OTS 213: Making AI Tools Clinically Meaningful in School OT
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Welcome to the show notes for Episode 213 of the OT Schoolhouse Podcast.
What does it look like when artificial intelligence supports occupational therapy without replacing the therapist? In this episode, Jayson brings together two complementary perspectives on Korro, an interactive, movement-based platform that uses computer vision to turn a child’s body into the controller.
First, Dr. Andrea Hutchinson, U.S. President and Chief Medical Officer at Korro, explains the mission behind the technology, how practitioners help train and guide its clinical models, and the safeguards designed to protect children’s data. She also discusses Korro’s focus on home and classroom carryover, the role of OTs in development, and emerging research on engagement and skill practice.
Then, school-based occupational therapist Emily Colby shares what using Korro actually looks like with students. Emily discusses her initial concerns about screen time, how she uses the platform as a short warm-up, cool-down, and observation opportunity, and which students may—or may not—connect with it. She also shares honest lessons about caregiver buy-in, classroom carryover, app-generated data, and why clinical observation and relationship-building remain essential.
Together, Andrea and Emily offer a balanced look at the possibilities and limitations of AI-supported tools in school-based OT—and why the practitioner must remain at the center of every decision.
Listen now to learn the following objectives:
Listeners will identify the core features of Korro, including computer vision, movement-based play, practitioner-selected skills, and real-time feedback.
Listeners will identify practical ways Korro can be incorporated into school-based OT sessions as a warm-up, cool-down, or observation opportunity.
Listeners will explain how AI-supported tools can augment occupational therapy without replacing clinical reasoning, therapeutic relationships, or practitioner decision-making.
Listeners will describe how Korro uses computer vision while protecting children’s video and identifying data on the local device.
Guest Bio
Andrea Hutchinson, Psy.D., LP
Dr. Andrea Hutchinson is a psychologist, healthcare executive, and entrepreneur serving as U.S. President and Chief Medical Officer at Korro, where she leads growth strategy, clinical operations, and partnerships focused on improving outcomes for children and families. Prior to Korro, she co-founded CARE Counseling and served as CEO, growing the organization into one of the nation’s fastest-growing behavioral health companies before its acquisition by Optum in 2024. Dr. Hutchinson’s work has centered on expanding access to high-quality behavioral health and developmental services across healthcare and community settings.
She earned her doctorate in Counseling Psychology from the University of St. Thomas, with specialized training in human development and early childhood development. An award-winning leader in psychology and healthcare, she is passionate about advancing children’s health, development, and well-being through innovation, collaboration, and evidence-based care.
Emily Colby, MOT, OTR/L
Emily Colby is a school-based occupational therapist with a passion for empowering children through play-based practice. She currently works in Washington State and has previously worked in charter schools in California. Play is her favorite occupation!
Quotes
“We’re trying to find solutions—not solutions to replace the therapist, but to augment the therapist, to become sort of a sidekick to the therapist.”
-Andrea Hutchinson, Psy.D., LP
“If you’re going to pick an AI tool, figure out who’s building it and who’s training the model.”
-Andrea Hutchinson, Psy.D., LP
“The child’s image, their video—everything that’s happening with computer vision—stays on the local device.”
-Andrea Hutchinson, Psy.D., LP
“I’ve never felt like it has had the potential to take away my clinical reasoning, my relationship building, or my decision-making. It still feels like a tool.”
-Emily Colby, MOT, OTR/L
Resources
👉 Korro AI
👉 Use code for a free Month of Korro ‘OTS26’ (This code gives you one month free, but a payment method is required to sign up. You can cancel anytime before your free month ends to avoid being charged.)
Episode Transcript
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Jayson Davies
Hello and welcome back to the OT Schoolhouse Podcast. I'm your host Jayson Davies. If you've been following the show for a bit now, you may recall episode 156 of the podcast. Yeah, that was a while ago. But in that episode, I introduced you to a new technology called Coro. At the time, much of our conversation focused on the research behind the platform and kind of how it was getting started, how it worked theoretically, and its potential for occupational therapy. Well, a lot has changed, and so I wanted to come back and feature what Coro actually looks like in real life. I wanted to do that back in episode 156, but to be honest, there weren't many people actually using Coro in the schools. Now there is. Coro has continued to evolve, including making the platform more accessible to practitioners by removing its previous certification requirement. And as the team has worked with more OT practitioners, I wanted to revisit not just what this technology could do, but what it actually looks like in real life when school-based OT practitioners bring it into practice. So today we're doing something a little different. We're bringing together two conversations to give you both perspectives. First, you'll hear from Dr. Andrea Hutchinson, who is the president of Coro US and the chief medical officer at Coro AI, Andrea shares how Coro has evolved, how the team thinks about supporting therapists rather than replacing our judgment, and where they see this technology heading. Then, in the second half of the episode, you'll hear from Emily Colby, a school-based OT who has actually used Coro with her students. Emily shares how she incorporates Quoro into her sessions, what she observed while using it, which students seem to respond well, and some of the very real challenges of implementation and carryover of Quora within the school setting. And throughout both conversations, I want you to keep one thing in mind: technology is a tool. Whether we're talking about AI-supported activities, assisted technology, or something as simple as a pencil grip, it is our clinical reasoning and the understanding that we have of our students that determine whether or not that tool is useful. If you've seen Coro at a conference, they are at all the big ones. They have an awesome setup. It's fun to play with. Or maybe you have heard us talk about Coro here on the podcast, or maybe you're simply just interested in how emerging technology might fit into school-based OT. I think you'll appreciate hearing both the bigger picture from Andrea as well as the on-the-ground experience from Emily. All right, so without further ado, let's go ahead and dive into it with Dr. Andrea Hutchinson.
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
Andrea, welcome to the OT Schoolhouse podcast. It is such a pleasure to have you. Thank you so much for joining us today.
Andrea Hutchinson
Thank you for having me. I'm so excited to be here.
Jayson Davies
Absolutely, you are the president of Korro here in the United States, and we are excited to talk to you about exactly what Korro is, what the missions are behind Korro, and maybe where Korro will go into the future. And so, before I ask some specific questions about that, I do just want to hear from you: what makes Korro so special to you, and something that you deeply care about?
