OTS 155: Essential Mindset Hacks to Maximize Your OT Potential
- Jayson Davies
- Aug 5, 2024
- 26 min read
Updated: Dec 18, 2024
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Welcome to the show notes for Episode 155 of the OT Schoolhouse Podcast.
In this episode, Jayson is diving into five mindset hacks that will change the way you approach your practice. Jayson will reflect on his own experiences and mindset shifts as a school-based OT, and provide practical advice for managing overwhelming caseloads and fostering open communication with administrators.
This episode has many valuable insights, especially for the new graduates out there or those who are transitioning into school based OT. Tune in to learn more!
Listen now to learn the following objectives:
Learners will identify how to communicate concerns about caseload management to administrators effectively.
Learners will gain the understanding to personalize various elements of the occupational therapy process to better suit their individual needs and those of their students.
Learners will explore different ways to become more confident in their practice. Learners will understand how to leverage informal mentorship.
Guests Bio
In 2017, Jayson founded the OT Schoolhouse website and now supports school-based OT practitioners via courses, conferences, and the OTS Collaborative community.
With experience as both a contracted therapist and an "in-house" employee for two distinctly different districts, Jayson has had the opportunity to appreciate the differences between both small-rural and large-suburban districts.
For over five years, he has been helping therapists implement proactive tiered interventions, support IEP teams with goals and services, and feel more satisfied with the job they are doing as school-based OT practitioners.
Quotes
“There is no one correct way to write an IEP…I say that fully understanding that there are a lot of required components to an IEP. There are pieces that must be there.”
-Jayson Davies, M.A, OTR/L
“An IEP is a collaborative effort. It is not just you. It is not just the teacher writing the IEP. It is the entire IEP team that is coming together, and you are providing your piece as the specialist in occupational therapy.”
-Jayson Davies, M.A, OTR/L
“Just because the way things are that you see when you come into a job, doesn't mean that you have to do things that way. Your present levels can look very different than the occupational therapy practitioners present levels that were there before you.”
-Jayson Davies, M.A, OTR/L
“Not every IEP should be the same, and you should be switching it up based upon what each child needs. So long as you're making the decisions that you make on the IEP based upon the best outcomes for the student and the evidence that you have available to you at the time, then you're doing the IEP right.”
-Jayson Davies, M.A, OTR/L
“The longer that we put off telling our administrators that we are struggling, the harder it gets for us to actually tell our administrators that we are struggling.”
-Jayson Davies, M.A, OTR/L
“It is totally fine to have mentors that are outside the world of occupational therapy. In fact, you could even argue that it is beneficial to have mentors from outside the world of occupational therapy, as well as from within occupational therapy.”
-Jayson Davies, M.A, OTR/L
Resources
👉 MedBridge (Promo code OTSCHOOLHOUSE to save $150)
👉IDEA
👉AOTA
Episode Transcript
Expand to view the full episode transcript.
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's your host, Jayson Davies, class is officially in session.
Jayson Davies
Hey there, and welcome to episode 155 of the OT schoolhouse podcast. My name is Jayson Davies, and I am here to support you for not only the 2020 for 2025 school year, but all the school years beyond there, we have 154 episodes before this one. If you haven't already, check those out, be sure to check those out, they will definitely help you. But with this episode, I really want to kind of kick off the 2024 2025 school year. If you are not ready to do that yet, maybe you still have a few more weeks before you got to go back. That's okay, feel free to hit pause and come back to this episode and a few weeks when you're ready to dive back into it totally fine. But some people aren't going back this week or maybe next week. And I just wanted to kind of share a little bit about my experiences as a school based OT, especially early on in my career. And talk a little bit about the mindset shifts that I have made now and now have the mindset of that I wish I had when I was you know my first year, second third year into school based Oh T, I could use this episode to kind of dive into the how to set up an IEP or how to develop a treatment plan. But first, I want to talk about the mindset because I think a lot of times it's the mindset that actually prevents us from doing things we know how to do, because we're scared that someone's going to say, Wait, that's cool, but you can't do that. And so I want to talk to you today a little bit about mindset. I have five different topics that I want to address today that are hopefully, how do I say this that will prevent you from preventing yourself from making amazing games this school year. I also have one bonus kind of life hack that's associated with work that I want to get into. But first we're going to talk about five school based occupational therapy mindsets to help you with the school year. Now before we dive into this first mindset tip that I have for you, I want to give you a little bit of background about how I got into school based occupational therapy. For starters, I did not think I was going to be a school based occupational therapist, here I am 13 years later hosting Episode 155, a school based OT podcast, who would have known but at the time, I figured that I would end up actually working more at a sensory integration gym, I had done a lot of volunteer hours down here in Southern California at an SI clinic. And I really just kind of assumed that that's where I would land even had a 10 year goal at the time to open up my own si clinic. But that's just plans didn't work out. And I ended up having an interview with a third party contract company for a school based OT position. And yeah, it went well. You know, it was a really interesting, unique experience, because I kind of had an interview with someone at the contract agency. But it wasn't really an interview. It's more of like them telling me the answers for when I would have an interview with the actual district which Yeah, just kind of weird. That probably still happens to some extent today if you're going with a contract company as your job. But yeah, anyways, that was kind of my jumping into school based OT and I did not have a field work and school based OT at all. So when I first started working, I think I missed the first part of the school year. I think it came in just a few weeks into the school year, based upon when I passed the NBC OT and whatnot, and got my license. So I was coming in, I missed you know, that week of planning time that everyone had come in in two to three weeks in the beginning of the school year. I knew nothing about school based OT, I knew nothing really about treatment. This was my first job out of school. I didn't understand evaluations. I didn't know what the bot was. I didn't know what the M fund was. I knew there was something called a CYPs. Like I said, I was kind of interested in SI at the time, but I didn't know all of this stuff. And I'm sure if that's not you today, right now, as you're listening to this episode, I'm sure it has been you in the past whether that was last year, five years, 10 years. 20 years ago, you probably remember that time walking into your first school based OT job and just being overwhelmed because you didn't understand the systems and that's exactly where I was 13 years ago, I was afraid of making a mistake on paperwork. I was afraid that my note would get kicked back from someone I was afraid that a parent would think I was not a good enough therapist. I was afraid that I wouldn't actually know how to provide therapy or that someone would call me out for providing bad therapy, whatever that would actually mean, right? I was afraid that there was no way I'd be able to live up to the expectation of me as a occupational therapist working in this school. So I'm sure you've been there. And you felt that right. Even if you're not brand new to the field, every time you get a new job, you kind of have that feeling, right? It's like, I know what I know. But is that enough? So that's where this episode is stemming from looking back on my experience from 13 years ago, and also seen where I am today and trying to bridge that gap and trying to think of, if I had the mindset that I had today, how would that make my first year first month so much better? So with that, let's go ahead and dive into some mindset hacks to help you out as you're kicking off the 2024 2025 school year, whether it's your first year or fifth year or any year beyond that, alright? Alright, so mindset hack, number one, one sentence kind of wraps this all up. And that is that there is no one right