificate for this course, you must watch the recorded course in its entirety. Then, you will need to take a learning assessment test and earn a score 75% or higher. If you pass, a certificate will be automatically generated and sent to your email. Special Needs Requests This course will include closed captioning and a transcript may be available upon request. You may also rewatch the course or sections of the course as needed. Additional accommodations may be requested by reaching out to us via email. Financial & Non-financial Disclosures Speaker Disclosure Angela earn an income via being an author, presenter, and through TimberNook programming Sponsor Disclosure The OTS Collaborative Community is a product of the OT Schoolhouse. Content Disclosure This learning event does not focus exclusively on any specific product or service. Schoolhouse Education, LLC is proud to be an AOTA Approved Provider of Professional Development AOTA-Approval for this Professional Development Opportunity is in progress. Stay Tuned! Join OTS Collaborative Terms and Conditions Schoolhouse Education, LLC will keep a record of your completed CE courses. When applicable, transcript services may include reporting to professional associations and/or state licensure boards. While Schoolhouse Education, LLC will make all reasonable efforts to offer CE credit for its courses, it is not responsible for state or national, or regulatory current policies or changes in CE requirements that may make courses ineligible for CE credits. Participant Agreement By registering for or attending any event or activity associated with the Schoolhouse Education, LLC and OT Schoolhouse, I agree to the following: Professional Development/Information Disclaimer The material presented in this course is not intended to represent the only or the best methods appropriate for the occupational therapy and/or medical condition or professional development issues being discussed but rather is intended to present the opinions of the presenters, which may be helpful to other health care professionals at arriving at their own conclusions and consequent application. Attendees participating in this professional development education program do so with full knowledge that they waive any claim they may have against the A-Z School-Based OT Course, Schoolhouse Education, LLC, and OT School House and its staff or representatives for reliance on any information presented during these educational activities. Waiver of Liability Agreement I release Schoolhouse Education, LLC, OT Schoolhouse, and its staff, presenters, and any other individuals or entities associated with this course from any and all liability connected with my participation, as well as from any liability related to changes to the schedule, events or activities. I acknowledge and agree that I am participating on my own choice and assume all risk in connection thereof and that in the event that a need for emergency medical service arises, I authorize and consent to such services being provided at my own expense. Cancelation & Refund Policy In the event that Schoolhouse Education, LLC must cancel the event for any reason, participants will be offered a credit toward the rescheduled event. OT Schoolhouse Collaborative subscribers may cancel their subscription at any time.

Earn Professional Development by listening to the OT School House Podcast and taking a short quiz to demonstrate your understanding of the subject matter. OT Schoolhouse Podcast Professional Development Earn continuing education by listening to The OT Schoolhouse Podcast! First, select and listen to an episode Then, purchase and pass the quiz Receive your certificate of completion Start by listening to & purchasing the corresponding episode opportunity Frameworks in school-based OT Play on the Go Approach - CE course School-based Occupational Teletherapy Podcast Course Episode 49: Homeschooling Episode 38: Creating a Referral Process & SBOT Manual Ep. 37: Preventing & Overcoming Burnout Ep. 35: Occupational Therapy & Trauma-Informed Care in Schools Episode 28: Preventing, Defending, & Conducting IEEs Episode 11: How To Be An Evidence-Based OT In Public Schools Podcast or "Podclass" If you already listened to the podcast episodes, you can now get a certificate of completion for your professional development needs in as little as 5 minutes! The OT Schoolhouse Podcast is 100% free to listen to and you pay only IF you need the professional development units associated with the course. Don't need the PDU's? Then feel free to listen for free. The professional development opportunity will still be here if and when you need those extra NBCOT units. To earn professional development for your NBCOT renewal via the OT Schoolhouse Podcast, simply listen to the episode, order the professional development opportunity you wish to complete, and take a short quiz demonstrating you understood the content from the episode. The quizzes are 10 questions long and when you pass, we will send you your certificate of completion. Simple as that! No expensive fees! No traveling! And no nights away from your family (and students) in a hotel. Testimonials "I absolutely love this podcast and that I am able to earn PD/CEUs by doing what I already do all the time..... listen to podcasts!!" -Laura Wills, OTR/L " I found your podcast today and was so happy to find it! I love podcasts and listen to many different podcasts on my 50 min commute to work. I've been thinking for a while about wanting to learn about my job on my drive, but other OT podcasts I've tried were not great. I'm really impressed with your podcast! It's informative, yet not boring. I've been an OT for 4 1/2 years and worked at my job- an ABA private school for 4 years in July. (I also used to work PRN at a community hospital.) A lot of the content of your podcast is exactly what I want/need! Thank you for making your podcast!" -Sarah Szymanski Horn, OTR/L Frequently Asked Questions Is the OT Schoolhouse Podcast an AOTA approved provider of continuing education? We are an AOTA approved provider of continuing education, but the Podcast Professional Development Courses have not been individually approved. This is in the works, however. Will NBCOT accept these units to meet my recertification needs? Yes! You can read for yourself the NBCOT guidelines for what constitutes a qualified professional development course using the link below. Click here to see what counts toward NBCOT renewal (See # 14, The OT Schoolhouse constitutes as a "Third-party entity") Will my state licensure board accept this as professional development? This depends on your state. While NBCOT guidelines are clear that they will accept this form of professional development, every state has its own set of guidelines. We are an AOTA approved provider of continuing education, but the Podcast Professional Development Courses have not been individually approved. Click here to see what counts toward NBCOT renewal (See # 14) Click here to see what your state's OT board requires Are podcasts as effective as attending a course? Short Answer: Yes Recent statistics have shown that nearly than 50% of the US population is now listening to podcasts. And we know from our podcast stats that over 3000 OTs, COTAs, Teachers, and other professionals are looking to enhance their abilities to help students by listening to each episode of the OTSH podcast. From our surveys, a majority of our customers say that our professional development podcast courses are as effective as live courses. Everyone learns slightly different, but when you enjoy the experience you are likely to get the most benefit! Can I earn Professional Development for every Episode? Not every episode will have an opportunity for professional development to be earned. And that is because not every episode meets our standards for what we think qualifies as professional development. Episodes with special guests sharing research and episodes where we put the effort into research materials for you to use with your students and peers are the ones that are likely to make the cut. But don't worry, we'll let you know which ones will be available to earn units for at the beginning of each episode from here on out. So when you're driving home, listening at the gym, or listening by the pool, know now that what you are listening to can save you time because you have the ability to earn your necessary professional development while engaging in your everyday occupations. Will the OT Schoolhouse Podcast continue to be free? Yes, you will still be able to access each and every episode for free where ever you listen now. Only pay when you want to demonstrate that you have listened to the podcast in order to earn professional development units. The last thing we would want to do is take away education for all. I don't see the episode I want to earn professional development for. We're sorry, not every podcast qualifies for professional development and we review each podcast on a yearly basis to ensure the course is relevant and up to date. If you don't see the episode you are looking for, there may be a newer episode covering the same topic available or coming soon. Want to request an episode on a specific topic? Let us know in an email! Start by listening to & purchasing the corresponding episode opportunity School-based Occupational Teletherapy Podcast Course Episode 49: Homeschooling Episode 38: Creating a Referral Process & SBOT Manual Ep. 37: Preventing & Overcoming Burnout Ep. 35: Occupational Therapy & Trauma-Informed Care in Schools Episode 28: Preventing, Defending, & Conducting IEEs Episode 11: How To Be An Evidence-Based OT In Public Schools

OTPs are often asked to assess sensory functions of children on their caseload, even though sensory integration is an advance practice area. Practitioners that take this course will receive an introduction to sensory functions and their impact on children's ability to participate in their school settings, with a focus on sensory perception and praxis. Assessment strategies will be reviewed, as well as basic interpretation of data and goal development. OTPs will have a deeper understanding of the complexity of sensory integrative issues, and strategies of how they can further develop and refine their own practice. < Back Sensory Perception and Its Role in School Participation Presented by: Kelly Auld-Wright, OTD, OTR/L Watch on-demand and earn AOTA-Approved CEUs Join OTS Collab & Earn CEUs Learn more about OTS Collab Course Description OTPs are often asked to assess sensory functions of children on their caseload, even though sensory integration is an advance practice area. Practitioners that take this course will receive an introduction to sensory functions and their impact on children's ability to participate in their school settings, with a focus on sensory perception and praxis. Assessment strategies will be reviewed, as well as basic interpretation of data and goal development. OTPs will have a deeper understanding of the complexity of sensory integrative issues, and strategies of how they can further develop and refine their own practice. Learning Objectives 1. Learners will be able to identify the difference between sensory reactivity and sensory perception. 2. Learners will be able to link school-based participation challenges with specific areas of sensory integrative deficits. 3. Learners will be able to identify assessment tools to assess sensory functions and have a basic understanding of how to interpret assessment data in order to develop school-based goals. 4. Learners will demonstrate a basic understanding of interpreting assessment data to develop school-based goals. Contact Hours This course is 1.5 hour in length. (0.15 AOTA CEUs) OTSchoolhouse.com is an AOTA Approved Provider of professional development, #0252. National Board for Certification in Occupational Therapy As an AOTA-Approved provider of professional development, OTSchoolhouse.com courses are accepted by NBCOT® at a rate of 1.25 NBCOT PDUs per each hour of course content. NBCOT® is a registered trademark of The National Board for Certification in Occupational Therapy, Inc. Register for this course and future courses inside the OT Schoolhouse Collaborative for as little as $120 Register Now Learn More about OTS Collab Agenda 0-5 minutes Introduction 5-30 minutes An overview of the sensory registraion 30-45 minutes The difference between sensory reactivity and sensory perception. 45-60 minutes How sensory reactivity and perception difficulties impact school participation 60-75 minutes Assessment tools available for addressing sensory reactivity 75-85 minutes Interpreting the assessment data 85-90 minutes Questions and Answers Your Instructor Kelly Auld-Wright, OTD, OTR/L Kelly has been working as an OT, with a primary focus on pediatrics since 2007. She advanced training and mentorship in Ayres Sensory Integration and has worked in homes, clinics and school settings. She is passionate about providing high quality services, including comprehensive evaluation, to help us fully understand the children we serve. Currently, Kelly works in private practice, providing Independent Educational Evaluations and work for the Collaborative for Leadership in Ayres Sensory Integration (CLASI), where she teaches and plans onsite courses in the United States. Kelly is also a wife, a mother of two young children and a dog that keep her busy. Kelly's favorite occupations include swimming, pilates, groups classes at the gym, walking, spending time with her family and eating good food. Registration To access this course and others, become a member of the OT Schoolhouse Collaborative . OTS Collab is an online community dedicated to providing school-based OT practitioners with highly valuable professional development and interactive support to implement learned strategies. In OTS Collab, we learn together, support and encourage one another, and celebrate our achievements as a collective whole. Click here to learn more about the OT Schoolhouse Collaborative and register in our dedicated community of school-based OT practitioners. Instructional Methods A combination of speaker presentation with a slide deck, polls, and Q+A with the presenter Target Audience & Educational Level This is an Intermediate level course intended for occupational therapy practitioners working in school systems or with a goal to better understand occupational therapy in school systems Course Completion Requirements To receive a certificate for this course, you must watch the recorded course in its entirety. Then, you will need to take a learning assessment test and earn a score 75% or higher. If you pass, a certificate will be automatically generated and sent to your email. Special Needs Requests This course will include closed captioning and a transcript may be available upon request. You may also rewatch the course or sections of the course as needed. Additional accommodations may be requested by reaching out to us via email. Financial & Non-financial Disclosures Speaker Disclosure Kelly works part time for CLASI and is a course instructor for CLASI. She is also receiving an honorarium for this presentation. Sponsor Disclosure The OTS Collaborative Community is a product of the OT Schoolhouse. Content Disclosure This learning event does not focus exclusively on any specific product or service. Schoolhouse Education, LLC is proud to be an AOTA Approved Provider of Professional Development AOTA-Approval for this Professional Development Opportunity is in progress. Stay Tuned! Join OTS Collaborative Terms and Conditions Schoolhouse Education, LLC will keep a record of your completed CE courses. When applicable, transcript services may include reporting to professional associations and/or state licensure boards. While Schoolhouse Education, LLC will make all reasonable efforts to offer CE credit for its courses, it is not responsible for state or national, or regulatory current policies or changes in CE requirements that may make courses ineligible for CE credits. Participant Agreement By registering for or attending any event or activity associated with the Schoolhouse Education, LLC and OT Schoolhouse, I agree to the following: Professional Development/Information Disclaimer The material presented in this course is not intended to represent the only or the best methods appropriate for the occupational therapy and/or medical condition or professional development issues being discussed but rather is intended to present the opinions of the presenters, which may be helpful to other health care professionals at arriving at their own conclusions and consequent application. Attendees participating in this professional development education program do so with full knowledge that they waive any claim they may have against the A-Z School-Based OT Course, Schoolhouse Education, LLC, and OT School House and its staff or representatives for reliance on any information presented during these educational activities. Waiver of Liability Agreement I release Schoolhouse Education, LLC, OT Schoolhouse, and its staff, presenters, and any other individuals or entities associated with this course from any and all liability connected with my participation, as well as from any liability related to changes to the schedule, events or activities. I acknowledge and agree that I am participating on my own choice and assume all risk in connection thereof and that in the event that a need for emergency medical service arises, I authorize and consent to such services being provided at my own expense. Cancelation & Refund Policy In the event that Schoolhouse Education, LLC must cancel the event for any reason, participants will be offered a credit toward the rescheduled event. OT Schoolhouse Collaborative subscribers may cancel their subscription at any time.