Andrea Hutchinson
Oh my gosh, what a great question! I love korro. So, a couple of reasons I love korro. So, I I have my doctorate in psychology, and I love to tell OTs I feel like your cousin. So I'm kind of in a neighboring profession. All of my master's and doctoral training was all on pediatrics. So I absolutely love working with children. I've worked with children as a psychologist in schools, in clinics. I used to own my own practice, and after leaving my practice, I sold it. Came over to korro because I really love the idea of kind of disrupting the system to figure out a better way to support children. And so, you know, you see it probably all the time. There are so many children who aren't getting the care they need. I mean, even in the school setting, there just aren't enough professionals out there, and the schools aren't hiring enough people to really support the children who need the care. And so, I don't know if you've even seen it. There are articles talking about different states where kids have IEPs, and the schools aren't able to meet the needs of the IEP. Huge problem. And so, really wanted to join a company that's willing to look at the system. Look at the problems. Find some solutions to replace the therapist, but to augment the therapist. To become sort of a sidekick to the therapist, we can help more kids because you know, as you know and I know, kids are on this trajectory where they're growing and developing, and it's not going to wait. Development. Not going to wait for the time when a therapist can step in because that's when the school has the person ready. It's going to keep going, and kids are going to miss developmental milestones if they're not getting the care they need. So, to me, I love korro Oaks. We're trying to find a solution to really help every child in America.
Jayson Davies
Fantastic, great. And you know, this year you had a chance to make it to the OTA conference, the Inspire conference here in Anaheim, we had a chance to meet. I got to see the amazing setup that you, Nicole, and the team put together. You, Nicole, I believe, had a chance to come by our school-based OT meetup, which is always a fun time for those who weren't able to be on the conference floor and see the Coro setup and play with Alfie to climb some walls or grab some minerals, can you just share what the premise of the korro app
Andrea Hutchinson
is? Yes. So the korro app, and it's it's always hard to describe because you know how like when you have something to compare it to, you can say, oh, it's kind of like X, Y, and Z. Quaro is kind of one and a you know one of a kind. It's really unique and different. But what it is is it's an app that's on any kind of device that has a front-facing camera. So that could be like an iPad or a tablet of some type or a phone, and the child gets to play with Elfie, like you mentioned. It's like a video game. But what's so cool about it is their body is their remote control. There's no wearable. So as a child's doing different movements, they are actually being tracked by the computer vision on the the phone or the device, and it's helping the child with their treatment goals. So everything they're doing on the game is actually dictated by the the professional working with them. So the OT that's working with them behind the scenes gets to set all the skills and goals the child's working on each time, and the child then gets to play a game, have so much fun doing it. They're getting live feedback from Elfie and from the Elfie team to help the child progress and grow. And then the practitioner has all the data at their fingertips to continue to figure out what should the child do next time they play with Coro, or what can we do in clinic to help support the child's goals. So it's essentially a video game with no wearables, but the child becomes the avatar, which is so cool.
Jayson Davies
Yeah, it's really it's really something else. And like you said, it's not really like any other app out there, which which is it's unique and it's something special. We're gonna dive more into what it really looks like to play with Alpha and get the kids in front of the device when we bring on Emily in the second half of this episode. But I want to talk to you more about the mission and the vision of Coro and kind of where you see it today and where it's going to go in the future. So how how would you sum up Coro's mission and their vision and where do OT practitioners fit into that?
Andrea Hutchinson
Yeah, so you know we're an evolving company, so our mission and vision are pretty set, but we're continuously kind of refining and making it a stronger mission. But truly, what we're trying to do is we're trying to help every child, and when I say every child, I mean every child. So part of why I bring up the no wearables, wearables are a barrier. They're expensive. Not everyone can afford it. They don't always work, so we're trying to create a system that can work for every child by giving families, practitioners like OTs and teachers, a clearer understanding of the development of a child, and then giving them tools at their fingertips so that the child can work on different areas of development where they might need a little extra support. And so it's really this comprehensive program, not just for practitioners, but it's also for teachers in the future. We're hoping, and and more and more with parents to give that data, but also tools at their fingertips. They can support each and every child with their unique needs. So that's where we're going with it. And I think you, I like the other part of the question of where do OTs fit in. OTs are instrumental. I mean, they're such an important part of everything we're doing. You know, movement is such a big piece, movement and play of child development, and OTs have that nailed. I mean, truly, it's at the heart of what everyone's doing in OT, trying to figure out how can we help kids move their bodies and you know complete their activities of daily living, but how do we generalize all these skills into their daily lives to make life just feel simpler? And I think you know that's that's why they've played such a big role. So OTs are helping train our models. They're on our our clinical team. So at Coro, we like to hire clinicians. So a lot of our customer success managers and other roles within Coro, a lot of us are clinicians because we're going to look at a child and look at what the tool looks like from a different lens than maybe a tech person or a person who comes from a background in only customer success. So we want to really have a well-rounded clinical team, and a lot of our clinicians are OTs.
Jayson Davies
Yeah, yeah, it's very important, right? If you're creating something like this, you've got to have the practitioners involved. Going back a moment, because you were at AOT, you were at Inspire, walking around and being on the conference floor, and and even talking to other practitioners about Coro. What were some of the things that were that you were hearing? Maybe it's you know the things that OT practitioners were sharing with you that was difficult, something that. Like about Coro, or something they think could be improved about korro.
Andrea Hutchinson
Totally, you know. I think the biggest piece of I love feedback, and we really encourage anyone who uses korro. We want feedback constantly because we're only going to get better and be the best tool if we know what you love and what you don't love, or what you'd like to see. Because we're still developing so rapidly. I think our biggest opportunity area that we took away from it, and we're going to start figuring out what to do a little bit more in the fall. We have a pretty clear roadmap, but we're still picking the brains of some of our OTs who are in schools. We need better classroom-based interventions for the teachers because we really want that. You know, I've heard from a lot of schools or OTs in schools, we want that least restrictive environment. So, if korro could have you know movement breaks where the whole classroom's using it, but we can also you know see if that individual child that we're tracking is also doing the movement breaks. And so, we're really trying to figure out what are the best ways to incorporate Coro not just with the OT in session. How can we generalize that a little bit better into the classroom environment, and we have ways we're doing that currently. But I think we could do better, and so we're really excited about some of our ideas with how are we going to do that? What could Coral look like in the classroom to support that child a little more holistically? So that's one area for development that I'm really excited about. I think it's a big opportunity area, and I think the other one is just, or the good side. What we heard a lot: people love it. So korro is one of those things. I wish I could have everyone try it. The moment you actually physically do it, it feels magical because it truly works, and then you get data immediately. And so even my, you know, nine-year-old daughter likes to play Quoro because she likes to look at her results. After she wants to see how how did I do? How are my movements? What about my fine motor? Like she's learning all these terms because she's so interested in the data. I think we all love to learn and grow, and it's kind of why Duolingo so popular too. People want to see how they're progressing and how they're doing, and so you know we get a lot of feedback on just that piece of it that it's it's fun to play and also the data is really enriching.
