This session will cover the elements of participation, using the International Classification of Function (ICF) to support educationally relevant assessment aligned with the IDEA. The sessino will include the ecological assessment process, using its content to develop collaborative goals and determine supplementary aids and services for students to receive FAPE in their LRE. Learning Objectives: 1. Describe participation, inclusion, and belonging elements as they apply to eligible students. 2. List the steps of an ecological assessment. 3. Construct a collaborative goal using the ecological assessment. 4. Identify supplementary aids and services that complement collaborative goals and objectives. 5. Tools created by Sequoia School-based Therapy Solutions, LLC. will be provided for all presentations.

This session will be a continuation of Session #1. Participants will discover how to use ecological assessment content and supplementary aids to design evidence-based interventions. Progress monitor strategies that complement embedded interventions will be discussed. The evidence for an integrated service delivery model will be shared. Tools created by Sequoia School-based Therapy Solutions, LLC. will be provided for all presentations. Learning Objectives: 1. Design an embedded intervention(s) aligned with the results of an ecological assessment 2. Describe a progress monitoring process aligned with a collaborative goal 3. List options for service delivery that support embedded intervention strategies

This session will provide concepts that can be used when making decisions about how much and how often services need to be provided based on the evidence. Entry and exit criteria will be shared. Parental red flags will be discussed; a model of conflict resolution will be presented, followed by a discussion on strategies to resolve those conflicts, along with personal emotional traps that may impact negotiation strategies at the IEP meeting. Tools created by Sequoia School-based Therapy Solutions, LLC. will be provided for all presentations. Learning Objectives: 1. Identify students who need the expertise of school-based OT and or PT 2. List 5 concepts that can be used to support dosing decisions. 3. Learn effective negotiating strategies when difficult conversations arise. 4. Utilize a conflict resolution model to assist teams with difficult conversations

Join us on a journey down the yellow brick road as we explore the evolving landscape of state and federal guidance impacting school-based occupational and physical therapy. This session will help therapists find their courage, heart, and brains in navigating policies, compliance requirements, and best practices. Like Dorothy and her companions, OT/PT professionals must work through complex regulations, from IDEA provisions to state-specific mandates, ensuring that students receive the services they need. Along the way, we'll uncover the wisdom behind policy changes, untangle the mysteries of documentation, and empower therapists to advocate for their students with confidence. So, grab your ruby slippers and prepare for an enlightening discussion—because when it comes to understanding legal frameworks, “there’s no place like knowledge!” Learning Objectives: 1. Describe best practices in school-based OT/PT evaluation and IEP writing 2. Understand state requirements for compliance and reporting 3. Understand new initiatives and timelines for implementation (i.e. Infinite Campus) 4. Describe new tools available to support therapists (i.e. Goalbook) 5. Understand how therapists could support students in a tiered intervention framework (academic, behavior, executive function, etc). 6. Ask questions and receive clarification on any additional questions on these topics

Neurodiversity affirming is a buzzword we frequently hear in education and therapy today, but it is much more than just changing your language and a basic understanding of Autism. While this class will address the basics of affirming language, the Double Empathy Problem, and masking, we will also focus on developing a sense of felt safety and connection, low versus high functioning environments, understanding and honoring all forms of communication, supporting sensory differences, and self-determination. Research shows that when students feel safe and regulated, their brains are ready to learn and be active participants. This lessens the need to address “behaviors,” so educators and therapists can focus on academic learning, skill development, and self-advocacy. Learn how to write measurable goals that are strength-based and actually promote a student’s access to the supports they have helped identify. This class will include current research, case studies, and practical strategies that can be implemented immediately. Learning Objectives: 1. Identify the potential impact on an Autistic person's mental health living in a world designed for a neurotypical brain. 2. Recognize the impact of the Double Empathy Problem on a student/adult relationship. 3. Identify 3 abelist language terms and the corresponding neurodiversity affirming terms.

Neurodiversity affirming is a buzzword we frequently hear in education and therapy today, but it is much more than just changing your language and a basic understanding of Autism. While this class will address the basics of affirming language, the Double Empathy Problem, and masking, we will also focus on developing a sense of felt safety and connection, low versus high functioning environments, understanding and honoring all forms of communication, supporting sensory differences, and self-determination. Research shows that when students feel safe and regulated, their brains are ready to learn and be active participants. This lessens the need to address “behaviors,” so educators and therapists can focus on academic learning, skill development, and self-advocacy. Learn how to write measurable goals that are strength-based and actually promote a student’s access to the supports they have helped identify. This class will include current research, case studies, and practical strategies that can be implemented immediately. Learning Objectives: 1. Utilize at least 2 ways to build a sense of felt safety with a student. 2. Integrate 2 ways to honor all forms of communication when creating a relationship with a student. 3. Choose a way to change a low-functioning environment to a high-functioning environment. 4. Relate the positive impact of a strength-based approach on a student’s sense of self-determination. 5. Determine at least 2 interventions to support a Neurodivergent student’s self-advocacy. 6. Identify 2 differences between a strength-based goal and a compliance-based goal.

Neurodiversity affirming is a buzzword we frequently hear in education and therapy today, but it is much more than just changing your language and a basic understanding of Autism. While this class will address the basics of affirming language, the Double Empathy Problem, and masking, we will also focus on developing a sense of felt safety and connection, low versus high functioning environments, understanding and honoring all forms of communication, supporting sensory differences, and self-determination. Research shows that when students feel safe and regulated, their brains are ready to learn and be active participants. This lessens the need to address “behaviors,” so educators and therapists can focus on academic learning, skill development, and self-advocacy. Learn how to write measurable goals that are strength-based and actually promote a student’s access to the supports they have helped identify. This class will include current research, case studies, and practical strategies that can be implemented immediately. Learning Objectives: 1. Utilize at least 2 ways to build a sense of felt safety with a student. 2. Integrate 2 ways to honor all forms of communication when creating a relationship with a student. 3. Choose a way to change a low-functioning environment to a high-functioning environment. 4. Relate the positive impact of a strength-based approach on a student’s sense of self-determination. 5. Determine at least 2 interventions to support a Neurodivergent student’s self-advocacy. 6. Identify 2 differences between a strength-based goal and a compliance-based goal.

This interactive session explores the essential components of Assistive Technology (AT) within the educational setting, including assessment processes, alignment with federal guidelines, integration into the IEP, and hands-on demonstration of AT tools. Participants will deepen their understanding of how to ensure students receive appropriate AT supports through a legally sound and data-driven approach. Learning Objectives: 1. Describe the key elements of an effective Assistive Technology assessment process. 2. Identify federal mandates under IDEA and Section 504 that relate to AT provision. 3. Integrate AT into the IEP with clear documentation of needs, tools, and services. 4. Engage in live demonstrations and explore a variety of AT tools and resources.