1. Los Angeles Unified School District OT PT AT Program
Physical Therapy
Los Angeles Unified School District
OT PT AT Program

2. Background
The profession of physical therapy involves the application of skilled treatments to help individuals improve both motor function and access to their environment.
Physical therapists are skilled, degreed and licensed health professionals whose education encompasses a background in human anatomy and physiology, physical pathophysiology, whole body kinesiology, gait and posture analysis, physical treatment modalities, human development, motor control/learning, and cardiopulmonary, orthopedic and neurological rehabilitation.

3. School Physical Therapy
In the public schools, physical therapy is used to enhance the student’s ability to function within the educational environment.
Physical therapists use techniques that correct, facilitate or adapt the child’s functional performance in motor control and coordination, posture and balance, functional mobility, activities of daily living and use of adaptive equipment.

4. School Physical Therapy
School physical therapists address environmental factors, a child’s physical and sensory motor needs, as well as activities that support participation and access to the child’s curriculum.
The areas addressed by school-based physical therapists must directly relate to the child’s performance within their school setting (campus, classroom, playground, cafeteria, bathroom and library). 

5. The Role of the School Physical Therapist
School physical therapists are involved in:
Prevention and pre-referral activities (RtI2)
Assessments and student program planning for individuals with exceptional needs
Teacher, staff and parent training sessions
Treatment
Collaboration with all service providers

6. The Role of the School Physical Therapist: Pre-Referral and Response to Intervention (RtI2)
Response to Instruction and Intervention (RtI2)
is a systemic multi-tiered framework that guides
the development of a well integrated system of
instruction, and intervention that is matched to
student need and directed by student outcome
data from Multiple measures. (BUL Multi
Tiered Framework for Instruction, Intervention,
and Support)

7. The five essential components of RtI2:
The Role of the School Physical Therapist: Pre-Referral and Response to Intervention (RtI2)
The five essential components of RtI2:
Multi-tiered framework to instruction and intervention
Problem-solving process
Data-based decision making
Academic engaged time
Professional development

8. The Role of the School Physical Therapist: Pre-Referral and Response to Intervention (RtI2)
The physical therapist is an integral part of the RtI2 process in the general education setting.
Contribute expertise to the problem solving process
provide strategies for any student who may have challenges in the area of motor development
The problem solving process includes:
defining the problem,
analyzing the problem,
implementing intervention strategies, and
evaluating the response to the instruction
and intervention.

9. A Problem Solving Cycle in General Education
The Role of the School Physical Therapist: Pre-Referral and Response to Intervention (RtI2)
A Problem Solving Cycle in General Education
Identification
Physical therapists may be called upon to assist in the
identification of motor and educational access issues students
may be experiencing.
Problem Analysis
Physical therapists are highly trained experts in the
identification of motor deficits and educational access issues
students may be experiencing.
Intervention Design
Physical therapists will assist the educational team with
strategies and accommodations for children with disabilities.
Response to Instruction and Intervention
Physical therapists will also assist the educational team with
progress monitoring, ongoing data collection, and evaluation
to determine the success or failure of the intervention and to
continually to determine the level of intensity and support
necessary for individual students.

10. The Role of the School Physical Therapist: Pre-Referral and Response to Intervention (RtI2)
In this multi-tiered approach to intervention, teachers provide instruction at each tier of service that is differentiated, culturally responsive, data-based and aligned to the grade-level content standards.
Physical therapists may participate at each tier level, as well.

11. The Role of the School Physical Therapist: Pre-Referral and Response to Intervention (RtI2)
PREVENTION AND PRE-REFERRAL
(EARLY INTERVENING) PRACTICES IN GENERAL EDUCATION
Tier 3: Intensive Instruction and Intervention
Tier 2: Strategic or Supplemental Instruction
Tier 1: Core Instruction

12. PREVENTION AND PRE-REFERRAL PRACTICES IN GENERAL EDUCATION
The Role of the School Physical Therapist: Pre-Referral and Response to Intervention (RtI2)
PREVENTION AND PRE-REFERRAL PRACTICES IN GENERAL EDUCATION
Tier 3: Intensive Instruction and Intervention
“Intensive Intervention,” is for an estimated 1-5% of students who need individualized and/or very small-group instruction that is highly focused, in addition to Tiers 1 & 2, and designed to accelerate student progress.
Tier 2: Strategic or Supplemental Instruction
It is expected that 10-15% of students will need additional time and type of instruction to learn successfully.
Tier 1: Core Instruction
It is expected that of all of the students receiving core instruction, 80-85% of students will be proficient when good first instruction is delivered.