Jayson Davies
Yeah, it was definitely fun on the conference on the conference floor. There was an individual and we were playing around with it and it was the climbing and so you've got your arms going up and down, up and down, right and left, and then the data shows up at the end and it was like you use your right arm more than you use your left arm, and like so, yeah, the data is a little fun to kind of just to see, and you know, we all think about using it with our students, but it's fun just to kind of see what it looks like on ourselves, and yeah. So anyway, it's really fun
Andrea Hutchinson
to see the other thing. The other part of your question too, going back to it, but you know, looking at core on the future, we're really trying to figure out how do we look at children holistically. I think you know our current healthcare system, and you know I'm more familiar with healthcare system than the school system for OTs, but it's so categorical, and you know we're really looking at kids through a diagnostic lens, which I understand and I get that that's you know what research and theory is based on. But I think at Cora, what we're trying to do is almost look higher up, but a child more holistically, as if you know an OT, a PT, a speech pathologist, behavioral health therapist, and a teacher could all observe at once, and then look at this child, the whole picture of the child versus just a fragment of the child's life, and how do the different skills and domains of development interact with one another, so we can support a child more holistically. So that's really where we're going with our clinical team with the training of the models.
Jayson Davies
Great. You know what? Kind of a follow to that. I think when you first started, it was relatively easy for the camera to track larger motions, right? Arms and whatnot, arm movements, and more difficult with more nuanced movements per se. Where would you say right now, you know, where in August, early August, that Coro is really advanced at looking at and getting feedback, and where is it still improving? And you say a year from now, two years from now, five years from now, it could be really good.
Andrea Hutchinson
Oh, that's such a good question. Our computer vision is really quite good. I'd say, you know, I think the thing we're we're tracking the best would be all the yes, the gross gross motor, fine motor, but some of the stuff we haven't tapped into as much. And there's such a potential area, so we're tracking, you know, hundreds of data data points on the whole body, but of those, between three and 400 data points are on the face alone that Coro is able to track.
Jayson Davies
Wow!
Andrea Hutchinson
And so right now we're working on training the model. It can track you know everything from heart rate to HRV to how much you blink, how your facial like even coloring could change. Let's say you get anxious or you know any little things we're currently mapping that all out because yes we can track it but it has to be mapped with a group of clinicians observing and training the model to understand how would we observe you know a child if they made that facial expression or if they did these different things so the technology is there we're still mapping it out so I think we're gonna have really sophisticated ability. To track a little bit more of the SEL or the social emotional or the more of the feeling side, just from observations, which then we can help the kids start naming. You know what's happening. You've worked with kids; they're happy or they're mad. Like it's so big and you know pretty you know specific. And I think we can help them start learning those different nuances of it too, and helping them understand. You know, one thing I love about OTs too that I've learned a lot over the last year and a half is really thinking about our bodies and how we're feeling. So even helping kids, you know, recognize with what Coro can see. But like, hey, are you hungry right now? Like, could that be what's happening? Are you you look kind of tired? Like noticing things out loud, so the child can start. Oh, yeah, maybe I am tired. Like checking in with their own body, and thinking about like, oh, that's what that that sensation is. What can I do so I can focus better in class?
Jayson Davies
Yeah, yeah. From a non-engineer perspective, can you just kind of share how it actually works? Obviously, we have a camera involved. We've got a device involved. We've got the student. Can you just walk us through quickly how that works?
Andrea Hutchinson
Yeah, and I'm going to stay high level because I'm a psychologist, so I, I know, I know from our tech team, I definitely don't use the right lingo all the time, but they kind of know what I'm talking about when I'm trying to describe things to them. But fortunately, we do have about 40 AI PhDs and experts on our team building the back end day in and day out, which is incredible. Some of the stuff on the horizon they've been working on is just pretty mind blowing to get to start playing with on the back end right now. But I guess high level, what's happening? You know, there's we hear about AI all the time, like literally all day, every day, we're all hearing about AI, and a lot of the AI we're hearing about is we hear about LLMs, so those large language models. So that's like Claude, ChatGPT, all those models. I think most of us use almost every day, and you know, those are the when you hear LLM, think language. So it takes language and it uses language to create a response whether it's using language to create a picture for you or language to create an email for you or whatnot so those are the LLMs and then what Coral has is we have the LLM but we also have computer vision and so it's a different kind of AI where it's actually we call it kind of the real world data so it's observing what's actually happening in the moment through cameras, and so as a person who is not AI tech savvy all the time, and when I talk to like my parents about it, or you know other generations or people who aren't as familiar with AI, I just compare it to like self-driving cars. So it's the easiest analogy. So it's like we're so used to the LLM, which a car is trained to know what do you do at a stoplight? How do you turn? You know, what do you do to park? What are the rules of the road? What's the speed limit? Those are all the LLM, and then the computer vision is that real world data. So if you're driving, the car is following all the rules, but a deer jumps out, the car will stop, and that's the computer vision. That's the real world data, and that's what Coro has. That's so unique. We can actually see the child, and you know, as a psychologist, and I worked with kids who were, you know, I had selective mutism was common, or you know, a strong anxiety case here and there, and kids wouldn't talk, and so I had to be so attuned to what was happening with their play and their movements, and you can't catch that with language sometimes and so you need to be able to see a child to really capture everything that's happening to understand what what they're expressing through their bodies and so that's what Core was able to do that's very unique compared to other platforms on the market right now for kids
Jayson Davies
fantastic you've mentioned a few scary words AI model training LLM sometimes like some these are fear invoking or anxiety I should say maybe invoking terms in today's world a lot what are some non negotiable AI safety and data protocols that Coro has kind of put in place
Andrea Hutchinson
yeah yeah such a good those are all scary I'm even scared of them sometimes but I think the best part of when you're scared of something is to think, what am I scared of, and what do I need to know, or what should I be asking to make sure I'm making the right decisions. And so I think you know when working with any kind of AI, we should know handful of different things. We should be asking questions. So some of the things we're doing at Coro to really safeguard, you know, when we think about AI and we think about, you know, model training, etc. So when we are training our models, it's being trained by a group of clinical experts who we have hired, who truly are going in and spending day in, day out, and they're multidisciplinary. So we have a developmental pediatrician, we have an OT, we have multiple OTs, we have psychologists, we have speech, so we have this really holistic group of professionals that are basically teaching the model how do they look at and understand child a child's behavior, and how do they do their interventions, and when they do an intervention, what should they be looking at, and so they're training the models. But then we also love meeting with our clinicians who use. We want to understand: Do they? What do they think? What? What should we learn from them? So we're constantly trying to learn from practitioners. So I think in this space, if you're going to pick an AI tool, figure out who's building it, who's training the model. You don't want a bunch of tech people training and handing it to you, saying, "Hey, this is probably pretty good. I read some books. We downloaded books. We want to download real brains because humans are invaluable. And a textbook might say one thing, but we all know in reality when you're with a kid, it'll never go perfectly like the textbook. And we have to have that you know fluid component integrated into it. So that's a piece of it. The other thing that's really important. Kids are different. I mean, we really need to protect their data. They're more vulnerable, and so we think about that a lot. So, in Coro, in particular, anyone here, if you're listening and you have Coro, you'll know there's a little bit of a load time. We're working on it. We know it's there. We hear you. But part of the load time is actually what's happening. Is Coro brings everything from the cloud down to the local device, and everything the child does stays on the local device, which actually is protecting their data. So if we had everything go to the cloud, we actually would have faster load times. But we think it's more important to protect the child's data, and so we do have a little bit of a load time, but it's for a really good reason, in my opinion. So the child's image, their video, everything that's happening with computer vision stays on the local device, and basically, like a a skeleton kind of thing goes up, so that we can analyze, do a little deeper analysis of the movements. We can understand what's happening. But what's great about the local device, it's also trained to give live feedback, so it's bringing all that information down onto the device. So a child, as they're doing a movement, let's say they're doing climbing, like you said. If you know they're climbing and they're not reaching up very high, they're kind of going like this. Coro can see that and say in real time, Andrea, reach higher, like reach all the way up with your arm. So giving that live feedback, like a practitioner would in session with a child, so that the child can then change their movements and do a little bit better because we want them practicing the correct way. Because we know if you practice the wrong way, you're going to keep your movements are going to follow. So those are some protective things we have in place.
Jayson Davies
Perfect. Yeah, you beat me to the question. I was going to ask you like, what does Coro actually see on the back end? And it sounds like it's just that skeleton as opposed to seeing an actual child, which I think we all want to be reinsured about.
Andrea Hutchinson
It's a skeleton, and then what we do sometimes, because then us clinicians, you know, go into then look at skeletons to figure out like what does this look like and what are we observing. The AI team will then put a fake kid onto the skeleton so we can visualize it better,
Jayson Davies
yeah.
Andrea Hutchinson
And so it's an AI generated fake child, which is great because then we can actually see movements better too. So we can start tracking. Oh, when we see that, we really need to be thinking about this, and that might be actually you know this happening. Let's now do this game so we can see how a child behaves.
Jayson Davies
Great, great. You know, when we work with you all at AOT, when we look at the Cora website, it's very evident that Cora is emphasizing supporting therapists, not replacing them. What design choices and what about Coro is making that true?
Andrea Hutchinson
Yeah, so we're really focused right now on the home, and I know that's harder for schools. We're still that's another thing we're trying to figure out how do we how to support OTs in schools, you know, support parents' involvement. So, you know, I think a lot of people probably listening have kids, and you're so busy. And during the hours that an OT is in the school with your kid, you're maybe at work or you're busy, and it's so hard to connect. And so we're trying to create that connective tissue for the practitioner because their job is so invaluable. So being that tissue between what the practitioner is doing, helping the parent understand what's happening and to see the data, and then to hopefully practice at home as well. So our focus right now is really we're doing a strong home focus so that children can work on skills at home. The parents can see the skills, they can see the progress, and they can have that kind of back and forth of the why. Because I think, you know, I'm coming from behavioral health, but with OT, what I'm hearing a lot too, it's it's no different in a lot of ways. Parents want to know, well, why are we doing that? Like, I'm not, you know, I want my kid to get ready in the morning faster. That's the problem. You know, we they melt down and they're not getting ready fast enough. So why in the world are you working on you know naming feelings or you know putting on moving their arms like this? You know bilateral coordination or whatever it is. And so it's helping create that connective tissue so parents can start understanding. You build the skills. You work on the skills, and then how does that translate over to the actual, you know, problem that they see as the parent?
Jayson Davies
Yeah.
Andrea Hutchinson
And so we're working on that piece still. So for now, we're working. We're focusing more on skill-based home programming and helping create that connection. And kind of the next phase is how do you tie that then to the generalization of the actual. Problem in the parents' mind, like what they want solved.
Jayson Davies
Yeah, yeah, and you know we're going to talk with Emily in just a moment, and she actually shared something. She's using that home piece, except she's actually trying to do it with like classroom aides and classroom teachers, and have them do some of the carryover, kind of using the same mechanisms that you're talking about with getting the parents to to have some carryover at home, so definitely applies to the schools as well. All right, we're going to wrap up with one final question with Andrew, and then we'll move on with Emily. And this last question that I really have for you is about the evidence. And just is Coro at a place where there is a base of evidence coming around Coro? Is it not there yet? Is it coming? Share with us about the evidence.
Andrea Hutchinson
Yeah, no, great question. We love doing research, and we've done a handful of research studies. We have a few currently in the works, and then we have some that we're planning and working on the IRB process currently. So it's a really important part for us. Yeah, it's so fun, right? Those IRB approvals and all the regulations, which is good though too. I mean, we we need to show. I think with AI too, we really need to thinking about: Does this work? Is it making things better? And does it? You know, is it doing what it says it's going to do? So we've done a handful of studies, everything from looking at satisfaction from a child practitioner to also looking at efficacy of of the tool, and so we've looked at some studies that have shown that you know on bot scores, Coro is able to improve statistically improve rates with bilateral coordination with a handful of different gross motor skills. We have a bunch of other studies happening right now to look at fine motor and gross motor and other OT based activities that they're doing. The study that I love the best, though, and you know Karen Jacobs, former OTA president, so she did a study with us, and she was looking at homework. You know the carryover. So we know carryover is so important, and it's really a big piece of what we're doing at Coro. And so she really looked at the control group, who got a traditionally assigned homework program from a practitioner, you know, sending home paperwork or whatever it is for the child to work on. And then the other group, the experimental group, was given Coro. And what the research found was that children who receive Coro practice 400% more frequently. And if you think about the impact that has on a kid's life, I mean that's profound. Those are the skills they're practicing day in and day out, and that's how we're going to see the best gains. And so it's that carryover program. You know, thinking about you with all the OTs and schools that you get to talk to and meet with, this is where a lot of them are using Coro. They're actually using the carryover program that we send home. They're using with the teachers and with the school aides, and so it's another kind of use case of how do we get kids engaged and practicing skills outside of that one-on-one time with their OT. How can they start doing it with another professional who they have the pleasure of working with?