way to write an IEP, there is no one correct way to write an IEP. And I say that fully understanding that there are a lot of required components to an IEP, right, there are pieces that must be there, you must have your present levels of performance, you must have your services, you must have your accommodations in there, your goals in there, if the student is older, you must have a transition plan. Things have timelines that they must be met and I fully understand that. But when it comes down to what is actually in the IEP, what you write in the IEP, there is no one right way to put that together. An IEP is a collaborative effort, it is not just you it is not just the teacher writing that IEP. It is the entire IEP team that is coming together, and you are providing your piece as the specialists in occupational therapy. In fact, I remember the first time I received my caseload, and I was just kind of going through trying to organize, get this spreadsheet that has, you know, Johnny's name, Sarah's name, so forth and so on, all the kids are in on my caseload. And then next to that is the grade that they're in. And then a few columns over is their services. And you know, just scrolling down the services, you just see, one time a week, 30 minutes, one time a week, 30 minutes, one time a week, 45 minutes, one time a week, 30 minutes, one time a month, 15 minutes, you kind of see this pattern. And then so it's natural for us as a new therapist coming into this program to just say, Okay, well, I guess when I'm going to recommend services, I got to do one time a week, 30 minutes, one time a week, 45 minutes, or one time a month, 15 minutes, those are three options. But that is exactly the mindset that I'm trying to support you here and saying, just because that's the way it has always been done, doesn't mean that that is the way that it has to continue to be. There is no requirement that every student who receives OT services on an IEP has to have one time a week, 30 minutes, just like there is no requirement that every student who has an IEP with occupational therapy must have a handwriting goal, or an executive functioning goal or a sensory goal. There's no requirement even that Hootie must have a goal. But those are hard to get hold of if you are brand new to the system. And that's what you're seeing on every IEP. Again, I'm not going to dive into the how to do all these things that I'm sharing with you today, we have 154 episodes to help you out with that plus the back to school conference coming up plus an entire course on the school based system over at the OTSchoolHouse.com. But I just want to share with you that just because the way things are that you see when you come into a job doesn't mean that you have to do things that way. Your present levels can look very different than the occupational therapy practitioners present levels that were there before you may be the OT practitioner there before you had 123 OT specific goals and every AP. Well, if you decide that you want to start to collaborate more with a teacher and tag yourself on relevant teacher goals, that's okay. There's nothing preventing you from doing just that. An IEP needs to be collaborative. But aside from that, there's very few and only, I guess, regulations for what OT must look like on an IEP. All right. So that first one is that there is no one correct way to write an IEP. You as the child's occupational therapist, have the right to change inching up and do things as you see best fit for that student. And it's okay if student one gets one time a week for 30 minutes and student two gets two times a week for 30 minutes and student forgets one time a month for 25 minutes. That's okay. The IEP, the first word, the eye is individualized, not every IEP should be the same, and you should be switching it up based upon what each child needs. So long as you're making the decisions that you make on the IEP based upon the best outcomes for the student. And the evidence that you have available to you at the time, then you're doing the IEP, right? Okay, so I had to take a deep breath right there, because that's just how important that is. I've heard from so many school based OT practitioners getting into the field for the first time that are just overwhelmed. And they're afraid of doing an IEP wrong saying something wrong in an IEP, picking a quote unquote, wrong goal for an IEP. And I just want you to know, it's okay. As long as you're keeping the child's best interest in mind, you are on the right track. Now, this second side of mindsets for your school year coming up here, it's similar to the first one except rather than pertaining to the IEP is pertaining to therapy services themselves. And my advice is really the same as what I just mentioned, just in relationship to therapy services, just like you don't have to prescribe to one time a month for 30 minutes, you also don't have to prescribe to being the quote unquote, sensory therapist or the quote unquote, handwriting therapist, it's okay to work on sensory 130 minute session with the student and then handwriting the next 30 minute session with a student or working on executive functioning or working on ADLs. Like there is so much to do. And you don't have to service every student in this same exact way. I remember as a new grad therapist first year into the school based OT realm, I had that sensory background a little bit, I understood that fine motor and handwriting was a big concern in the schools. And so I kind of went all in on that, I started taking a lot of professional development in sensory and I took the