Educational Relevance Worksheet Procedures

The Educational Relevance Worksheet (ERW) is a process used by the OT and/or PT as the ARDC develops the IEP. The therapist reviews the goals, benchmarks/objectives, and specially designed instruction (SDI) unique to occupational therapy and/or physical therapy to determine the service delivery model(s) and amount of time for each service.

Specially Designed Instruction The therapist reviews the IEP and checks the appropriate SDI on the Educational Relevance Worksheet. The therapist selects the service delivery model for implementation of each SDI from the following service delivery models: Classroom Suggestions (CS), Role Release (RR), or Discipline Specific (DS). SDI may have more than one service delivery model. The therapist considers and recommends the most feasible service delivery for providing each SDI and documents the decisions on the ERW.

Service Delivery Models Classroom Suggestions (CS) are verbal or written suggestions that require regular classroom implementation but do not require regular follow up (e.g., appropriately-selected classroom chair, pencil grip, participation in movement activities). The therapist meets with classroom staff, reviews the progress of the student, and makes recommendations for classroom implementation. These services may be documented on the IEP under supplementary aids and services or related services.

Role Release Services (RR) are activities that are developed by the therapist in collaboration with the classroom teacher, implemented by classroom staff, and monitored by the therapist. Role Release activities require staff training and regular follow up for maintenance and generalization of the strategy and/or skill (e.g., opportunities for assisted stance, calming strategies) and may have been previously implemented as Discipline Specific Services that the student has safely achieved. These services may be documented on the IEP under supplementary aids and services or related services.

Discipline Specific Services (DS) are activities implemented solely by the therapist (e.g., gait training strategies, balance strategies, weight shift strategies). Once the student makes progress in the activity, the therapist may move it to a RR activity with the classroom staff. Discipline Specific services may not address each SDI at each session with the student. If there is more than one SDI per goal that requires Discipline Specific intervention, the amount of time for SDI may be grouped into one estimated time. These services may be documented on the IEP under related services.

Estimated Amount of Time The therapist estimates the amount of time for each SDI and service delivery model, and records the recommendation on the ERW.

63 TX OT/PT Resource Manual

Supplementary Aids and Services The therapist reviews the IEP and checks the appropriate Supplementary Aids and Services (SAS) from the IEP on the ERW. The therapist determines the amount of time (if any) that requires assessment or fabrication by the therapist and records the decisions on the ERW.

Program Modifications and Support for School Personnel The therapist reviews the IEP and checks the appropriate modifications and/or supports from the IEP on the ERW. The therapist documents any modification (i.e., environmental changes) and/or training that will be provided for staff and/or parents for the implementation of services. This time estimate is typically not included in the IEP service delivery time.

Other Considerations The therapist documents other issues the ARDC may need to consider for an individual student. These considerations are not always listed on the IEP, but may be necessary for a student to achieve eventual independence. The therapist checks the appropriate considerations on the ERW; however, if the student is Medicaid eligible, the amount of time is not billable.

Recommended Frequency and Duration Following completion of this process, the therapist compiles the listed estimated times to determine the frequency of services. Keep in mind that all strategies may not be addressed during each visit. The compiled time is documented on the ERW.

The therapist signs and dates the ERW.

The therapist presents these recommendations to the rest of the ARDC. If there are questions or disagreements regarding these recommendations, the therapist is encouraged to share the process of using the ERW with the other members of the committee.

If, at the time of the initial assessment and eligibility review meeting, there are no goals, accommodations or support for school personnel that require the expertise of a therapist, then the ARDC will determine there is no need for occupational therapy and/or physical therapy services.

This process also is reviewed during each annual review. If there are no longer any goals, SDI, accommodations, or support for school personnel that require the expertise of a therapist, the ARDC discontinues the services.