Jayson Davies
Fantastic, great. Well, thank you, Andrea. Thank you so much for sharing a little bit about the research and best of luck on the coming research. We are going to now jump ahead and talk with a real school-based OT practitioner exactly how she's using it and Emily. And yeah, excited to hear that follow-up. So Andrea, thank you so much. Thank you for allowing OTs to be a part of Coro. We really appreciate it.
Andrea Hutchinson
Thank you. Thanks for having me here,
Jayson Davies
Andrea. Thank you so much for sharing how korro has evolved and how the team is thinking about the role of technology in school-based OT. Knowing what a tool is designed to do for is one thing, and Andrea has shared that with us. But as you all know, figuring out whether it actually fits into your school day as an occupational therapist, that is another. After this quick break, we'll hear from Emily Colby about what using korro looked like in her own school-based OT sessions, including where it went well and where she had to kind of second-guess herself a little bit and maybe try something other than korro due to her clinical judgment telling her so. We'll be right back. Welcome back. We've heard Andrea's perspective on where korro is heading. Now let's hear from someone who's actually tried it with her students. Emily Colby is a school-based occupational therapist who has used korroin her sessions. I appreciated her willingness to talk about both the possibilities as well as the limitations, from short warm-ups and cool-downs to deciding which students are a good fit for what happens when you try to carry an activity beyond the OT session. Real quick, before we dive in with Emily, I do want to let you know that at the very end of this episode, Coro has graciously shared a promo code that you can use to get one free month of korro. So be sure to stick around to the end of the episode to get that code. Now, here's my conversation with Emily. Emily, welcome to the OT Schoolhouse podcast. We want to dive right into things. So the first thing I want to ask is just you know share with us where you are currently in your OT career.
Emily Colby
Totally. So I'm about two and a half years into being a practicing licensed OT. I've been in San Diego now, California, for the past two and a half years, and originally from the East Coast. The state of Maine is where I got my degree, and now I'm currently in a little bit of a pivot, I'm taking a travel contract. I'm a school-based practitioner, and I'm loving loving OT still. So that's where I'm at.
Jayson Davies
Awesome, awesome. And you're you're down in in the San Diego area, and you're moving. I'm sure you're going to miss a little bit of San Diego, but I know you're gonna have such a great time where you're headed, so that's gonna be a fun little change. Let's dive into talking about Coro. And I first want to ask you: Is like, how did this land on your radar, and what were your initial reactions when you found out about
Emily Colby
it? Totally. So, the company that I am currently working with and have been working for for the past two and a half years. Specialized therapy services got reached out to by korro, and they're like, "Can you help us trial this app that's been happening, korro AI?" And my company reached out to some OTs. They're like, "Hey, this is a really awesome app. It's called Coral AI. Can you try it out with your students? And my initial reaction was like AI, okay, AI is here. It is, it is coming to play. And then I quickly sort of learned more about the app, and it's just this really fun interactive game. And I am always into trying new things, especially if it's grounded in OT and if it's OT theoryed, so I was like, "Yeah, I'll try it out," and I've loved it since. So
Jayson Davies
awesome! As an OT, an occupational therapy practitioner, there is sometimes a sense of like, "Hey, we have to be mindful of screens, especially with the students that we work for. Did that ever come into your mind at all? And if so, did you have to kind of come around to it, or or how that how that go?
Emily Colby
Totally. I think my yes, at my core, I want to make sure kids are playing and interacting with the real world, and so in my current or in my practice before korro, I was really only using my iPad as a tool for certain apps, like a tracing app and things like that. And so I was curious to see what it would look like and how much physical time they would be spending on the screen. And then once I realized it was like similar to Nintendo Wii Sports, where kids are getting up and interacting and standing, I was way more open to it. And I then my next challenge was explaining to teachers, case managers, parents why I'm using an iPad in my skilled therapy session, and sort of navigating that because parents think the same thing. Why are you using a screen with my child? They already have enough screen time at home.
Jayson Davies
Yeah, yeah, absolutely. I I kind of often talk about it kind of in relationship to Go Noodle, except like personalized to the student, but same type of thing, right? Like it's not just a screen time. Yeah, right. This isn't screen time, like you know, watching my son's favorite episode of Paw Patrol, where he's just like entranced and not moving at all. This is much more interactive, so it's definitely different than I think what many people consider "quote unquote" screen time. Yeah, you know, we're going to talk more about how you got into you know sharing this with parents and teachers and all that, but first I want to talk about you know those first few days when you trialed it out. What was the initial response from the students, and and maybe even a little bit with yourself trialing it with students?
Emily Colby
I love that you asked and added with myself because that's what we were encouraged to do is to make our profile for ourselves and try it out. And so I was just here in my here in my apartment. I'm standing. I'm like, wow, okay, this is fun. I'm like getting through these levels. It reminded me of like playing Nintendo Wii. That was like my video game as a child. So my first reaction was, okay, this is much. It felt like much more than just like a pilot trial app. I'm like, this thing has some some substance to it. There's some serious work put behind this. And then my first reaction with students was, wow, they love this little green alien thing, like they they were kind of lit up about it, and I think a huge thing to consider for at least for me, I think for other OTs who work in school-based practice, students with autism and students with special needs. Have this sort of whole world of characters and movies and scripts in their head that they're really that's how they learn and that's what they're drawn to. And so I think what clicked for me was this can be a way for me to connect with them, and it can be like a platform for me to build around if they're really into Alfie and playing with this world, I can step into that world too. And so that was sort of my first like, aha! This is like a character that a lot of my students can really connect with.
Jayson Davies
Yeah, yeah. I'm actually going to skip ahead to a question that I had then because I think it's a perfect segue here. Is as you began to start using Cora with your students. How did you decide whether or not it was a good a good fit for any particular student? Correct me if I'm wrong, but I don't think you use it with all your students, right?