learning without tears, handwriting cores. And eventually I ended up getting sips certified because I was so interested in sensory, but I kind of cornered myself into this hand writing focus sensory based program. And I just felt like I was doing that with every single student. And it wasn't until much later that I started to kind of take a step back and realize my evaluations weren't necessarily driving me toward what the student actually needed. My evaluations were driving me to say handwriting is a concern. And sensory is the likely culprit. Therefore I need to work on sensory to work on handwriting. And I found myself always kind of getting stuck in that same exact route. And I understand why it's so easy to do that, especially as a new grad therapists, we don't have training and executive functioning, we don't have training and cognitive abilities and different models to address cognitive strategies, we don't have a lot of information in sensory, a lot of times we do get some fine motor stuff within OT school, I think we had to develop a fine motor toolkit while we're in OT school. So that's kind of where the focus was. But we didn't get into social skills, sensory executive functioning, all that stuff that OT can really support with. So again, kind of similar to the first one, where IPS don't need to look like a particular, they don't need to look the same. The same goes for your therapy or therapy does not need to look the same for every student. It doesn't even need to look the same for the same student between two different sessions, you might focus on the sensory one week and the next week with the same student you might focus on, I don't know, maybe the student needs to work on some strengthening or maybe they need to work on organization, or maybe they need to work on I don't know, fine motor skills, whatever it might be, I want you to know that that is okay. And you are not a fraud for using sensory one day and not using sensory the next day. In fact, some would even argue that you are a fraud if you're using the same thing over and over and over again because then you're not learning and you're not growing and you're not updating your techniques and using what is now available to you today. So, again, you don't need to use the same therapy strategy with every single student every single week. Oh, and one more thing before we move on from therapy sessions. Your therapy session does not need to be perfect. It does not need to be Instagrammable or Pinterest bubble or tick tock bubble It simply needs to be a service that supports that student and making games toward their goals. That's it. If someone's watching, and they don't understand what you're doing, but you're supporting that student, that is perfectly fine. If it looks great on Instagram, awesome. If it doesn't, that's cool, too. It doesn't need to look good on Instagram. So remember that when you're thinking about, Oh, I need to have this awesome service for my student. No, it just needs to be the service that your student needs when they need it. Okay, moving on to our third mindset hack, and it wouldn't be an OT podcast, especially not a school based occupational therapy podcast, without talking a little bit about case loads. Now, I don't remember exactly how many kids run that first case that that I received my first school year as a school based occupational therapist. But I can definitely tell you how overwhelmed I was when I realized that I am responsible for providing OT services to this so many kids, it was probably in the range of about 45. And not to mention there at three different school sites. Like, wait, what how, how am I supposed to do this? You know, I just came out of school, I was literally in an occupational therapy master's program like eight weeks ago. And now I am supposed to be doing what? So caseload and workload that is something that overwhelms school based OT practitioners of all experiences, whether it's your first year or your 25th year, anywhere in between or beyond case loads are difficult. And if you haven't been in a situation where your caseload has been a struggle for you, I can almost guarantee that you will be in that situation. A lot of people are doing a lot of things behind the scenes at a OTA at state organizations to make it so that that is not the case. But we're still working on that. And when it comes to understanding your case, though, and the mindset behind your case, though, there's one thing that I want to get across to you right now. And that is that it is not your responsibility alone. To provide services to every student on your caseload. It's simply not Ida does not say Jason will provide services to his 35 kids on his caseload, I DEA says that the LEA, the local education agency will provide services to those kids. So it is not a huge problem. If you're struggling with your caseload, it is a district problem or a school problem or a county problem, whoever your employer is, if you are struggling with your caseload, we are a team, we are not just an individual, even if you are the only occupational therapist, or the OTA in your district, your school, you are still not the only person required to provide the services to your students. It is a district responsibility, or a school responsibility, or as I mentioned, an LEA responsibility. Now, I know I said that pretty commonly. And you might be frustrated by how commonly I said that. But it's absolutely true. And it took me way too many years to figure this out. And the reason I'm telling you now is because I want you to be okay, and become comfortable with talking