13. The Role of the School Physical Therapist: Pre-Referral and Response to Intervention (RtI2) Prevention - Tier One: Core Consultation
During Tier One, consultation is focused on increasing the general knowledge base of teachers regarding motor development, motor impairments, and the relationship to the curriculum and function within the school environment.
At this level, students have not been identified as requiring physical therapy services.

14. The Role of the School Physical Therapist: Pre-Referral and Response to Intervention (RtI2) Prevention - Tier One: Core Consultation
Activities may include:
In-service training to provide general guidelines for typical motor development
Offering suggestions for incorporating skill-building activities to improve motor function in the classroom
Demonstrating activities that are implemented by the classroom staff
Suggesting ideas for setting up the classroom for student success
Assisting with environmental accommodations for students to access the curriculum, classroom, and campus.

15. The Role of the School Physical Therapist: Pre-Referral and Response to Intervention (RtI2) Prevention - Tier Two: Strategic or Supplemental Instruction and Intervention
During Tier Two, it is the responsibility of the physical therapist to screen a student for possible motor delays.
Screenings are conducted in a natural environment to elicit a representative sample of the student’s motor abilities.
Screenings must not involve pull-out or any activity which removes the student from his/her regular school activities.
Screenings may include observation of a student in a peer group if it does not single-out the student who is being observed.

16. The Role of the School Physical Therapist: Pre-Referral and Response to Intervention (RtI2) Prevention - Tier Two: Strategic or Supplemental Instruction and Intervention
Activities may include:
Observing the student in classroom or other school environments
Consulting with parents, teachers, and other school staff regarding concerns about the student
Reviewing teacher data regarding the outcomes of classroom accommodations from Tier One
Follow-up screening, as appropriate
Reviewing of educational records.

17. The Role of the School Physical Therapist: Pre-Referral and Response to Intervention (RtI2) Prevention - Tier Three: Intensive Instruction and Intervention
The purpose is to focus on specific motor skills that are required for the student to access the educational program
Tier Three continues as long as the student continues to make progress in the development of targeted skills.

18. The Role of the School Physical Therapist: Pre-Referral and Response to Intervention (RtI2) Prevention - Tier Three: Intensive Instruction and Intervention
Activities may include:
Consulting with the classroom teacher and/or parent on a regular basis to monitor the recommended supports and accommodations and to adjust these, as needed (The classroom teacher implements and documents progress for the recommended targeted interventions)
Providing follow-up consultation to the classroom teacher, staff, and parents if during the SST meeting, targeted intervention strategies and accommodations are deemed necessary based on identified goals

19. The Role of the School Physical Therapist : Pre-Referral and Response to Intervention (RtI2)
Throughout all of these phases, progress is continuously monitored.
If a student continues to struggle with motor skills after targeted interventions and accommodations are in place and documented for a reasonable amount of time (as determined by the SST), a referral for a special education evaluation should be made.

20. Referral To Special Education
The purpose of an initial special education eligibility evaluation is to determine whether a child has a disability and the nature and extent of the special education and related services that the child needs
This evaluation may or may not include an physical therapy assessment, depending on the areas of concern.

21. School Physical Therapy in LAUSD
Within Los Angeles Unified School District the school physical therapist participates in the identification of appropriate referrals, assessment, and student program planning.
The physical therapist develops and implements intervention, and collaborates with the educational team members, utilizing the philosophical framework of the Ecological Model of Student Success.

22. The Educational Framework For Child Success

23. What are the Possible Indicators for a Physical Therapy Referral?
Children who demonstrate:
Difficulty in accomplishing tasks without the use of adaptive equipment, environmental modifications, or assistive technology
Poor balance or frequent falling
Postural, orthopedic abnormalities
Delayed gross motor skills
Difficulty learning new motor tasks
Difficulty in moving or moving unsafely in the school environment
Difficulty in maintaining an appropriate sitting posture

24. If a Physical Therapy Assessment is Requested…
Upon parent permission to assess, a school physical therapist completes an assessment.
The Physical Therapist:
Assesses the child’s strengths and needs (foundational components) that support or limit his participation in school and access to the curriculum
Analyzes the environment, the curriculum and tasks, in order to determine if the child is able to successfully participate in his/her educational program

25. Physical Therapy Assessment
Physical Therapists:
Assess Foundational Components:
Gross Motor Skills
Endurance
Postural Control
Motor Control and Coordination
Strength and Stability
Balance
Functional Mobility
Tolerance for Positioning and Movement
Environmental Adaptations and Modifications

26. Physical Therapy Assessment
Physical Therapists:
Analyze the Environment:
Campus
Classroom
Playground/Yard
Cafeteria
Bathroom
Library
Auditorium

27. Physical Therapy Assessment
Physical Therapists:
Analyze the Curriculum and Tasks:
Sitting upright in a chair or on the floor during circle time
Keeping up with peers when walking from the classroom to the play yard
Moving within the school environment with minimal need for assistance
Negotiating obstacles within school setting
Navigating the play structure with the least amount of supervision necessary for safety
Navigating and engaging in movement exploration during playground activities

28. Determination of Need for Physical Therapy Services
Physical Therapists:
Determine the supports and barriers to learning in the educational environment by assessing the child across the school campus in order to paint an accurate picture of the child’s ability to access and make progress in his/her program
Consider the curriculum, and relate foundational skills to the child's ability to function in his/her program
Gather all the evidence including observations in context, teacher and family input, formal and informal assessments, etc.