This course is designed to support, empower, and educate occupational therapists that work within the educational setting with the tools needed to navigate student behaviors using a mindful and neurodiversity-affirming approach. It will review introductory concepts to becoming a neurodiversity-affirming practitioner, specific strategies and supports to use in the moment and ongoing, and resources to further expand your knowledge on alternative ways to train and work with paraprofessionals to help them implement and support carryover of strategies from sessions to the classroom. < Back Supporting Paraprofessionals & District Staff with Managing Behaviors Through a Mindful Approach Presented by: Dr. Danielle Delorenzo, OTD, OTR/L Watch on-demand and earn AOTA-Approved CEUs Join OTS Collab & Earn CEUs Learn more about OTS Collab Course Description This course is designed to support, empower, and educate occupational therapists that work within the educational setting with the tools needed to navigate student behaviors using a mindful and neurodiversity-affirming approach. It will review introductory concepts to becoming a neurodiversity-affirming practitioner, specific strategies and supports to use in the moment and ongoing, and resources to further expand your knowledge on alternative ways to train and work with paraprofessionals to help them implement and support carryover of strategies from sessions to the classroom. Learning Objectives 1. Participants will identify strategies and supports for mindful, hands-off behavioral techniques to implement during OT sessions and how to collaborate with teachers to help shift their mindset toward alternative mindful educational strategies. 2. Participants will identify neurodiversity-affirming behavioral strategies to support disabled students access to their education Contact Hours This course is 1 hour in length. (0.1 AOTA CEUs) OTSchoolhouse.com is an AOTA Approved Provider of professional development, #0252. Course approval ID# 06548. This distance learning - interactive and independent online course is offered at 0.1 CEUs (Introductory level, OT service delivery). The assignment of AOTA CEUs does not imply endorsement of specific course content, products, or clinical procedures by AOTA. National Board for Certification in Occupational Therapy As an AOTA-Approved provider of professional development, OTSchoolhouse.com courses are accepted by NBCOT® at a rate of 1.25 NBCOT PDUs per each hour of course content. NBCOT® is a registered trademark of The National Board for Certification in Occupational Therapy, Inc. Register for this course and future courses inside the OT Schoolhouse Collaborative for as little as $120 Register Now Learn More about OTS Collab Agenda 0-5 minutes Introduction 5-15 minutes Understanding Behaviors 15-25 minutes Building rapport with paraprofessionals 25-40 minutes Supporting students in the classroom 40-50 minutes Facilitating teacher and paraprofessional mindful skillsets 50-55 minutes Conclusion 55-60 minutes Questions and Answers Your Instructor Dr. Danielle Delorenzo, OTD, OTR/L Danielle Delorenzo is a pediatric occupational therapist and the lead occupational therapist at a local school district. She is a local business owner, published author, and professor. She is the Co-Founder of mindfulness in mOTion, INC., an occupational therapy and educational consulting company that supports individuals across a lifespan by integrating mindfulness and movement into their everyday lives. Danielle has both a doctorate and masters degree in Occupational Therapy, postgraduate studies in Infant Mental Health, and practices with a focus on early intervention, movement, mindfulness, and their connection to academic learning. Her professional and personal lives collided when her son sustained trauma at birth and was later diagnosed with Autism at 2.5 years old. Her mission is to empower, uplift, and educate parents, students, and professionals on all things parenting and occupational therapy with a neurodiversity affirming mindset. My Bui-Lewis, MS, OTR/L, ATP My /me/ Bui-Lewis is a pediatrics occupational therapist currently practicing in the school-based setting. She is the co-founder of mindfulness in mOTion, INC and MARs Whealthness, LLC. To combine her passion for both OT and holistic health, she is currently training to be a registered yoga teacher to promote mindfulness and movement in her practice. She has led many projects creating sensory and movement spaces in an orphanage, private clinics, and public schools to promote an organic approach to learning. Her mission is to create a healthier and more inclusive place through education, collaboration, and empowerment. Registration To access this course and others, become a member of the OT Schoolhouse Collaborative . OTS Collab is an online community dedicated to providing school-based OT practitioners with highly valuable professional development and interactive support to implement learned strategies. In OTS Collab, we learn together, support and encourage one another, and celebrate our achievements as a collective whole. Click here to learn more about the OT Schoolhouse Collaborative and register in our dedicated community of school-based OT practitioners. Instructional Methods A combination of speaker presentation with a slide deck, polls, and Q+A with the presenter Target Audience & Educational Level This is an introductory level course intended for occupational therapy practitioners working in school systems or with a goal to better understand occupational therapy in school systems Course Completion Requirements To receive a certificate for this course, you must watch the recorded course in its entirety. Then, you will need to take a learning assessment test and earn a score 75% or higher. If you pass, a certificate will be automatically generated and sent to your email. Special Needs Requests This course will include closed captioning and a transcript may be available upon request. You may also rewatch the course or sections of the course as needed. Additional accommodations may be requested by reaching out to us via email. Financial & Non-financial Disclosures Speaker Disclosure Danielle is a Co-Founder of mindfulness in mOTion, INC. My is also a co-founder of mindfulness in mOTion, INC and MARs Whealthness, LLC Sponsor Disclosure The OTS Collaborative Community is produced by the OT Schoolhouse. Content Disclosure This learning event does not focus exclusively on any specific product or service. Schoolhouse Education, LLC is proud to be an AOTA Approved Provider of Professional Development AOTA-Approval for this Professional Development Opportunity is in progress. Stay Tuned! Join OTS Collaborative Terms and Conditions Schoolhouse Education, LLC will keep a record of your completed CE courses. When applicable, transcript services may include reporting to professional associations and/or state licensure boards. While Schoolhouse Education, LLC will make all reasonable efforts to offer CE credit for its courses, it is not responsible for state or national, or regulatory current policies or changes in CE requirements that may make courses ineligible for CE credits. Participant Agreement By registering for or attending any event or activity associated with the Schoolhouse Education, LLC and OT Schoolhouse, I agree to the following: Professional Development/Information Disclaimer The material presented in this course is not intended to represent the only or the best methods appropriate for the occupational therapy and/or medical condition or professional development issues being discussed but rather is intended to present the opinions of the presenters, which may be helpful to other health care professionals at arriving at their own conclusions and consequent application. Attendees participating in this professional development education program do so with full knowledge that they waive any claim they may have against the A-Z School-Based OT Course, Schoolhouse Education, LLC, and OT School House and its staff or representatives for reliance on any information presented during these educational activities. Waiver of Liability Agreement I release Schoolhouse Education, LLC, OT Schoolhouse, and its staff, presenters, and any other individuals or entities associated with this course from any and all liability connected with my participation, as well as from any liability related to changes to the schedule, events or activities. I acknowledge and agree that I am participating on my own choice and assume all risk in connection thereof and that in the event that a need for emergency medical service arises, I authorize and consent to such services being provided at my own expense. Cancelation & Refund Policy In the event that Schoolhouse Education, LLC must cancel the event for any reason, participants will be offered a credit toward the rescheduled event. OT Schoolhouse Collaborative subscribers may cancel their subscription at any time.

Do your pediatric clients depend on others to get through their school day? Are they reliant on prizes or adults to be motivated to accomplish tasks? Learned helplessness is a big problem for many children and there is a better way! This course will offer concrete strategies that can be included in current therapy interventions to help clients grow up into self-determined adults. In addition to getting them engaged and motivated, higher levels of self-determination are correlated with positive school, employment and independent living outcomes. < Back No More Learned Helplessness! Ten Evidence-Informed Strategies to Build Children’s Self-Determination Presented by: Amy Coopersmith, OTD, OTR/L; MA Ed Watch on-demand and earn AOTA-Approved CEUs Join OTS Collab & Earn CEUs Learn more about OTS Collab Course Description Do your pediatric clients depend on others to get through their school day? Are they reliant on prizes or adults to be motivated to accomplish tasks? Learned helplessness is a big problem for many children and there is a better way! This course will offer concrete strategies that can be included in current therapy interventions to help clients grow up into self-determined adults. In addition to getting them engaged and motivated, higher levels of self-determination are correlated with positive school, employment and independent living outcomes. Learning Objectives 1. Learners will identify whether observable characteristics on a given case study demonstrate learned helplessness or self-determination. 2. Learners will apply 3 self-determination strategies on a given case study to support a child who is struggling with learned helplessness. 3. Learners will compare 3 self-determination strategies to promote participation in education, ADLs, play and leisure, and other meaningful activities. Contact Hours This course is 1 hour in length. (0.1 AOTA CEUs) OTSchoolhouse.com is an AOTA Approved Provider of professional development, #0252. National Board for Certification in Occupational Therapy As an AOTA-Approved provider of professional development, OTSchoolhouse.com courses are accepted by NBCOT® at a rate of 1.25 NBCOT PDUs per each hour of course content. NBCOT® is a registered trademark of The National Board for Certification in Occupational Therapy, Inc. Register for this course and future courses inside the OT Schoolhouse Collaborative for as little as $120 Register Now Learn More about OTS Collab Agenda 0-5 minutes Introduction 5-15 minutes How learned helplessness develops 15-25 minutes Self-determination defined 25-40 minutes Long-term consequences of learned helplessness 40-50 minutes Positive impact of self-directed goal-setting and problem-solving skills in children 50-55 minutes Self-determination strategies to improve outcomes and satisfaction with life 55-60 minutes Questions and Answers Your Instructor Amy Coopersmith, OTD, OTR/L; MA Ed Amy Coopersmith, OTD, OTR/L; MA Ed, is a self-determination advocate with over 30 years of experience as a pediatric occupational therapist and teacher. As a school-based practitioner in New York City, she worked as a clinician, evaluator and supervisor serving over 100 schools. Amy noticed that the child-led teaching methods she used during her years as an educator made a big difference in children’s lives. She implemented those ideas as an occupational therapist and found that children made faster progress and demonstrated greater motivation and engagement using these methods. Author of the Self-Determination Strategies Toolkit and the Captain Me program for young children, Amy strives to teach practitioners and educators how to implement evidence-informed strategies to promote children’s autonomy. Amy earned her doctorate from Temple University in 2022, where she conducted a research study on children’s self-determination. She continues to present at national conferences, mentor practitioners, and develop new materials to translate research into effective practice. Registration To access this course and others, become a member of the OT Schoolhouse Collaborative . OTS Collab is an online community dedicated to providing school-based OT practitioners with highly valuable professional development and interactive support to implement learned strategies. In OTS Collab, we learn together, support and encourage one another, and celebrate our achievements as a collective whole. Click here to learn more about the OT Schoolhouse Collaborative and register in our dedicated community of school-based OT practitioners. Instructional Methods A combination of speaker presentation with a slide deck and Q+A with the presenter Target Audience & Educational Level This is an Intermediate level course intended for occupational therapy practitioners working in school systems or with a goal to better understand occupational therapy in school systems Course Completion Requirements To receive a certificate for this course, you must watch the recorded course in its entirety. Then, you will need to take a learning assessment test and earn a score 75% or higher. If you pass, a certificate will be automatically generated and sent to your email. Special Needs Requests This course will include closed captioning and a transcript may be available upon request. You may also rewatch the course or sections of the course as needed. Additional accommodations may be requested by reaching out to us via email. Financial & Non-financial Disclosures Speaker Disclosure Amy earns an income from courses featuring books and videos discussed in my presentation. Sponsor Disclosure The OTS Collaborative Community is a product of the OT Schoolhouse. Content Disclosure This learning event does not focus exclusively on any specific product or service. Schoolhouse Education, LLC is proud to be an AOTA Approved Provider of Professional Development AOTA-Approval for this Professional Development Opportunity is in progress. Stay Tuned! Join OTS Collaborative Terms and Conditions Schoolhouse Education, LLC will keep a record of your completed CE courses. When applicable, transcript services may include reporting to professional associations and/or state licensure boards. While Schoolhouse Education, LLC will make all reasonable efforts to offer CE credit for its courses, it is not responsible for state or national, or regulatory current policies or changes in CE requirements that may make courses ineligible for CE credits. Participant Agreement By registering for or attending any event or activity associated with the Schoolhouse Education, LLC and OT Schoolhouse, I agree to the following: Professional Development/Information Disclaimer The material presented in this course is not intended to represent the only or the best methods appropriate for the occupational therapy and/or medical condition or professional development issues being discussed but rather is intended to present the opinions of the presenters, which may be helpful to other health care professionals at arriving at their own conclusions and consequent application. Attendees participating in this professional development education program do so with full knowledge that they waive any claim they may have against the A-Z School-Based OT Course, Schoolhouse Education, LLC, and OT School House and its staff or representatives for reliance on any information presented during these educational activities. Waiver of Liability Agreement I release Schoolhouse Education, LLC, OT Schoolhouse, and its staff, presenters, and any other individuals or entities associated with this course from any and all liability connected with my participation, as well as from any liability related to changes to the schedule, events or activities. I acknowledge and agree that I am participating on my own choice and assume all risk in connection thereof and that in the event that a need for emergency medical service arises, I authorize and consent to such services being provided at my own expense. Cancelation & Refund Policy In the event that Schoolhouse Education, LLC must cancel the event for any reason, participants will be offered a credit toward the rescheduled event. OT Schoolhouse Collaborative subscribers may cancel their subscription at any time.

With increasing workloads, occupational therapy practitioners must utilize existing resources in new ways to support all learners. Balancing the expectations of school-based practice, OTPs often miss recent research and practice trends. Using an OT lens, student support capacity can be enhanced through collaboration and coaching between OTPs and educators through knowledge translation (KT). This presentation will identify ways for OTPs to apply at least one KT strategy within their own schools through the MTSS process. < Back Evidenced-Based Practice and MTSS: coaching to support implementation within school practice Presented by: Dr. Moira P. Bushell OTD, MEd, OTR/L, BCP Attend live on Feb. 27, 2025, or view on demand afterward Join OTS Collab & Earn CEUs Learn more about OTS Collab Course Description With increasing workloads, occupational therapy practitioners must utilize existing resources in new ways to support all learners. Balancing the expectations of school-based practice, OTPs often miss recent research and practice trends. Using an OT lens, student support capacity can be enhanced through collaboration and coaching between OTPs and educators through knowledge translation (KT). This presentation will identify ways for OTPs to apply KT strategies within their own schools through the MTSS process. Learning Objectives 1. Learners will identify how OTPs can support all students as defined by the Every Student Succeeds Act 2. Learners will select at least two methods for building capacity through collaboration with educator colleagues within an MTSS structure 3. Learners will describe how to operationalize knowledge translation within school practice to improve outcomes for all students Contact Hours This course is 1 hour in length. (0.1 AOTA CEUs) OTSchoolhouse.com is an AOTA Approved Provider of professional development, #0252. National Board for Certification in Occupational Therapy As an AOTA-Approved provider of professional development, OTSchoolhouse.com courses are accepted by NBCOT® at a rate of 1.25 NBCOT PDUs per each hour of course content. NBCOT® is a registered trademark of The National Board for Certification in Occupational Therapy, Inc. Register for this course and future courses inside the OT Schoolhouse Collaborative for as little as $120 Register Now Learn More about OTS Collab Agenda 0-5 minutes Definition of ESSA, and our outlined role 5-15 minutes MTSS - what is it and how can OTPs be involved 15-25 minutes EBP & Knowledge Translation 25-40 minutes Coaching and Collaboration 40-50 minutes Supporting Students 50-60 minutes Questions and Answers Your Instructor Dr. Moira P. Bushell OTD, MEd, OTR/L, BCP Dr. Moira P. Bushell, OTD, MEd, OTR/L, has been a school-based occupational therapist for over 12 years. Her extensive experience in program facilitation and passion for education make her a strong advocate for children. Dr. Bushell has profoundly influenced school-based OT practice and volunteer leadership. She excels in systems change, advocacy, and leadership development, transforming AOTA’s volunteer nomination processes to align with strategic goals and foster inclusive governance. Dr. Bushell's expertise includes creating inclusive learning environments and supporting students of all abilities. She currently serves in multiple volunteer roles with the Illinois and American Occupational Therapy Associations. Her dedication to meaningful change continues to shape the profession and the communities she serves. Registration To access this course and others, become a member of the OT Schoolhouse Collaborative . OTS Collab is an online community dedicated to providing school-based OT practitioners with highly valuable professional development and interactive support to implement learned strategies. In OTS Collab, we learn together, support and encourage one another, and celebrate our achievements as a collective whole. Click here to learn more about the OT Schoolhouse Collaborative and register in our dedicated community of school-based OT practitioners. Instructional Methods A combination of speaker presentation with a slide deck and both synchronous & asynchronous Q+A with the presenter. Target Audience & Educational Level This is an introductory level course intended for occupational therapy practitioners working in school systems or with a goal to better understand occupational therapy in school systems. Course Completion Requirements To receive a certificate for this course, you must watch the recorded course in its entirety. Then, you will need to take a learning assessment test and earn a score 75% or higher. If you pass, a certificate will be automatically generated and sent to your email. Special Needs Requests This course will include closed captioning and a transcript may be available upon request. You may also rewatch the course or sections of the course as needed. Additional accommodations may be requested by reaching out to us via email. Financial & Non-financial Disclosures Speaker Disclosure Dr. Bushell is the owner/operator of Growth Greenhouse. She is also being paid for this presentation. Sponsor Disclosure The OTS Collaborative Community is a product of the OT Schoolhouse. Content Disclosure This learning event does not focus exclusively on any specific product or service. Schoolhouse Education, LLC is proud to be an AOTA Approved Provider of Professional Development AOTA-Approval for this Professional Development Opportunity is in progress. Stay Tuned! Join OTS Collaborative Terms and Conditions Schoolhouse Education, LLC will keep a record of your completed CE courses. When applicable, transcript services may include reporting to professional associations and/or state licensure boards. While Schoolhouse Education, LLC will make all reasonable efforts to offer CE credit for its courses, it is not responsible for state or national, or regulatory current policies or changes in CE requirements that may make courses ineligible for CE credits. Participant Agreement By registering for or attending any event or activity associated with the Schoolhouse Education, LLC and OT Schoolhouse, I agree to the following: Professional Development/Information Disclaimer The material presented in this course is not intended to represent the only or the best methods appropriate for the occupational therapy and/or medical condition or professional development issues being discussed but rather is intended to present the opinions of the presenters, which may be helpful to other health care professionals at arriving at their own conclusions and consequent application. Attendees participating in this professional development education program do so with full knowledge that they waive any claim they may have against the A-Z School-Based OT Course, Schoolhouse Education, LLC, and OT School House and its staff or representatives for reliance on any information presented during these educational activities. Waiver of Liability Agreement I release Schoolhouse Education, LLC, OT Schoolhouse, and its staff, presenters, and any other individuals or entities associated with this course from any and all liability connected with my participation, as well as from any liability related to changes to the schedule, events or activities. I acknowledge and agree that I am participating on my own choice and assume all risk in connection thereof and that in the event that a need for emergency medical service arises, I authorize and consent to such services being provided at my own expense. Cancelation & Refund Policy In the event that Schoolhouse Education, LLC must cancel the event for any reason, participants will be offered a credit toward the rescheduled event. OT Schoolhouse Collaborative subscribers may cancel their subscription at any time.