about your caseload to your administrators. Because while it is a district problem, if the OT OT team, or even beyond that the SLP team, all the related services are having struggles with their caseload management. Well, it starts with us as the individual practitioner, because we're the one who knows how long our makeup list of services is getting. We're the one who knows how many services we're able to actually fit into a week or not fit into a week. And if we don't communicate that with the team, with our administrators, well then it kind of does get put on us. The longer that we put off telling our administrators that we're struggling, the harder it gets for us to actually tell our administrators that we are struggling. So that's why it's really important for us to kind of almost create this template in our brain and it kind of goes like this. It's Hey, Administrator, how's it going? hope everything's good with you. I just wanted to let you know things are getting a little tight with my caseload. I'm starting to have Miss sessions that are adding up that I'm not able to actually make up because I've got IEP meetings. I've got more kids on my caseload. Now. I've got More evaluations on my plate, whatever the reason is, we've got to start to build up this language that we can speak comfortably to our administrators about, if we tell our administrators that we're struggling and they don't do anything about it, it really becomes a they problem, their problem. But if we don't speak up, it continues to be an us problem, a you problem or a me problem if it's me, not speaking up. And so I really do want to encourage you to let your administrators know how things are going, even if they're going great, let them know. Because if you talk to them, when things are going great, then they might listen a little more when things are really a struggle for you. So get used to telling your administrators what's going well, and what's not going well, especially as it relates to your caseload. All right, and that brings us to the tail end of our mindset hacks, that is number four, and five. And these two are kind of related, but I want to separate them out here for you because they are different. And while they may impact one another a little bit, the way that you probably go about taking action on these mindsets might be very different. So number four is about mentorship. And within the OT world, especially there is a huge demand for mentorship. And so much so that companies are willing to sometimes lie to us about their being mentorship availability at a job when you actually get into the job and find out no, there really isn't any mentorship, at least not formal in any case. And so what I want to say here about mentorship is that you will find mentorship in sometimes the last place you're looking for, we often want to find mentorship that kind of reflects us, or maybe an advanced version of us, right? An occupational therapist who maybe has five years of experience beyond us, you know, 10 years might be a little too intimidating. 15 years, you know, might be like, well, this person is just going to know so much they're going to think I don't know anything, and might be a little intimidating. But mentorship doesn't have to be perfect, just like the IEP and your therapy sessions don't have to be perfect. Neither does mentorship. I've had many OT practitioners as mentors over the years. But I have also had non OT mentors over the years, some of the mentors that have had the biggest impact on me have been school psychologist, teachers speech and language pathologist who knew so much about assistive technology that I learned from them, adaptive physical education teachers that have taught me kind of what they actually do and how PE works, and then figure out that we can collaborate a lot together. Just basically anyone on the IEP team, don't be surprised that they end up being a mentor to you in some way. Even a lawyer that has shown up to an IEP team, on behalf of the child has taught me something, but I necessarily call them a mentor. No, but I've learned a lot from so many people. And I guess that's kind of what I want to say here is just that. Don't close yourself off to learning from others who are outside of our profession, it is totally fine to have mentors that are outside the world of occupational therapy. In fact, you could even argue that it is beneficial to have mentors from outside the world of occupational therapy as well as from within occupational therapy. So the next time you're sitting there, like just thinking to yourself, I really wish I had a mentor or man, I wish I worked for a company that provided mentorship, kind of take a step back and think, Okay, well who is already right here that I talk to on a regular basis that I can view as a mentor, someone who can maybe teach me a little bit about an IEP, maybe someone who can teach me a little bit about therapy services, maybe someone who can teach me a little bit about assistive technology, or maybe someone who can teach me a little bit about just child development. It took me way too long to realize that non OT professionals could be mentors for an OT professional. And I don't want you to make that same mistake because you can learn a lot from them. But if you close your brain off to them, because they're not an OT, right, you're going to lose out on so much knowledge that will help you down the road. So with that, keep your mind open mentorship can come from anywhere even in the most least expected times. And trust me with everything you learn it will make you a better