29. Determination of Need for Physical Therapy Services
Physical Therapists:
Use evidence-based practice by integrating child factors, professional expertise and research evidence
Consider how the child’s goals and desires, affect participation
Determine how services will impact the child’s ability to access and make progress in his/her program
Make recommendations to reduce the barriers to learning (e.g., accommodations, adaptive devices, etc.)
Use the assessment process to predict future needs

30. Determination of Need for Physical Therapy Services
If the child is supported within his educational environment and is accessing and benefitting from his curriculum, physical therapy is not required.
If needs are identified in accessing and making progress in his curriculum, physical therapy is recommended as a related service.
The therapist uses his professional expertise and scientifically based research to determine the intensity and frequency of intervention.

31. School Physical Therapy

32. Physical Therapy Intervention in Special Education
Physical therapy services are defined as a continuum of intervention strategies including individual and/or small group, consultation, monitoring and collaboration in order to achieve a desired goal for the child.
All strategies consist of working directly with the student to one extent or another.
Treatment session time, frequency, and location of services are determined on an individual basis.

33. Physical Therapy Intervention in Special Education
Treatment may also be provided as a co-treatment with other related services (Occupational Therapy, Adapted Physical Education, and Language and Speech).
School physical therapy, as a related service, requires a medical diagnosis in order to provide treatment (California Business and Professional Code: Sections ).

34. Physical Therapy Intervention in Special Education
Physical therapy services may fall into three categories, and
like a pendulum, service delivery may swing back and forth
between the more intense to less intense depending on the
level of support needed at any given time to meet the
student’s core academic program needs:
Consultation
Collaboration
Direct Service

35. Physical Therapy Intervention in Special Education
Consultation
Provided directly and indirectly to the student consisting of regular review of student progress, observation, accommodations and modifications of core material, developing and modeling of instructional practices through communication between the general education teacher, the special education teacher, parent and/or related service provider

36. Physical Therapy Intervention in Special Education
Collaboration
General education teachers, special education teachers and/or related service providers work together to teach students with and without disabilities in the classroom
All are responsible for the direct instruction, planning and delivery of instruction, student achievement, progress monitoring and discipline to support the student goals and objectives and to access the curriculum.

37. Physical Therapy Intervention in Special Education
Direct Service
Instruction or service by a single special education provider designed to support, bridge and strengthen student skills.
Opportunity to provide specific skill instruction, re-teach, pre-teach, and scaffold instruction to support student goals and objectives and to access the curriculum.

38. When is a Child Ready to Graduate from Physical Therapy?
The recommendation for continuation or graduation of physical therapy services is determined by the professional expertise of the physical therapist in collaboration with the IEP (Individualized Education Program) team.
There are several factors to consider when making decisions regarding physical therapy service completion.

39. When is a Child Ready to Graduate from Physical Therapy?
Possible Factors Include:
The student’s needs being addressed by physical therapy no longer negatively affect his/her educational performance in the regular education or special education program.
The student no longer requires PT as a related/DIS service in order to benefit from his/her special education program.
Therapy is contraindicated because of the change in medical or physical status.
The student’s needs will be better served by an alternative program and/or service, as determined by the IEP team.

40. When is a Child Ready to Graduate from Physical Therapy?
Possible Factors Include (continued…):
The student consistently demonstrates behaviors that inhibit progress in physical therapy:
such as lack of cooperation, motivation, or chronic absenteeism.
IEP team should consider the initial eligibility decision since these behaviors may reflect social maladjustment, environmental, cultural, or economic factors rather than an actual disability.
IEP team may also explore alternative services or strategies to remedy the interfering behaviors or conditions.
He/she graduates from high school and/or reaches the age of 22 years.

41. Physical therapy services are intended to target specific areas of weaknesses related to educational access. They are not necessarily intended to be ongoing services for the duration of the child’s academic career.

42. Beaudry Building—18th Floor
Physical Therapy Program Contact Information  
OT PT AT Program
Beaudry Building—18th Floor
333 South Beaudry Ave
Los Angeles, CA 90017
Phone:
Fax: