Winter School-Based Academy

Comprehensive Training for All PTS School-Based Providers

4 Sessions:  2/1, 2/8, 2/15 & 3/7; 4:30PM – 7:30PM

Virtual Event via Zoom – links provided once registered.
Presented by: Jennifer Cancro, OTR/L
Intended Learner Outcomes:

• Participants will be able to identify the key members and roles of the IEP team.
• Participants will be able to describe the differences between the clinical and educational models of service.
• Participants will be able to identify the process for referring students to special education and related services.
• Participants will be able to provide details regarding Special Education timelines and procedures.
• Participants will be able to describe the IEP process and documentation guidelines.
• Participants will be able to list the differences between an IEP and a 504 plan.
• Participants will be able to identify different ways to document therapy treatment in a school-based setting.

For CEUs (if applicable)

Participants must be in attendance for the entirety of the presentation. Attendance will be tracked via the Zoom platform.

• Participants must submit a course evaluation by the close of the business day, Monday 3/18/24.
• Participants must submit a non-graded assessment by the close of the business day, Monday 3/18/24.

If applicable, please email Adam Frantz at [email protected] to indicate if any special accommodations are needed to participate.

Jennifer Cancro, OTR/L, is an Occupational Therapist that graduated from Boston University in 1996. She has been an Occupational Therapist practicing in both adult and pediatric settings for over 27 years. She is currently a director of clinical services at Pediatric Therapeutic Services, INC which services school districts in both private and public settings. In her director role, she mentors and coaches therapists as they transition into school-based setting for the first time, whether as a new graduate student,changing settings or re-entering the workforce. She also plays an integral role in supporting the districts with programming such as multi-tiered support services, sensory room implementation, and a comprehensive related service delivery.