This course equips school-based occupational therapy practitioners with a practical, ready-to-use framework to stay organized, efficient, and confident throughout the academic year. Participants will gain access to structured checklists for onboarding, daily operations, and year-end transitions, as well as clear guidelines for referrals and discharge planning. Designed specifically for the school setting, the course empowers OTs to streamline documentation, collaborate effectively with teams, and deliver services that are occupation-based and educationally relevant. By taking this course, practitioners will feel more prepared, supported, and aligned with best practices in school-based OT. < Back The School-Based OT Pocket Guide to Getting Started Presented by: Krupa Kuruvilla, MA, OTR/L Attend live on November 19th at 4:00 PST or watch on demand the next day Join OTS Collab & Earn CEUs Learn more about OTS Collab Course Description This course equips school-based occupational therapy practitioners with a practical, ready-to-use framework to stay organized, efficient, and confident throughout the academic year. Participants will gain access to structured checklists for onboarding, daily operations, and year-end transitions, as well as clear guidelines for referrals and discharge planning. Designed specifically for the school setting, the course empowers OTs to streamline documentation, collaborate effectively with teams, and deliver services that are occupation-based and educationally relevant. By taking this course, practitioners will feel more prepared, supported, and aligned with best practices in school-based OT. Learning Objectives 1. Learners will determine how to structure onboarding, ongoing, and exit checklists to organize and manage a school-based OT caseload effectively. 2. Learners will identify indicators warranting an OT referral and apply discontinuation criteria aligned with IDEA to determine service needs. 3. Learners will identify the use of tools for scheduling, documentation, and team collaboration to enhance service efficiency and occupational outcomes. Contact Hours This course is 1 hour in length. (0.1 AOTA CEUs) OTSchoolhouse.com is an AOTA Approved Provider of professional development, #0252. National Board for Certification in Occupational Therapy As an AOTA-Approved provider of professional development, OTSchoolhouse.com courses are accepted by NBCOT® at a rate of 1.25 NBCOT PDUs per each hour of course content. NBCOT® is a registered trademark of The National Board for Certification in Occupational Therapy, Inc. Register for this course and future courses inside the OT Schoolhouse Collaborative for as little as $120 Register Now Learn More about OTS Collab Agenda 0-5 minutes Introduction 5-15 minutes Roles and Responsibilities of a School-Based OT 15-25 minutes The Initial Checklist: Setting Up for Success 25-40 minutes Ongoing Responsibilities and Caseload Management 40-50 minutes Referral Indicators and Discontinuation Criteria 50-55 minutes Year-End Wrap-Up and Planning Ahead 55-60 minutes Questions and Answers Your Instructor Krupa Kuruvilla, MA, OTR/L Krupa Kuruvilla earned her Bachelor's degree in Occupational Therapy India in 2008, followed by a Master’s degree from the University of Southern California (USC) in 2009. Her career spans diverse settings, serving both adult and pediatric populations, with a growing focus on leadership and management. Over time, she discovered her true passion in school-based pediatrics. In 2021, she founded TotalReport, a company dedicated to supporting pediatric OT practitioners with high-quality documentation tools across schools, clinics, and early intervention programs. Her work is featured on prominent platforms nationwide, and she has been invited to speak at conferences across the U.S. and Canada. Krupa currently leads strategy and operations for Ascend, a pediatric staffing and therapy company. Outside of work, she enjoys reading, dancing, cooking, watching movies, and spending time with her husband and two children. Registration To access this course and others, become a member of the OT Schoolhouse Collaborative . OTS Collab is an online community dedicated to providing school-based OT practitioners with highly valuable professional development and interactive support to implement learned strategies. In OTS Collab, we learn together, support and encourage one another, and celebrate our achievements as a collective whole. Click here to learn more about the OT Schoolhouse Collaborative and register in our dedicated community of school-based OT practitioners. Instructional Methods A combination of speaker presentation with a slide deck and both synchronous & asynchronous Q+A with the presenter. Target Audience & Educational Level This is an introductory level course intended for occupational therapy practitioners working in school systems or with a goal to better understand occupational therapy in school systems. Course Completion Requirements To receive a certificate for this course, you must watch the recorded course in its entirety. Then, you will need to take a learning assessment test and earn a score 75% or higher. If you pass, a certificate will be automatically generated and sent to your email. Special Needs Requests This course will include closed captioning and a transcript may be available upon request. You may also rewatch the course or sections of the course as needed. Additional accommodations may be requested by reaching out to us via email. Financial & Non-financial Disclosures Speaker Disclosure This course focuses on a few TotalReport products and services. TotalReport is a private business that provides digital tools and solutions to Pediatric OT Practitioners for documentation and treatment purposes. Krupa Kuruvilla receives direct income from the sales of her products from the TotalReport website. Some products are also available on YourTherapySource and The OT Toolbox, for which she receives commissions on sales. Sponsor Disclosure The OTS Collaborative Community is a product of the OT Schoolhouse. Content Disclosure This learning event does not focus exclusively on any specific product or service. Schoolhouse Education, LLC is proud to be an AOTA Approved Provider of Professional Development AOTA-Approval for this Professional Development Opportunity is in progress. Stay Tuned! Join OTS Collaborative Terms and Conditions Schoolhouse Education, LLC will keep a record of your completed CE courses. When applicable, transcript services may include reporting to professional associations and/or state licensure boards. While Schoolhouse Education, LLC will make all reasonable efforts to offer CE credit for its courses, it is not responsible for state or national, or regulatory current policies or changes in CE requirements that may make courses ineligible for CE credits. Participant Agreement By registering for or attending any event or activity associated with the Schoolhouse Education, LLC and OT Schoolhouse, I agree to the following: Professional Development/Information Disclaimer The material presented in this course is not intended to represent the only or the best methods appropriate for the occupational therapy and/or medical condition or professional development issues being discussed but rather is intended to present the opinions of the presenters, which may be helpful to other health care professionals at arriving at their own conclusions and consequent application. Attendees participating in this professional development education program do so with full knowledge that they waive any claim they may have against the A-Z School-Based OT Course, Schoolhouse Education, LLC, and OT School House and its staff or representatives for reliance on any information presented during these educational activities. Waiver of Liability Agreement I release Schoolhouse Education, LLC, OT Schoolhouse, and its staff, presenters, and any other individuals or entities associated with this course from any and all liability connected with my participation, as well as from any liability related to changes to the schedule, events or activities. I acknowledge and agree that I am participating on my own choice and assume all risk in connection thereof and that in the event that a need for emergency medical service arises, I authorize and consent to such services being provided at my own expense. Cancelation & Refund Policy In the event that Schoolhouse Education, LLC must cancel the event for any reason, participants will be offered a credit toward the rescheduled event. OT Schoolhouse Collaborative subscribers may cancel their subscription at any time.

Thanks for visiting! Grab our most popular download as a thank you! Hey there! As a thank you for visiting the OT Schoolhouse, I would like to share with you our Gray-space Paper , a resource that has helped many of my students greatly improve their handwriting legibility. This collection of Gray-space paper grows with your students from kindergarten on up and is designed to be intuitive for kids in both general and special education. To receive your digital download of our 9-page Gray-space paper package, simply subscribe with your name and email. All messages I send are 100% related to School-Based OT. Thanks again, Jayson Looking for a podcast dedicated to school-based OT? Click here to listen to the OT Schoolhouse Podcast Looking for more support as a school-based OT professional? We've got you covered with courses & a private community for to school-based OTPs! A-Z School-Based OT Course OT Schoolhouse Community

Interviews, trainings, and discussions about common school-based OT topics The OT School House Podcast A twice a month audio experience to keep you up to date on research, guidance, and best practices in School-Based OT. Listen on Apple Podcasts Earn Professional development for Listening Looking for a specific Episode? With over one hundred podcast episodes, we have something for every OT practitioner learner! WE HOST BRILLIANT OT PRACTITIONERS Meg Proctor Program creator and advocate for autistic children Listen Dr. Sue Bazyk Program Director at Every Moment Counts. Listen Olivia Martinez-Hauge Owner at The Center for Connection & Neurodiversity Listen Ushma Sampat Private Practice owner & Mentor to school-based OT practitioners Listen Dr. Zoe Mailloux Faculty member of the Jefferson University OT Program Listen Dr. Susanne Smith Roley President of the Collaborative for Leadership in Sensory Integration (CLASI) Listen Episodes List Podcast Episodes & Show Notes OTS 191: Turning Grant Funding Into Mental Health Advocacy in Schools In this Episode, Jayson Davies welcomes Dr. Jaime Hunter and Dr. Kaisa Syväoja from The College of St. Scholastica to discuss how OT practitioners can utilize grants to advocate for mental health services in schools. OTS 190: From Behavior to Regulation: How the Good Sense Rocketship Framework Transforms OT Practice In this episode, Danielle Pluth and Ruth Isaac—Canadian occupational therapists and creators of the Good Sense OT Rocket Ship—share the innovative visual framework that’s transforming how OTs assess, communicate, and support student participation. OTS 189: How switching to a workload model can transform your school-based OT practice Dive into groundbreaking research on the transition from caseload to workload models in school-based OT with Stanbridge University MOT students Jalen, Michelle, Jared, and Ari. This episode offers practical insights for school-based OTs feeling overwhelmed, with recommendations to start small by tracking weekly time usage and increasing teacher collaboration. OTS 188: Everyday Ethics in School-Based OT" Everyday Ethics in School-Based OT: Navigating Challenges with Clarity & Confidence equips school-based occupational therapists with the tools to confidently address real-world ethical dilemmas that arise in educational settings. OTS 187: Realistic Strategies to Build Work Skills for High School and Transition-Aged Students" Matthew Husband, OTD, OTR/L shares his innovative "Get to Work" program, an after-school initiative providing realistic work experiences for high school students who could succeed in employment with the right supports. OTS 186: The Hidden Advantage: Why OTs Hold the Key to School Success Through Self-Regulation Click on your preferred podcast player link to listen wherever you enjoy podcasts . Welcome to the show notes for Episode 186 of the OT Schoolhouse Podcast. OTs hold the key to school-wide success by grounding self-regulation in sensory-motor regulation—not just in emotions. In this episode, Sherry Shellenberger and Jennie Largent show how the Alert Program provides a foundational layer many SEL programs miss, share practical strategies for piloting change, and explain how to 1 2 3 4 5 Earn continuing education by listening to The OT School House Podcast! First, select and listen to an episode Then, purchase and pass the quiz Check your email for your certificate of completion Earn Professional Development HERE Do You Have Something To Share With Listeners of The OT School House Podcast If so, click here to get in touch with us

OTS 191: Turning Grant Funding Into Mental Health Advocacy in Schools Click on your preferred podcast player link to listen wherever you enjoy podcasts . Welcome to the show notes for Episode 191 of the OT Schoolhouse Podcast. In this Episode of the OT Schoolhouse Podcast, Jayson Davies welcomes Dr. Jamie Hunter and Dr. Kaisa Syväoja from The College of St. Scholastica to discuss how OT practitioners can utilize grants to advocate for mental health services in schools. Learn how grants can expand your OT practice beyond traditional tier three services, whether you're looking to fund a sensory room, provide professional development, or implement a school-wide mental health initiative. This conversation demystifies the grant-writing process, offers practical tips for finding and applying for grants at the federal, state, and local levels, and highlights the power of collaboration to sustain impact beyond the grant period—making this a must-listen for OTs ready to expand their role and amplify OT’s value in schools. Listen now to learn the following objectives: Learners will identify how to apply for grants (both small and large) to expand mental health services and other OT initiatives within school settings. Learners will understand how to effectively advocate for occupational therapy's role in supporting mental health at all tiers (especially tiers 1 and 2) within school-based practice. Learners will develop strategies for creating sustainable partnerships and programs that can continue beyond initial grant funding by demonstrating OT's value to school administrators and staff. Guest(s) Bio Jamie Hunter, OTD, OTR/L, AFWC Jamie Hunter is an Assistant Professor, Academic Fieldwork Coordinator, and Co-Director of the Department of Education Mental Health Service Provider Grant at The College of St. Scholastica in Duluth, MN. She has over 27 years of professional experience in school-based practice, pediatrics, leadership, and fieldwork education. Kaisa , OTD, OTR/L Kaisa Syväoja OTD, OTR/L is the current Program Director for the Master's of Occupational Therapy program at The College of St. Scholastica and the co-project director for the Mental Health Service Provider grant funded through the U.S. Department of Education. She has a background working with a variety of practice settings including early intervention and school-based practice. Her recent work has been focused on providing mental health related occupational therapy services within school-based settings . Quotes “It’s opened my eyes to how school-based practitioners can practice. It expanded my practice and just different ways that I see school-based practice and where the future of school-based practice can be.” — Dr. Jamie Hunter “It’s a lot of collaboration and co-teaching with counselors, teachers, and really focusing on the prevention and promotion aspect of just positive mental health and well-being.” Dr. Jamie Hunter “If you are an idealist and a visionary, find someone who’s a type A analytic.” — Dr. Kaisa Syväoja ”You have to be able to sort of build your project around their timetables. So that's something also to think about, is it's nice to have like a longer range plan, where do you want to go as a district or as an OT? So then when those grants open up, you're able to apply for them.” — Dr. Kaisa Syväoja ”Those businesses in your community, if you see them out there supporting your local school district…that probably means that business is interested in supporting endeavors that might be related to occupational therapy.” — Jayson Davies, M.A.,OTR/L Resources 👉 Every Moment Counts - Susan Bazyk's program for supporting mental health in schools 👉 Autism Level Up - Program developed by Jack and Amy 👉 Energy Meter - Tool developed by Jack and Amy at Autism Level Up 👉 Grants.gov - Federal government grant resource portal 👉 Mental Health Service Provider Grant - U.S. Department of Education grant program 👉 The College of St. Scholastica OT Program Episode Transcript Expand to view episode transcript Jayson Davies Hey there, and welcome to episode 191 of the OT school house podcast. Thank you so much for being here. I am your host, Jayson Davies, and I'm excited to have you here. So I think I speak for a lot of school based ot practitioners when I say even just the idea of submitting a grant seems too daunting to even consider. Am I right? If I'm not, please reach out, because I want to know what grant you have submitted. But if you do feel that way too, the next 54 minutes or so will definitely help to calm your nerves and also help to see how maybe a small grant can help you to implement a new change in your schools, whether you want to build a sensory room or organize a library of tools that you can share with teachers throughout the year, or maybe you even want to bring on a full time or part time employee to support a program that you designed. This episode will help guide you to do just that. Today, I'm thrilled to welcome Dr Jamie Hunter and Dr Kaiser savoya from the College of St Scholastica. Dr Hunter brings over 27 years of professional experience in school based practice, pediatrics, leadership and fieldwork education, while Dr savoyes serves as the program director for the Masters of OT program and has extensive experience in both early intervention as well as school based practice. Together, the two of them are leading a groundbreaking mental health service provider grant that's transforming how ot practitioners approach mental health in the school setting. And so if you have ever wondered how maybe a grant could support you and the practices that you want to implement at your school site, you are in the right place, we'll explore how to effectively utilize these grants to support your practice, implement mental health initiatives across all of the MTSS tiers, and also create meaningful partnerships within your district. So let's go ahead and dive in. Amazing Narrator Hello and welcome to the OT schoolhouse podcast, your source for school based occupational therapy tips, interviews and professional development now to get the conversation started, here is your host. Jayson Davies, class is officially in session. Jayson Davies Jamie Kaiser, welcome to the OT school house podcast. It is such a pleasure to have you here, and you know we're going to be talking about grant writing within school based OT or not, particularly the writing process, but the actual using of grants to help school based occupational therapy practitioners. And I'm excited to have you here to talk about that, to get started. I would love to let you both share a little bit about where you are in your ot career, kind of how you got here, and why supporting grants or helping school based ot practitioners get grants is so impactful for you, Jamie, would you like to kick us off? Jamie Hunter Sure, absolutely. Thank you, Jayson for inviting us to speak today. I am Jamie hunter. I am school based practitioner by heart. I think I practiced for 23 years in a school district in Wisconsin, prior to shifting to academia, I am now currently the academic field work coordinator for the occupational therapy program at the College of St Scholastica in Duluth, Minnesota. I work alongside kaisa as co director of our mental health service provider grant, and it has been an absolute whirlwind, you know, over the last few years for us to be able to grow and develop programming we are supporting area school districts. And so it has just been It's opened my eyes to how school based practitioners can practice it is has expanded my practice and and just different ways that I see school based practice and where the future of school based practice can be. Jayson Davies Love that I appreciate you sharing how school based OT is kind of been supported by your expansion beyond just school based OT, and you know how grant writing can really support you. So kaiza, what about you? I'd love for you to share a little bit about your background and your your passion for grants and school based occupational therapy. Kaisa Syvaoja Yeah, thank you, and thank you for having us today. This is a topic that we love to talk about. We spend a lot of time talking about it, so we're happy to be here. My name is kaisi suvoya. I am the Master's Occupational Therapy Program Director at The College of St Scholastica, and like Jamie said, I'm also the CO Project Director for a mental health service provider grant when we embarked on this journey. And Jamie puts it very eloquently, like it has been a whirlwind of a journey, but it's been really exciting. We launched this particular grant initiative being one of the first ot programs to be able to be awarded this particular grant. And that has really. Shown us what OTs can do and how we can practice at the top of our licensure in so many different ways. I too came from school based practice. I worked in rural practice settings, so I've worked in a lot of different settings. But prior to coming to academia full time, I had been in rural school districts. I had a really big caseload birth to 21 and I think that this particular grant showcases all that OTs are actually able to do within those spaces, and a lot of it is advocacy. It's advocacy that we see on the ground with these particular grants, and it's also advocacy for all OTs to say, like, yes, you you have the capacity to be able to do this. And I think that's been the beauty of this particular grant, perfect. Jayson Davies You know, why don't we just actually go right into the grant that you both have? Kind of are working with that mental health service provider grant and share a little bit about what it entails. I know nothing about grant writing or about grants or very little, and I'm sure most of the people listening similar. So just share with us, kind of what the goal and what it looked like to potentially even get it, and what it's allowing you to do. Yeah. Kaisa Syvaoja So this was a depart federal us, Department of Education grant. So at the federal level, which has its own nuances. So if you're looking at for somebody, that's brand new, if you're looking at grants, there's federal grants, state grants, and then grants that are from outside of governmental organizations. So when you're dealing with a federal grant, there's a level of structure that goes into both the application and applying for it, as well as the day to day operations and the management of grants. So this particular grant was a mental health service provider grant that was really focused on training, so working with professions that are considered mental health within scope, which occupational therapists are within mental health. We know this as OTs. We've done a lot of advocacy in those areas, and so this particular grant was really intended to train individuals to be able to go into school settings and be able to provide some of those supports, to kid OTs, to school personnel to really address some of the mental health needs that our young people are experiencing today. This particular grant