Emily Colby
Yeah, I I don't use it with every student. And when I first was getting started, what I was thinking about when choosing which students to try out Cora with, I a couple of things. One of the things that I thought about was who are my students who are having a difficult time engaging with therapy sessions who I'm not having like their buy-in yet. Like typically, I can find like the kids, the students' thing that they're really interested in, and I thought to myself, maybe playing a really new fun game on the iPad to them might be enticing. And so there was a handful of students that that was pretty successful with. They were interested. They maybe liked video games or they were into working on the iPad. So they're like, okay, cool. And then I can be like, "Aha! It's it's actually really productive for you." So this is great. And then the other thing I thought about was, who are my students who really benefit from either like a warm up of some sort or a cool down of some sort? And I I loved looping it in for them, like before we're doing something really challenging with some visual motor skills, some fine motor skills. Even can I warm them up with a five to 10 minute choro game? And so that's sort of the two groups that I was thinking about trying this app with, and then there's like different, I think, sub things, sub categories that of skills and things that are helpful to target as well for students.
Jayson Davies
Okay, that yeah, that makes sense. Were there any kids that you actually kind of started to rule out as you were thinking about, you know this should I use this with a student?
Emily Colby
Yeah, I think the there are some students who just, for lack of a better description, were too cool, too old, too too like I don't care about the little kid games. Yeah, like they, I threw it. I think I threw it out as an idea and offered it as a choice to. I would say the majority of my students just to say, "Hey, this is a tool that I have. Would you like to try it?" Because I do think there's some benefit there for anyone. But I had a handful of kids that I or students, I should say, because they're older middle schoolers, maybe, who just it felt to them. I think it felt maybe a little too juvenile. It's this kind of younger kid esque looking game, but at the same time, I enjoy it, so I wanted to be like, just try it. It's good for you to play. Come on.
Jayson Davies
Yeah. So
Emily Colby
I think that is one group that I sort of quickly was like, this might not work, and then another group are my students who are not attending to tasks for more than you know 15 to 30 seconds. Like they are my kids that are constantly moving, big movement seekers who I am doing like a lot of regulation and sensory work with, who are just not at the point of attending to a task like that. So for them, it just it wasn't it wasn't appropriate. Yeah,
Jayson Davies
yeah, yeah, makes sense. All right, so it sounds like you are using it sometimes as a warm up slash cool down at the end. Is is that what that typically looks like when you use Coro in a session?
Emily Colby
Yes, I would say that's typically that is how I'm using it most of the time. I'll usually frame it as, "Do you want to start with Alfie?" And then the student will get really excited, and it just gets them in the space a little bit in the right because organizing movement is so helpful. And I think that's often what we are doing as OTs too before. We are doing a more focused activity. It's really helpful for us to be like, let's get some movement in. Let's organize our bodies, and I think that is what korro has done for a lot of my students.
Jayson Davies
Great, great. Now, kind of while a student is operating or or using the app and they're interacting in these games. I don't know. For me, I think about this. I would have a hard time sitting there not doing anything. Like as an OT, like I feel like we always have to be doing something. For you, when they're playing the game, are you still interacting with them? Are you still giving them like tips or trying to support them, or is it honestly? If it's at the end of a session, it's time for you to write up a therapy note.
Emily Colby
When I am beginning my session, I feel like it's sort of my mini observation period, where if I'm doing, if I'm starting off with Alfie, I say Alfie because that's what the students recognize when I start off with korro, I treat it as okay. How are they doing today? You know, are they really off balance for some reason? Are they really sweaty from recess or whatever? You know, I'm gathering information, and I can also be kind of setting up our next activity if I need to. And sometimes I am like adding my own little comments. I'm saying "nice job" or "punch harder." I'm sort of giving some verbal cues too. And then there's other kids who want to take turns. So maybe it's Miss Emily Stern. Maybe it's their turn, and they really love that sort of relationship that we can have. And then at the if it's at the end, 100%. If I want to write something down while they're wrapping it up, like you know, that's their like five minutes of peace. It can be my five minutes of okay, this is how the session went today. And I think that I think that is appropriate, and that's fine. And it's helpful. It's a helpful tool for me and for them.
Jayson Davies
Yeah, yeah. I I think it's a it's a tool, and that's actually where I want to come back to. Is I think there is this idea, and it's it's rightful. I mean, right now with all the discussions around AI and jobs and everything, there there is a little bit of worry, right? Like, what is going to be the thing that comes and takes our job? And a has that ever crossed your mind with Coro? And b what have you kind of come to to figure out around that?
Emily Colby
Yeah, I think like any tool, whether it's an assessment, a toy, a documentation system, there's certain parts that can be used by others and certain parts that aren't. And so, Coral has the opportunity to write goals, deliver the session, and write the note. Gulp. That's a little intimidating, right? Initially, when you hear it, but for me, I feel like I've never felt like it has had the potential to take away and do my clinical reasoning, my relationship building, my decision making. It still feels like a tool. I personally don't use notes from Coro. I feel like I'm. I love. I take pride. I take pride in writing my own notes, and that's okay. But for some therapists, that might be that might be something that's really helpful. Maybe they're like, "Yeah, I'm. I would love if it could write that note for me. That would be wonderful. And at the end of the day, it's up to that individual therapist to be like, okay, here's what would be helpful. Here's what I can take. Just how if we administer the bot three, you might only do two of the sub tests, and that's okay because you're the therapist with the clinical brain that can choose the bits that work for you and the ones that you might leave for now.
Jayson Davies
Yeah, yeah. I think I already know the answer to this, but I want to ask it just for the the sake of the conversation. But do you see it ever as, hey, I'm seeing a student for 30 minutes on an IEP. I'm going to let them use Coro for 30 minutes.
Emily Colby
I no, no, I've never, never done that. I, I don't. I just, yeah. I think I always want it to be seen as a tool and as not as not a replacer of a session.
Jayson Davies
Yeah,
Emily Colby
have they want have they wanted to do it for longer? 100%. And have I given them a couple extra minutes? Absolutely. Like if that's that's for the same reason why if a child is having a really a really bad day and I am using blocks and they're like, can I just have a. Few more minutes for these blocks, like I'd really love to. And yes, let's do it for the same reason, right? But I'm not like, oh, I don't know what to do today. Let's stick them in front of Coro for 30 minutes. That's not my perspective on it ever.
Jayson Davies
Yeah, good deal, good deal. All right, kind of going back to the game. You know, you talked about the game, but we haven't really talked about what it looks like per se, and kind of some of the skills. So I want to ask you: Are there particular games or particular skills that those games work on that you have found yourself gravitating toward more?