practitioner. And with that, we come to our final school based OT mindset hack. And this one's related to professional development. And I guess I'll kind of give a disclaimer here. or that at the OTs cloud, we provide professional development. So everything I say like, I guess you can take it with a grain of salt, because we are providing professional development, I profit and I earn a living from offering professional development in many different formats. But that does not sway what I'm about to say here. And that is that the continuing education that you take today will impact the therapist that you become tomorrow. And I'm going to kind of relate back to what I said earlier, with my therapy aspect, right? Like I kind of leaned into sensory. And I started to take a lot of courses related to sensory, which then only revamped my willingness and my desire to work on sensory. And in hindsight, I really do wish that I would have been a little bit more open to different worlds and taking other courses outside of sensory, I did start to do that, you know, later on. But for a long time, I was only taking courses on handwriting and sensory part of that was because it's like your school based OT you need to know everything about handwriting and sensory, but I really wish that I would have opened up earlier and seek out other opportunities, whether that be about developmental delays, whether that be about ADHD and executive functioning earlier and earlier than I actually did. I wish I would have done that. And I completely encourage you to do the same. don't fit yourself into one box. Unless you you know, maybe you have the desire to go get your PhD and really specialize in one area so that you can kind of advance that area. Awesome. Go for that. That is probably like, don't listen to anything I'm saying right now go get your PhD if that's what you want to do right now. But as a school based occupational therapy practitioner, we have to be well rounded, right? Like we work with students who have all types of disabilities, ADHD, autism, cerebral palsy, intellectual disabilities, everything right? vision impairments, so we have to be well rounded, we can't just focus on one thing. And so I really want to encourage you to seek out those opportunities to learn wherever they might come from. Especially if you have the opportunity to see someone in person that you really respect, you should definitely take that opportunity to do so. both state and our national conferences are a great way to be a part of that. At the OT school house, we have several courses, we have our annual back to school conference, again, plug coming up here shortly at here in August. We also have the OT squats collaborative where we hosted a new professional development every single month. That's four different opportunities right there that you could be a part of, of course, there's occupational therapy.com. out there. There's also med bridge out there for professional development resources, there are many others, some are 100%, free, they might not offer a certificate, but education is education, whether or not it comes with a certificate of completion. In fact, I'll tell you something that most providers or professional development won't tell you. And that is that some states you don't even need to have a formal Certificate of Completion, or in a OTA approved course, as part of your 12 hours or whatever it might be a professional development that you need. Every year, the states just don't require it because they understand that not all professional development comes from well produced perfect courses, right, they understand that sometimes a YouTube video is the professional development you need. At the time, a podcast might be the professional development that you need. Reading a journal article might be the professional development that you need right now. And that is okay. When I say professional development, I mean the term very loosely as in basically any form of education that makes you a better practitioner, you should seek that out any way that you can, especially as a new occupational therapist or occupational therapy assistant, life only gets tougher. As you get older and things become just life gets busy, we'll just put it that way life gets busy. And as a new grad, you might have a little bit more time right now to focus on some of the professional development that you won't have time for as you get older. So the continuing education that you take today, the continuing education that you listen to today, read today, whatever format you take in that professional development will make you the therapists that you will be tomorrow next year and the many years after that. Alright, so that was the five mindset hacks that I have for every school based OT practitioner but really for the newer school based OT practitioners that maybe you haven't kind of locked into some of those hacks before. Just a quick recap. Those are that nine Not every IEP needs to look the same, there is no one correct way to write an IEP, you are at liberty to kind of adjust it to your fitting. The same goes for therapy sessions, they don't need to be Instagrammable, they don't need to be perfect, you are free to kind of choose the therapy session that you feel is best for your student at that time, your caseload if it's not manageable, it's not on you it is on the district, you just need to make that known for your district so that they can help you. Number four, mentorship does not always have to be formal, it doesn't even necessarily have to be another OT, or OTA, and continuing education that you take today will turn you into the therapist of tomorrow, that is number five. Now I just want to quickly cover this bonus life mindset, if I want to call it that. And that is that within the OT world, especially as a brand new occupational therapy practitioner, you likely have student loans, you may also have recently bought a car because you were like, I deserve this as a new school based OT practitioner after getting my first job, you likely are now paying rent that maybe you weren't paying before, if you lived at home, and you've gotten a lot of expenses, and so you might be crunched for money right now. And I totally understand that that's exactly where I was, as a brand new practitioner, I remember my student loan at the time, I think was 1200. But I really wanted to pay it off quickly. So I think it was paying like an extra $200 a month for a total of $1,400. Every month, I had rent that I'd never really had to pay for before because they're kind of rolled into my student loans. And then of course, every summer because we have off summers at school, basically practitioners, I wanted to travel. So that was something that was kind of in the mix, right. So all of a sudden, life got more expensive. I was making money now. But life got more expensive. And so what I want to say here is just that, while you might be feeling that financial struggle right now, especially if you have some of those high student loans, I want you to know that it will get easier because your wages will increase over time. And eventually you will pay off your student loans. And that is effectively a raise because you no longer have to pay that that payment anymore. And each time you pay off one of your student loans, it's like getting a raise, because you can decrease the amount that you're putting into your loan. Or you can kind of do what I did. And just take whatever you're paying on the loan that you paid off and pay it toward the other loans, you can pay it off even faster. But eventually your loans will be paid off, you're going to make more income, whether that's with the same job that you have right now, or your might switch jobs. Or maybe you might even go into an administrative role or a teaching role and make more there. But either way, I just want you to kind of understand that. I've been there before, I was completely stressed with my finances at the time, because I was like, Hey, I've got this degree, but it came with a huge loan that I got to pay back now. And it's hard. But things do get easier. And almost to the point that I didn't actually plan for making more in the future. And that kind of I think that led to me actually making some decisions that I wish I would have changed at the time. But I just want you to know that you will get paid more student loans will come to an end sooner or later whether you have forgiveness or if you pay the entire 10 years or whatever it ends up being they will come to an eventual end. And you will be financially secure as a school based OT practitioner, as long as you kind of stay with it right like those first few years are difficult, but it will get to the point where you feel more secure. Alright, so those are my five plus one bonus mindset hack here as we kick off the 2024 2025 school year. If you haven't heard about it already yet, we are hosting the back to school conference over at the OT school house. You can learn more about that over at OTSchoolHouse.com slash conference. We have six live sessions over the course of two days, covering topics ranging from handwriting to working with students who have ADHD to sensory to advocating for yourself Actually, I didn't even plan it that way. But several of the things that we talked about today, you can learn more about that over at OTSchoolHouse.com slash conference. It's a great way to kick off the school year. You can watch live or you can catch the replays. The replays are available all the way until December 31 2024. So you have about four, almost five months, four months, I guess, to watch them. And yeah, it's just a great time. We've been doing this for four years now. We love it. It's going to be a large gathering of about 450 school based OT professionals and it's just a lot of fun. If you've never heard of it before, you've never been there before. It's completely virtual, but we would love to have you OTSchoolHouse.com slash conference. I hope these five mindset hacks plus that bonus life hack at the end help you this school year to feel a little bit more competent to, you know, realize that if you make a mistake, it won't be the end of the world. If you have one bad treatment this week, that's okay, next week's treatment will be good again. And I just want you to feel confident, I don't want you to feel bogged down and prevent yourself from having great therapy sessions because you're worried about the paperwork because you're worried about what the next IEP goals gonna look like. Because you're worried about your soap note, we didn't even talk about SOAP Notes or notes in general today. But yeah, just want you to have a great 2024 2025 school year. Thank you so much for tuning in to this episode and all the other episodes that you've ever listened to, I hope to see you in episode 156. We're going to be talking about AI within the world of OT, so stay tuned for that. And yeah, that's gonna conclude today's episode. Thanks for tuning in. And I'll see you next time. Take care.
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 OT school house.com Until next time, class is dismissed.
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