came from the bipartisan safer homes act. So it was something that came through Congress as a grant for expense. So that was sort of a little bit of the general context to that particular grant. Jayson Davies Gotcha, and you mentioned that it allows for training. Is this training occupational therapy students? Is it training ot practitioners that are already practicing, what does that what does that Kaisa Syvaoja look like? So our particular grant right now has been working with Level Two fieldwork students. So ot students obviously pre licensure and going out into area schools and completing one of their level two rotations through the school districts, with the primary emphasis on mental health and how ot can work within those school settings to support the mental health of kid OTs from an occupational therapy lens, wow. Jamie Hunter And I think if I can jump in and just add a few additional details when I think about the vision of what it was expanding and helping to fill the gap of mental health services. We're partnering with four area school districts to be able to provide additional supports. Many of them were in rural areas or areas where they just didn't have the services to be able to support needs of students. We're not only doing the training with this next generation of OT practitioners that could potentially be school based practitioners in the future or pediatric mental health practitioners in the future, but also being able to provide training to the staff, the teachers, the administrators, paraprofessionals, anyone that is working alongside our students. It's a lot of collaboration and co teaching with counselors teachers, and really focusing on the prevention and promotion aspect of just positive mental health and well being so that's kind of a nutshell of the beginning of our project. Jayson Davies Yeah, I love it. And, you know, we as as ot practitioners, we often reference like the 17 year research gap, how it takes 17 years from research to get into practice. And, and, yeah, you're potentially working primarily with the level two students. But how? Much of that knowledge is then going back to like what you mentioned, Jamie, the rest of the staff there, and it sounds like you might even be working directly with the staff a little bit education. But even more importantly, the OT practitioners that are supervising those fieldwork students. I'm sure they're learning a lot more because, I mean, I speak with ot practitioners, you know, every week, if not every day, and I often get I don't know how to support mental health on campus. I don't understand what that actually means. I don't understand what it looks like. You know, is that SEL or what is it? And so it's great that we are now supporting those students, and this grant is allowing you to do this, but in turn, those students are going to kind of spread the word and support others, which is fantastic, congratulations. Jamie Hunter Yeah, and our students enter additional training before they start their rotation, we built out training modules that really focus on understanding school based practice. What is multi tiered system of support. What is individual education plans? What is special education? What is all of those components? How do we begin teaching them additional avenues to explore pediatric mental health? What are the supports that they need to be able to be functional in those settings? And we relied on every moments counts. Susan basics, her, her work, that, that she has done, to develop that every moments count, programming autism level up. We referenced that and gave additional training for our students to be able to use the edge the energy meter that Jack and Amy, Amy, Amy, yes, that Jack and Amy have developed so definitely giving the students a forefront of learning before they even hit the ground, running at at the sites that they're Going to and the school districts that they're helping. Jayson Davies I love that, because those are not cheap programs for new practitioners to get access to, to learn from Amy and Jack and Sue basic and the entire team over at every moment counts. So that's awesome. Kaiser, did you want to add? Kaisa Syvaoja Yeah, I was going to say that that's a really critical element to what we've been doing is because what, what our students are doing, is a little bit unique in the sense that we don't have a lot of OT practitioners in the school settings that are doing this, in practice, in in a large scale. I think all of us as OTs do this, right? It's, it's foundational to who we are as providers, but we don't necessarily have that Avenue at the district level to be able to do this in a larger scale. And so a lot of the practitioners and providers right now are looking at it from approaching it from that tier three aspect, which I think is really important, right? We have a lot of kiddos at that tier three level that need additional mental health supports. What we are doing is focusing a lot more on that tier one and tier two, so preventative, and also those students that are more at risk. And I think that that's been really, a really great thing from a ot advocacy lens, because we are able to showcase at the district level. This is what you can use your OTs, and this is sort of your your return on that investment. But also that's been something that we've had to be really mindful of when we work with our level two students to say, you know, you're going to be walking into spaces that are going to look different. You're going to have to apply your ot critical thinking skills in a little bit different way, and so we've had to do a lot of that early training for them in order to be successful. And I think our students have really walked away with a lot of benefit from that. Jayson Davies Yeah, you know, I have so many follow up questions I just want to and we can touch on this maybe in a moment, but both of you have really mentioned that rural component, and how there aren't a lot of practitioners in the area using mental health, and this is just going to overflow. But before I do that, I want to kind of direct follow to that question, because I know with if you get a grant, you've got to kind of measure this, just like an IEP goal, you've got to measure in order to get potential future funding and whatnot. And so are you? I'm sure there's multiple ways you're taking data, but are the field work level two students then in some way implementing our project in their level two that kind of corresponds with this program? Kaisa Syvaoja Yes. Jamie, do you want to take that one? Jamie Hunter Yes. So our students absolutely are, they're doing projects. They're, you know, I think this last cohort of students that that we have out currently started doing some research. You know, even in their their coursework before, like, two semesters. Before they actually went out to rotations. And you know, they've done research to be able to develop programming and planning. Some of them were focused around teacher burnout and well being. How do we use cognitive behavioral therapy supports to be able to support the teachers we can't support our kids without identifying that we need to address teachers well being as well. You know our students when we think about application of tier two interventions, being able to develop some cafeteria interventions, some things that are happening at the resource recess level, all of our students, depending on the district needs, are meeting the needs of our clients, which are our districts in a variety of different ways. Some wanted those embedded strategies right in the tier one classrooms and our students have created an intervention menu to be able to push to teachers and say, What things are you needing in your classrooms? Is it movement and mindfulness? Lessons, is it growth mindset? Lessons? Are there ways that we can look at just regulation and CO regulation needs within your classroom? Our students are doing assessment to be able to determine what might be needed in a classroom. When we look at the population level of a classroom, or a whole cohort of sixth grade students, or do they look at more tier two, where it maybe is some smaller groups of students who might be at risk, and the teachers are bringing forward, hey, could we do an anxiety group? Or maybe we've got a tech dependency theme that's happening, and we can help address and provide some lessons. So those are just snippets of some of the projects our students have been working with, and it just depends each district has come forward with different areas of need to be able to support the students they have. Jayson Davies Yeah, I am totally resisting the urge to go on a deep dive with you all into MTSS, because I know that's not the topic of this podcast. We have other podcasts that we can save that for. But you mentioned all these wonderful things that are happening. Remind me again, how long have you all been working kind of under this grant? Kaisa Syvaoja So we are in our third year, okay? So we've been working with our districts, really, for about two, two and a half years, okay? And we've done a lot of build with that space. This particular grant was a non continued grant, so we'll be ending in December, so we'll we're sort of wrapping up our project as we have initially envisioned it. We've got a lot of things that we've got in the works, as far as how we're continuing this in other capacities, and those partnerships with our districts, because we've done a lot of really good work. The other piece with this too, is with a federal grant, there are specific things that we have to measure. This was a mental health service provider training grant, so we were really looking at like number of students that were trained and practitioners, number of placements, number of like recent hires, those types of things. So they're looking much more at that higher level space, which gave us a lot of opportunity to be able to really directly interact and meet those district needs. And then what we have done from an OT advocacy piece is we have really encouraged and focused on being able to disseminate this information to other ot practitioners, to other people that are going to interface with our districts in various ways, whether that's at the local level or nationally. So we've been a lot of different places, and that's that's been a really, I think a big benefit of this particular grant is we've been able to do that, and obviously having conversations with you that type of thing. Jayson Davies Yes, yes. We love conversations about it. Jamie Hunter Yeah. Even though it's been a non continuation, it definitely has planted seeds of how, how could this look? How can we continue this with sustainability? Specifically within our four area school districts, there are things that are going to continue that we've been creative to identify. How can we continue this, this work, but then also, at, you know, there is going to be that continued advocacy to to examine, how does this impact where school based practice is going in the future, you know, whether it's impacted individual OTs. And just saying, Hey, I never even thought I would be able to work in this area. Oh, I didn't know that the ESSA laws allowed for ot to work in this space. Yes, there is idea you could allocate funding to be able to support those preventative and promotion levels. So it definitely for me. I came from school based practice where I was mainly tier three. I. With IEPs, and I thought I was siloed in only being able to work with those on my caseload. And it really has opened up the opportunities to to see the possibilities of where I knew that we could work, even though I felt like I had the restrictions of where I could work, if that makes sense, yeah. Jayson Davies Oh yeah, absolutely. And, and I the reason I asked how long is because I actually want to look a little retrospective these four districts. Were you working with them actually, before? Did you have students going to those four districts? Kaisa Syvaoja No, we weren't currently working with students in this capacity, like we might have had field work placement students, in a general sense, going in, yeah, and doing what we consider that typical OT, but no, we were not doing this particular program or partnership with any of these districts prior. Jamie Hunter Yeah, they had gone there for a traditional school based practice, and it opened the door because we had the existing partnerships with these districts, but it allowed for expansion of, how can we really enhance this partnership to be able to support the district beyond just the student learning aspect of a level two student being taken by a ot at the district, perfect. Jayson Davies And that's exactly what I wanted to bring up. Is, what did it actually look like for our Level, Level Two students going before this program, right? These students were, you had students five years ago. They were going to school based ot placements, but they weren't going with this knowledge that they're now going in with. It sounds like they get one or two terms of education before they go into their field work on every moment counts, and autism level up and other programs that are fantastic. But have you seen, I guess, a big shift in what you know, your level two fieldwork students from five years ago compared to those that are going in today? Jamie Hunter Yeah, I would say yes, we've seen a huge growth with the students capacity for learning while they're on the site, but then also what they can bring as as resources to the districts that they're working in. And so previously, students that would go into school based practice in these four school districts, it was that traditional tier three, you know, caseload that that you see OTs typically working in, you know, and I think even from the our first year of the grant, there we were, what is our phrase, Kaiser, we were saying we were building the plane as we were flying it, right? So here we're building programming. We're building the different interventions. How do we assess at the group level? How do we assess at the population level? We're building things that our students could be using, reflecting now to the students who are out on rotations right now this group of students, we embedded them in research prior to going so here they immerse themselves in in the language of everything school based, all the language you know, it's a foreign language when you're a medical professional and you're going into the educational setting, right? And so it immerse them in that. It immerse them in the evidence based components that are going behind. What is school based practice, and what are the mental health components that are needed? And definitely in addition to those learning modules that we have the students do before they go on site, but then also the programming that our students and our field work educators have built over the last two and a half years. Now we have programming. We have things built so that we can really expand and begin to build those things at the district level. And so it definitely has made a huge difference, and students are feeling more confident in in that advocacy and being able to build programming for our districts. Jayson Davies Yeah, yeah. And on the flip side of it, because you mentioned right having that opportunity to collaborate, I'm sure you're also getting feedback from people at the district, whether it be teachers, other service providers, hopefully even administration. What has that looked like? Like? Are people like, Oh, I understand ot now? Or are they like, Oh, I'm surprised. I didn't know that ot could support mental health. Or, I guess, what are you hearing when? When other both OTs, but also non ot practitioners? Kaisa Syvaoja So all of the above you can probably imagine. You know, a lot of that goes back to the advocacy piece. So, you know, like when we first started those conversations, we got a lot of, oh, I didn't realize that ot could do that. Or some hesitancy is that, you know, is that a direction we want to go? You know, we sort of got the system and process, so there was a little bit of that as we have built the relationships. And I think as you are able to see. What your OTs in those schools are able to do to support the whole school, that conversation has really shifted to, you know, what else are you able to do? How can you expand these types of things? They start to come and see you as more of a partner in whatever those initiatives are at that district level. So I think a lot of that just comes back to continually being present and advocating for for us as as a profession, and then advocating for those kiddos too. Jayson Davies Yeah, yeah. Love it awesome. I just love how you know, it starts with just the fieldwork students, but then it expands so much beyond the fieldwork students and like, what I mean to extent you call that, like, grassroots advocacy, right? Like you just start with the smallest number of people that you can and just grow from there. And that's awesome. Kudos to y'all. All right, we have spent a lot of time really talking about the program, what it has looked for the two of you, and for the students and and for the schools that you work with, but now that we got everyone excited about what they can do if they get a grant, let's talk about grants. And first of all, is this something that is too overwhelming for a school based occupational therapy practitioner? Obviously, the grant that you got, the two of you got, is a little different, right? You were getting a grant to educate others so that they could make progress. But is getting a grant, whether it be federal or others, I don't even know what exists out there, feasible for school based ot practitioners that are, you know, working a 3540 hour week, absolutely. Kaisa Syvaoja I mean, will it be work? Yes, but I think that there's a lot of payoffs for that, you know, whether that's getting a smaller grant, and there are a lot of smaller grants out there, especially if you're looking at maybe just a school level or at the district level, and you're not trying to do, like, what we're doing, where we've got really big partnerships and placements and stipends related to placements, and, you know, that type of aspect, and you're really just looking at the implementation of an initiative like this, you can certainly find smaller grants that are going to support that, that are going to support some of those startup development costs, getting diversifying your assessments, and, you know, resources that You have at at the school level, and then also being able to provide some potential offset to your increased workload, or shift in that workload. I think that that's a big area that people need to be thinking about, if you're looking at it more from that practitioner level, is the school districts, especially if you're coming from a district that is short OTs, they're not going to want to pull you, even if you are really skilled and wonderful and can do all these wonderful things. And so being able to have some dollar amount, to be able to offset that, is going to be incentive to your districts, and it's going to help you get your program launched. There's a number of non government grants, but then at state levels, there's a number of states we're in Minnesota, so I pay attention to Minnesota, Wisconsin pretty frequently. But you know, there are state level grants that do come through. The big thing with applying for a grant, whether this is at the small level or the larger level, is really think what your project. Think through what your project is. Think through what are all the different elements of it. Have a really clear vision of what that is. And for OTs, that can be really hard, because we're good at everything. We can do lots of things. So narrowing that down being really concrete with what it is that you are able to offer how many people or kid OTs, or what's that impact look like? You know, how are you serving them? And what are your specific project areas are going to be helpful to somebody that is going to be reviewing that grant that is 99.9% of the time not going to be an OT. So you have to explain what OT is in a way that's tangible, and also not get tangentile in that explanation with really clear. This is my like to say, like the artifact. These are the things in the point that you can that you can see and walk away with, Jayson Davies yeah, yeah, absolutely. I want to touch on something you just said. But before I do, we're going to take a quick break and we'll be right back. We'll be right back. All right, we're back. And you mentioned this thing that, how do I phrase this? I thought about grant writing. I've thought about trying to figure out something, maybe even Donors Choose, or whatever that website is called, where other people finance things. But I always, to a degree, almost felt a a little bit selfish or b I didn't know what to actually ask for. And so I love that you brought up some assessments. I also really love that you brought up the idea of potentially compensation to bring on, like another ot practitioner to help out, even if it's a few hours a week. Yeah. Is that something you've seen practitioners do? Like, in I guess do you have to kind of, like, lay it all out on a spreadsheet? Like, I need these assessments. Is going to cost this much. I need a part time. OT, we have a contract company that we work with. It's going to be this much. And is that kind of what it looks like? Kaisa Syvaoja Yeah. So you would essentially be creating a budget spreadsheet. And within that budget spreadsheet you're going to have those operational things that you know are tangible things, you know, the assessments, the equipment that you need, the potential, you know, if you had to do any renovations, those kinds of things, right, that have a really easy attached dollar amount. The other part to that budget is your time like you have to see yourself as an entity, or somebody else as like you need to. You need to monetize that time in some way, whether that is yourself to say, Okay, this percentage of my workload is going to be covered through this and put $1 amount to that, and also then for the district, because now they're going to lose that person percentage of your workload for your traditional services that you had been providing that then you're going to need to say, okay, and I'm either going to work overtime, and this is going to be the percentage that The grant is going to pay me for overtime, so you essentially compensate that for yourself, or you're going to bring in somebody else that's going to be able to offset that cost, and you're able to pay for that through a grant source. Obviously, some grants don't allow for personnel, so that would be something you need to look at specific to your grant, but assuming that you have a grant that allows for you to build that budget, and they have, they have guidelines, and you're not just, you know, you don't guess here, um, they'll tell you, I can Jayson Davies totally see, sorry, really quickly, I could totally see, like, an OTs will therapist, like, going out, getting this awesome grant for like, $50,000 to help them, like, offset their work, and then being like, how do I give this money to the district? Like, just not understanding all that, but obviously, all the guidelines, or each grant has guidelines. Most of the times it goes through the district in some capacity, correct? Kaisa Syvaoja Yes, yeah. And this is where, like, obviously, like, you might have one person writing it, you might have one person envisioning this, but you're not going to probably go rogue and just, you know, create a grant, or apply for a grant and get a grant, and your district's not aware of it. So like, you need to have these conversations at the district level, or if you're in a cooperative, you know, with your cooperative, however you're however you're structured. So yeah, don't go rogue. But within that budget spreadsheet, like you really want to be thinking about, what are those tangible things, and also, what are those personnel aspects? Because that is what's going to make your grant successful. Because you can have all the most brilliant ideas in the world, and you might not have either time to do it, or there's nobody to be able to pay to be able to do this. And when you are looking at shortages of personnel, districts, cooperatives, whoever is paying you and building out that case so that they're going to be really protective of your time in those other spaces too, because they need you to be working with the kid OTs that they currently have. And we know that there's a lot of kiddos that need to be worked with for ot across the board. So these are really, really great opportunities to build my recommendation. If you're a practitioner looking at this, start small. You don't need to do a multi million dollar, massive project with all of these different aspects to it. Think about, what can you do if we're looking at like a tier one approach, and that's your focus. Like, what can you do in that classroom level? What can you do in those between classes times that's going to help with supporting the culture in a positive way at that particular school that you're working with, or that particular classroom that you're working with like these don't need to be huge, massive projects that are really challenging to organize. You can start small and then build that also is helpful. If you're working with a district that maybe is a little bit on the fence, or you've got teachers who don't really understand this, it's a good way for them to be able to see in small snippets what you are able to do and how you can support them, and then you can build from there, and whether that's through additional funding or they reallocate things at the district level, and you've got some release now for that, because now they're allocating dollars coming in from other sources to your salary. You know those are those are ways for them to be able to see it, but those grants are really helpful to be able to launch that, especially with a district that maybe doesn't have the means or resources to be able to do that on their own, or maybe doesn't understand what you are able to do as an OT in those spaces. Jamie Hunter And I think, yeah, I think, you know, like Kaiser said, Don't go rogue. It is you have a team. You know, many times you're working alongside counselors or teachers who have passion and have, you know, similar ideas. Start having conversations about, hey, I have this idea of how we could grow programming. I saw this grant right? How do you work collaboratively as a team? It may be something that you need to bring to administration and get that buy in too, right? And maybe, then, whether you're at a bigger district where maybe you might have some people who have been had experience writing grants, you know, that was my first taste. Is I partnered with a teacher and we wrote a grant for a sensory room, you know. So I think it's very feasible to be able to write those grants. But you know, having other eyes on it is another supportive measure. And and showing your district administration, hey, this is what ot can do. And how can we showcase this through grant writing? And here is the idea that we have to bring to the district to enhance what's already happening and and build from there. So yeah, definitely start small, but don't do it by yourself. Kaisa Syvaoja My big advice to this is, if you are an idealist and a visionary, find someone who's a type A analytic to read through and clean your proposal. Jayson Davies Yes, yes, I am the first and definitely need a lot of help with the person, people who implement so I totally understand that statement. I had a question, and you made me laugh, and I forgot about it. But no, the question is, is ot practitioners, we often go to our administrators in times of need, and the sense of I'm burnt out, I need more support to help me get through my already high case load. And we sometimes forget that when we go to our administrators, I find when we go to our administrators, we go with problems, and we don't often go with solutions. And I feel like this can kind of help us to go with a solution. Yes, it takes a little bit more work. Don't get me wrong, it does take hours beyond seeing kids, assessing kids going to IEPs, to sort this all out. But long term, it can support us. Is that kind of how the two of you see it? Kaisa Syvaoja Yeah, absolutely. You know it's, it's definitely some work on the front end and and I don't think it's a quick fix. So if you are a practitioner who is burnt out, this is not going to be just like the next day. Things are all wonderful. But the work that we have particularly been doing through the grant, and if you can get a grant to support this is sort of twofold, like you're able to do more at that tier one and tier two level, which, in theory, and we've seen, I think, good, good anecdotes to that this actually works. But you know, when you're working with tier one and tier two, you're preventing potentially more involved tier three needs, which, if you're a burnt out practitioner, can also be helpful, because maybe you're not working with them at a high intensity in a tier three IEP capacity, and you're maybe working preventatively with some of these kiddos so that you don't have as large of a tier three caseload. So that's where a benefit is. Obviously, that's not immediate. I think the other thing to just in context and have people think about is like, this will take time for you to learn and to get a system and process like we've been doing this now for a couple of years with our students. We've learned a lot along the way. Definitely, the way we're doing it now is not how we started, and if we could go back, it would probably be a lot easier. But, you know, those that first time that you're trying something new, it's going to take more cognitive load and also planning and work on your part, so you're putting more time in early, yeah, with the return hopefully later on, yeah, in different ones. Jayson Davies Yeah, absolutely. And Jamie, if I can come back to you, because you mentioned how you actually worked with the teacher to develop a sensory room on campus, I would love to just kind of get a quick overview of kind of how that got initiated and the steps that you kind of took to make that happen. Yeah. Jamie Hunter So in practice, when I was working for our school district, I was working with an autism teacher, a teacher that's specialized in in that area. At the high school, we did not have a resource room. We did not have a place that that students could go to decompress, to take a break, to get some of those sensory needs met. And so we had a local grant that the teacher was like, Hey, do you want to see if we can apply for this grant together and see if we can get funding to be able. To get the equipment that we need. The district was on board to say, hey, we'd