Emily Colby
Yes. So Mineral Smash, for those who know, you know, is like I feel like one of the most popular ones. It once, if you ever try it, mineral smash. That's like that is the, I don't know, like peanut butter and jelly. I feel like of the game for at least my students because you are smashing, you are smashing rocks, and you get to punch, and that is, but hands down the favorite. It's really satisfying because, like, you are going against like evil ro, evil robots, which is interesting. And I personally like as an OT because we are crossing midline, we are going up and down. We are doing patterns sometimes. Sometimes we have to do purple, blue, red, and we are also having to practice impulse control because you're not supposed to press the robot. You're supposed to press the mineral, and so that is hands down one of my favorite games that it offers, and Rainbow Run is the other one that I'm really interested in.
Jayson Davies
Rainbow Run
Emily Colby
because it gets us moving, and it's legs and hands, which is nice.
Jayson Davies
Hmm. A lot of this sounds like some you know some praxis stuff. And real quickly, are are you are you trained in any sort of sensory integration? Do you have that formal training at all?
Emily Colby
I don't have the formal training now.
Jayson Davies
Okay, it would be interesting to see a pairing between you know CLASI or the USC WP and no longer WPS, but the USC program or Starr Institute, and kind of comparing some results that you might find from the EZ, and comparing what the results that come back from from Coro, and with that, I guess that's kind of a good segue a little bit into some of the data that you receive from Coro. What is that type of data like? What does it look like on your end? You know, when you're done with that 510 minutes with a student, what are you able to get from that?
Emily Colby
Yeah, so it breaks down the games can be broken down into the skills that they target, and so when you are finished with the session, let's say they play three different games, you will get like percentages of success rate at those certain for those skills for the individual games that they played. So if they did one minute of the mineral smash, you sort of get a success rate of how they did in smashing the minerals. It's not super detailed; like it's not telling me they completed the crossbody crossing midline movements with blank thing, blank amount of accuracy on blank trials. It's more of a black and white, like kind of accuracy rating, but it is breaking down the games into their skill levels that they're targeting. And I think that's where the magic of hey, I'm still an OT practitioner with a clinical brain, and this is a tool, and then that's where those can be married because for me it's like okay yes this is a good reminder that these are the skills we are working on from my observation this is also what I was noticing the student achieving
Jayson Davies
yeah yeah and that was where I was going to go next is you know is it do you feel like the data is more helpful or the observations that you get from watching a student, you know, actually interact with it, or kind of a combination of both.
Emily Colby
I think most of the time, my observations feel the most helpful, just because it's there's so much, right? There's so much happening at when when a child is planning a movement that no I don't think any iPad or any program could quite capture what humans are able to capture. So I think the observations have always been like helpful, and then like because they have students have such high. Buy-in to this game. Sometimes I'm able to really observe. I'm really able to step back and tune into how they're thinking.
Jayson Davies
Yeah, yeah. I mean, it. We get so in the moment, right? If we're trying to lead a session, an art activity, or something, we often have so much focus on what's next. What's next? What do we have to be thinking about? What's coming next? But with core, it almost allows you to step back and observe just what's going on. It's like being in the classroom or being out at recess observing the kid, as opposed to trying to run a session and get the feedback at the same time. So I see that.
Emily Colby
Exactly, and just that's exactly how I was thinking too. Where it's like an observation at recess, except instead of like the natural environment with all of the things, instead you're like it's if it's if you could like press buttons and say I want to see, you know, how they're crossing midline. I want to see finger opposition. I want to see motor planning. I want to see this. You get to, you literally get to select those and see that in the game, and then they do it, which is wonderful.
Jayson Davies
Yeah. So, so walk us through that, I guess, a little bit. When you're setting up, right? You just evaluated a student. The student's coming on for OT, and you're thinking, hey, I think Coro and the sessions would be great. You've got to create them a profile, right? Mm-hmm. Exactly. Okay. So then, what does that look like? How do you like? Is it already asking you, like, hey, what do you want to work on?
Emily Colby
Yes. So you set up the profile. You put in the student's initial, and then you put in their birth date, and then you're given the option, or you're given the next step of selecting their goals. And Coro has pre-written goals that you can select, and they also have the option you could like write in, copy and paste your own IEP goals if you wanted to. I personally just pick their I pick their pre written goals only because they're very general. They're more of like goal categories, if you will. So if I have a student coming in and their goal their goals are around you know pre writing fine motor skills and attention. I'm gonna press visual motor, fine motor, executive function, and maybe emotional regulation. And those are the five sort of big goal areas that they have on their profile. And now every time they're on a on a daily mission, all of their games are going to be related to those skills, and I can pre-select which ones I want to work on that day. So, if I really want to just focus on pre-writing fine motor skills, finger opposition, let's say, then I will I can select that, and then the mission games of that day will be centered around those skills.
Jayson Davies
Wow! So I'm wondering if you do like I think honestly what you're doing is probably the easiest way to do it, right? Rather than going finding the kid's IEP goal, copy pasting it into the app, you're just using your clinical judgment. You know what the goals are. You know what area they need to work on. So you're just selecting that. But it sounds like you could actually take the goal and put it in, and somehow it derives what skills to be working on based upon said goal.
Emily Colby
Exactly. Just under here. And I, exactly. And I think it goes back to the point of if that is helpful to copy and paste the goal from the IEP for a practitioner, awesome, go for it. For me, I feel like I have already goals in. I've copy pasted goals in three different platforms already for documentation purposes or whatever. Yeah, right. So I'm like, if I I don't want to put it in another in another place.
Jayson Davies
Yeah, yeah. Okay, going back, you've shared quite a bit about how you use it. Are there other ways that you considered using it aside from just five minutes at the beginning or five minutes at the end of the session? I'm thinking about potentially even outside of your session.
Emily Colby
Yeah, so the big push that I think Coro is hoping to move forward with is getting home programs established, and I think that this is where there's some huge potential for the program too. You can like prescribe, essentially, you can give access to the student's profile to a parent, caregiver, teacher, and I have tried with three separate families to send this program home, and the excitement was there, but I haven't. Had success with the follow through yet, and that is for a few different reasons. One of them being the families at the school that I was previously working at are families who are mostly English isn't their first language, and they have a huge family dynamic system. They're overwhelmed, and they're maybe not even really like looking for another thing to do and to figure out for their child in their family of seven, and so there's that there. There's like there's not always going to be the perfect situation, right? In a perfect world, it would be great to have that carryover, and I think that still is where the potential and the carryover can lie with Coro, and then the other thing that I have had success with in terms of carryover is giving classroom aides who work with my students in the classroom access, and then they're actually able to use it as sort of a break or an option for our student in the classroom. And I have had success with that. So the student is using Coro in my session and also in the classroom as a break option.