provide a classroom space for you. We'd allocate that, but we just don't have the money to be able to buy the equipment that we would need to be able to support that. And so the grant was written to be able to get equipment. So we were able to get swings, we were able to get scooters. We were able to put mats in the room. We had lower lights, you know, all of those sensory based tools that that students may need, depending on on what where they were at with their regulation for that moment of time. And so it definitely was a great opportunity for us to apply for the grant. We received it again, those same factors that Kaiser shared before, we had to itemize everything that we wanted on our wish list. What would this money go towards? How would we spend it? We had to give like we were going through catalogs and absolutely writing down every single thing that we could potentially put in for the funding, and then we had to document that on the tail end side when we did receive the grant, to be able to spend the funding down. Jayson Davies So so just to demystify a little bit more, here you thank you for kind of sharing that last step that you really had to do, or several the steps that you had to do at the end of your answer. If, how long did it take from the moment that you guys, like, had this idea to actually being done with the process? Not like, how many hours it took you? But was this a week long project? Was it a years long project, months? Jamie Hunter So kaisa asked, Hey, do you want to do this grant? Jayson Davies I'm just talking about the small one. Not the not the big one, but like the small one, the small one that we're talking about right here, the sensory room, right? Jamie Hunter So the small grant that we did, gosh, you know, I think it was a meeting. We we met. We talked about, what does this look like? You know, I think we met a couple times. We had a shared document that we were growing and developing. The application process, I took over kind of looking, because OTs, we look at those sensory catalogs and equipment and things like that. A lot I took on that aspect of diving into what things would we want to go in there, how much money would each of those things cost? The teacher kind of took on more of the responses to, what are the questions? Why do we need this? What is the need? So we kind of tasked it out that way when we were applying for for the grant, you know. So, I mean, definitely it took some time and investment, you know, definitely a few meetings looking at that deadline, you know, are we meeting that deadline of when it needs to be applied and submitted? You know? So, and then on the tail end, once we did receive the grant, then it took a little bit more time again, going through the orders working with the district, because it had to come through the district where all the funding went, and, you know, the processes to get it all ordered and set up, and then the training, yeah. So then, after that fact, we had to do training to whoever was using that room so that we knew that the equipment and everything was going to be used appropriately. So definitely, when you're thinking about, what is your product, what are those outcomes? What are the components that you might need to invest in to make sure it's a successful run? Kaisa Syvaoja Can I jump in real quick just on some logistics for grants? Having some ideas in your head is a really great thing. You can write them down on paper. Obviously you're going to tailor your project specific to the funding requirements in the source. So you might have a big project that you have to make a little bit more tangible to that particular grant. So, you know, have that in the back of your mind. The other thing with grants, typically, they operate on cycles. So usually, you know, there might be a heads up for a grant, like, Hey, this is going to post, or we anticipate it's going to post at a certain time. But grants typically aren't just continually available. I mean, smaller maybe non governmental grants, you might have just a pool of money that's available and they do it on a rolling basis, but usually you're going to get a grant window time. So between, you know this date and this date, you can put in an application. And so you have to be able to sort of build your project around their timetables. So that's something also to think about, is it's nice to have, like, a longer range plan. Where do you want to go as a district or as an OT? So then when those grants open up, you're able to apply for them. Yeah? Jayson Davies Is the easiest way to find grants. Just kind of go on google search California education grants and kind of obviously type a little bit more details than that. I'm assuming every state's different and all that. But is that kind of the starting point? Kaisa Syvaoja Um, yeah. So. There's a couple of good places at the state level, like looking at your state websites are going to be probably your best options. And there's there's grants specific to individual elements or aspects of that state government structure. So you can apply to be on listserv and get email notifications when grants get posted at the state level. I do that for Minnesota, and that's across, I Jayson Davies think, like the Department of Education, Kaisa Syvaoja Department of Education, but it's really through, like, there's your state government, and it posed pretty much all grants, at least ours does within that that spectrum, as far as what you're wanting to sign up for. So that's one grants.gov is going to be your go to for federal grants. And that system, you know, once you're in it, it's a little bit clunky. You can sift and filter through and just look at forecasted ones or ones that are open. You can look at certain funding sources, so if it's us, you know, Department of Education, or an NIH grant, or something along those lines. It lets you sift through that way that's going to cover your governmental grants, non governmental your we have foundation level for, like, local areas, whether that's a city level or, like a couple of counties, that's usually a good place to start, because they might be pooling a number of people, or just reaching out to those foundations and organizations is also helpful to just say, Hey, we've got this project. We're looking at some funding sources, you know, what might be some local, you know, area dollars that might might be interesting to look at, and they're usually pretty useful. Jamie Hunter I think the local one, like, like I spoke to about funding equipment for the sensory room at the high school, right? That was a foundation locally. It was through a hospital, you know. So looking at your local organizations, sometimes those retail organizations that are local to you might put out small grant funds that that you can apply for funding. We've had some of our students apply for those at a retailer, and they've gotten $500 for equipment to help at middle school recess. Kind of you know, where they have some more equipment available for for students. So definitely different ways that you can look at exploring those funding options. Jayson Davies Yeah, that's a that's a good idea, like, because I know recently in our community, I think it's smart, and final, has been just kind of out there in the community. Really like doing things for our schools, and I almost see that as like a way to also potentially find they might not have a specific, quote, unquote grant writing or grant a program. But those businesses in your community, if you see them out there, supporting your local school district, if you see them out there, you know, maybe your city just opened up a new playground and it was provided by or sponsored by this business. Well, that probably means that business is interested in supporting, you know, endeavors that might be related to occupational therapy, and so reach out to that company, and maybe it's not a formalized grant or something, but they might be able to support you in some way. So great idea. Kaisa Syvaoja One of my best advices is go with a project. Don't necessarily go and ask for the money. Just go and say, Hey, I've got this idea. I'd love to be able to talk to you about it. You're not asking for anything. You're just having a conversation. So you know, starting there for those smaller partnerships and conversations, that works really well, then you can go back and ask later, or they might offer something. Jayson Davies Yeah, yeah. You never know. You never know. I would be remiss if I didn't ask this question, is chat GPT helpful in any of this? Kaisa Syvaoja Well, we didn't use chat GPT when we developed our grant. That was still a little bit before chat GPT was very well versed. Yeah, I think that there are some benefits, you know, being able to put in, like, if you're brand new to building spreadsheet related stuff, don't really know what you should be including help with definition of terms, that type of thing. I think AI can be a really useful tool to sort of help structure that narrative or pull out aspects of that document. Maybe as far as developing and building I don't think that any of our AI sources are that adept at the nuance of OT especially if you're wanting to build a innovative and new project. I think that AI generative AI is really good with things that it already knows a lot of what you are wanting to do, hopefully and be innovative and creative. Hopefully, AI doesn't have a really great idea looks like. So you're going to have to build that aspect of the narrative for sure. But I think it can help with some of the nuts and bolts, maybe of some of those grant writing resources. Jamie Hunter And I think if you. Have that idea and you're like, okay, am I addressing this question to the detail that they're wanting? You could run it through an AR generator, you know, is it more clear? Is this? Can this be more clear and concise? Is this, you know, am I addressing all the components that is in this application and have it be like a second set of eyes to just say, is there anything else that I could expand on? Is that a way that you could use that tool? But again, I think you still need to have those ideas. You have to have the build of it and use it as a supplementary support. It's not going to generate everything that you're going to need? Kaisa Syvaoja Yeah, and I review grants. We still have humans reviewing grants, at least at this point. I think it'll be interesting. The next couple of years, are we going to see generative AI doing screenings for those initial grants? So that might be something interesting to pay attention to. Like, are they screening out certain things. If you don't have certain words in that initial application, to my knowledge, that's not something that's happening at this point, but that might be a way of also pulling in generative AI for the future to say, Hey, do I have all the key words and target things that this particular grant might be looking at, so that you are at the top? But when somebody is reviewing a grant, they want to hear your story. They want to hear what's what's really exciting about what you're doing, how it's going to impact your local community, or whoever it is that you're working with, like that's what they want to see. So you have to be able to showcase that. Jayson Davies I love that. That's a great I think that's kind of a great wrap up here. I was going to ask you both for one more tip, but I feel like you all have given so many great tips throughout this entire episode. So unless there is one more thing that you kind of have on the tip of your tongue and you really want to share, I wanted to ask if is LinkedIn the best place for someone to find you, potentially, if they have a question, either specifically about the program you're working on, maybe a quick grant question, or maybe they're local to you, just want to you. Just want to support you. Is that the best place for people to find you? Kaisa Syvaoja Yeah, this is crazy. You can certainly reach out to me on LinkedIn. I'm pretty active there. Love to connect with anybody and everybody. Jamie Hunter Yes, I would say the same. You know, I guess the only other thing that I think about is that, can this be done without grant funding? I think another advocacy piece is thinking about your ot practice and what things you may want to expand in your practice. There is always partnerships. You have local ot programs in your state. Are there ways that you can collaborate to help build some ideas and programming and just being able to expand where we are with school based practice. Jayson Davies Absolutely, that is a great wrap up. Kaiza Jamie, thank you so much for coming on this show, sharing so much about your grant that you received, and congratulations on getting this all like you're at the finish line now. Congratulations on that. That is amazing, but also here to support others who might want to do something similar with grant. We really appreciate your time, your energy and, of course, your knowledge. Kaisa Syvaoja Thanks for having us. Jamie Hunter Thank you, Jayson. Jayson Davies Thank you. All right, and that wraps up episode 191 of the OT school house podcast. Thank you so much for tuning in all the way to the end. I want to, of course, extend a heartfelt thank you to Dr Jamie Hunter and Dr Kaiser Savoia for sharing their incredible insights on how ot practitioners like us can use these grants to advocate for mental health within our school sites, as we've learned today, grant writing doesn't have to be super intimidating, and whether you're looking to fund a sensory room or provide professional development or implement A school wide Mental Health Initiative, there are resources available to you to help expand your practice and better serve your students. If today's conversation inspired you to think differently about your ot practice, or want to do more within your ot practice, I encourage you to join us over inside the OT school house collaborative. This is where you'll find additional resources, professional development opportunities and direct mentorship from myself and other school based ot practitioners to implement what you've learned today. Together, we can elevate school based ot practice and make a lasting impact on our students and, of course, our school communities to learn more about that head on over to OTSchoolHouse.com , slash collab and join our growing community of innovative school based ot practitioners, until next time. This is Jayson. Thanks so much for joining us, and remember the small steps that you take today will lead to big changes in your practice tomorrow. I'll see you next time. Amazing Narrator Thank you for listening to the OT schoolhouse podcast for more ways to help you and your students succeed right now, head on over to otschoolhouse.com Until next time class is dismissed. Click on the file below to download the transcript to your device. Thanks for listening to the OT Schoolhouse Podcast. A podcast for school-based OT practitioners, by school-based OT practitioners! Be sure to subscribe to the OT Schoolhouse email list & get access to our free downloads of Gray-Space paper and the Occupational Profile for school-based OTs. Subscribe now! Thanks for visiting the podcast show notes! If you enjoyed this episode, be sure to subscribe on Apple Podcasts , Google Podcast , Spotify , or wherever you listen to podcasts. Click here to view more episodes of the OT Schoolhouse Podcast

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