Jayson Davies
That is an effective data tracking break. Like I know we often try to get you know aides or teachers to help us with with data, but you're getting a the kid is happy to use it. It sounds like, of course, we have to be careful with that side of you know outburst having that become a positive consequence for a potential difficult situation, but yeah, you know you get a lot of information from that. You know how long they're using it, and you can track that data and how often. So to a degree, you're tracking their breaks a little bit, along with the other data in terms of, you know, crossing midline and the other aspects that that Coro gives you. So interesting. I like that. I do like the idea of you know because I often say that I can support a student you know one time a week for 30 minutes, but unless there's carryover in the classroom, we all know, right? Like we need that carryover to real to make meaningful change. So I do like the idea of an aide or teacher having access to being able to do it. You know, maybe three times a week or even two times a week would be helpful.
Emily Colby
Exactly.
Jayson Davies
All right, so we're going to start to wrap up here. Aside from the idea that there is a there is a subscription fee to use Coro, maybe the school district's paying for that. We'll take care of that subscription, you know that barrier out of the way, and then you do have to have an iPad. I can't remember. Is it iPhone capable too? I can't remember. Do you know?
Emily Colby
It is. Yeah, iPhone capable. I prefer it on an iPad for the visual, like for seeing it better. But you can do it on your phone. Yep.
Jayson Davies
Okay, perfect. So those are two big barriers, obviously. Aside from those, let's assume that a that an OT practitioner has an iPad, they have a subscription through their school district. What do you see as still a barrier for an OT practitioner who, you know, I have access to it, but it could still technically be a barrier for them.
Emily Colby
I think. I think the caregiver buy-in is like the biggest barrier for me because that's a huge. That's a huge piece of the puzzle that could be really successful, and I think it requires a team to be able to get that carryover happening at home, as anything does, right? On an IEP team in a school, especially. So I think for me, still trying to figure out in really easy way and more like just trying to figure out the right path to get this program to be successful for a student at home. I think would be like my biggest barrier that I'd like to figure out.
Jayson Davies
Yeah, and to be fair, that's not just a coro problem, right? Like that's a OT in general problem. Any sort of carryover in the classroom to go home, anything like that is is not easy. So yeah, I think whoever solves that one's going to become a very very famous occupational therapy practitioner. So yeah, let's work on that. But all right.
Emily Colby
Yeah.
Jayson Davies
One final question here, unless you have any additional thoughts after this. But I'm curious, just from you, from your experience, you you were able to get access to korro, and you did give it a try, assuming that there is an OT. Practitioner out there, and you know their administrator just said, "Hey, we got you an iPad. We got you a subscription to korro." What is kind of your first, you know, two or three steps that you recommend recommend that they start taking right now?
Emily Colby
I'd say step one: play around with it yourself, get the profile started, and explore the games and just get familiar with setting up a profile and getting started. As with any new tool, and I think step two would be start to think about your students and not just your students' goals, but who they are as a person as well. Are they super into characters? Are they always wanting to draw and tell you about this, you know, show that they're really into? Are they just salt language processors who love music and love movies and love shows? You know, start to think about that student population who might be attracted to korro, and then step three, trial by fire. You know, just give give it an option for give it as an option, put it out there, make it presentable. When I first started it, what I would do is just pull up a mini game, and sometimes just see, lay it on the table, and see if the student was attracted to it. I didn't even necessarily say now we're going to try this new game. So make it make it attractive at first too. Those would be my three steps. I
Jayson Davies
love that. Awesome. Perfect three steps. I'm going to give it a try. I'll let you know how it goes. But thank you so much, Emily. We really appreciate you being here, sharing your real experiences with korro. Really appreciate that. Like as part of this podcast, we really wanted to talk to an OT practitioner using korro, not necessarily an employee of korro. Obviously, we we started this session off in a different side, but I'm glad that we got to finish off with you and really talk about what it looks like for an OT practitioner to use korro. So thank you. We really appreciate you being here. All right, and that brings us to the end of today's episode. I want to thank both Dr. Andrea Hutchinson as well as Emily Colby for joining me and sharing their perspectives on korro. I really enjoy bringing these two conversations together because they highlight something that's important about introducing new technology into school-based OT. We can learn about the research like we did in episode 156 with Dr. Jacobs and and Dr. Stover, and we can hear about new features and imagine all the possibilities. But then we still have to figure out how the tool fits into our practice, and more importantly, whether it's helping our students participate in the activities that matter to them and the team around them. That's what I appreciated about Emily's perspective. She wasn't approaching korro as something to use with every student, or even during every session. This wasn't like she was trying to hand off her students to korro, or maybe see a group of 10 kids and rotate them through korro. She was thinking about student fit, using it for short periods when it made sense, observing how students actually responded, and being realistic about the the challenges of the carryover and and the carryover not only for herself and the student when they're using it, but for the families and the school teams. It's a helpful reminder that as more AI-supported tools are going to inevitably be inevitably can I say that correctly become more available. We don't have to adopt every new technology, but we can stay curious and you know ask thoughtful questions and determine which one is right for us and the clients that we serve. And if you'd like to explore korro for yourself, they've offered OT Schoolhouse listeners one free month with the promo code OTs 26. That's OTs two six. I'll put the link and the code in the show notes at otschoolhouse.com/episode 213. And Coro does determine the offer's availability as well as the redemption details. This is as part of the episode; it is ongoing. And so, if you have any problems with it, please reach out to us, and we'll get you in touch with korro. I'd love to hear your thoughts about korro or about AI in general and how this technology is evolving to support you as a therapist, and if you have used korro or another AI-supported tool in your school-based OT career, let me know. And also let me know how you decided whether or not it was a good fit for you and your students. Thanks so much for spending a part of your day with me here on the OT Schoolhouse podcast. I really appreciate it, and yeah, I will catch you next time in episode 214. 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 otschoolhouse.com. Until next time, class is dismissed.
Jayson Davies
All right, we are moving on to another job. This job presumably doesn't have access to korro. Will you be advocating to get access to korro?
Emily Colby
Yes, I have begun the process. I sort of reached out to my korro people that I've been in collaboration with, and said, "Hey, I'm doing a new position. I want to find a way to make Coro happen, whether that be through you or through the school district." So, those that mission has already begun. No pun intended.
Jayson Davies
Perfect. Well, there you have it. Someone who had access to korro is going to lose access to korro and is now fighting to keep that access to korro. So, thank you again, Emily. We really appreciate it.
Emily Colby
Thanks, Jayson. Take care.
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