HR-138A-1
Appendix 8-r1
1/05

EDMONDS SCHOOL DISTRICT NO. 15
Professional Growth Goal
Planning Worksheet

OT/PT NEW TO THE PROFESSION

Employee’s Name __________________________________________

You may attach additional pages, if needed, for additional goals.)

Goal #1 (supports building/program goal to improve student achievement):

• Understand and use a variety of treatment strategies to plan therapy sessions based on knowledge of OT/PT theory and educational relevance.
• This goal supports department goal #____ and aligns with the Continuum in the following way(s):
• Indicators of progress toward goal (include one piece of evidence measuring impact on students; feedback from students/parents is encouraged):
  • Treatment sessions reflect planning, structure and outcome consistent with IEP goals and objectives.
  • Collegial feedback indicates that appropriate strategies, handling techniques, and modifications are implemented.
  • Students will be engaged in the therapy sessions and participate to the best of their ability.
• Specific strategies (at least one strategy per goal must include collegial collaboration):
  • Choose treatment approaches that are appropriate to motor and/or sensory deficits.
  • Plan a logical sequence of treatment activities to attain establish goals.
  • Demonstrate effective handling techniques during therapy.
  • Modify strategies or goals as student’s condition or response to treatment changes.
  • Use a variety of age or developmentally appropriate and motivating activities.

Goal #2 (supports building/program goal to improve student achievement):

• Demonstrate ability to assess students’ motor and sensory skills and appropriately interpret results for service delivery in a school setting.
• This goal supports department goal #____ and aligns with the Continuum in the following way(s):
• Indicators of progress toward goal (include one piece of evidence measuring impact on students; feedback from students/parents is encouraged):
  • Case presentations and written evaluation reports are accurate and thorough.
  • Adverse impact statements on evaluation reports are appropriate for a school setting.
  • Mentor feedback indicates that evaluation reports are consistent with departmental guidelines.
• Specific strategies (at least one strategy per goal must include collegial collaboration):
  • Employ a variety of assessment strategies and administer assessment according to standardized or recommended protocols, making adaptations when necessary.
  • Gather assessment data and information from school staff, medical records, family and student, interpreting it in collaboration with the child study team.
  • Document and report the results of the assessment accurately, completely, and understandably (lay terms) in accordance with District requirements.
  • Establish and document relevant and attainable goals and objectives that reflect the assessment data in accordance with departmental guidelines.

Goal #3

This goal aligns with the Continuum in the following way(s):

Indicators of progress toward goal (feedback from students/parents is encouraged):

Specific strategies:

Prop

Prosed plan for Individual Professional Development activities (responsibility stipend).

• Attend scheduled meetings with mentor.
• Participate in ongoing dialogue with a mentor about treatment planning and strategies.
• Develop and share treatment plans with mentor and colleagues and ask for feedback on potential of reaching target goal.
• Invite mentor and/or colleagues to observe therapy sessions and provide feedback on therapy structure, treatment strategies, and handling techniques.
• Read and then discuss recommended professional literature with mentor and/or colleagues.
• Schedule observations of colleagues’ therapy sessions to observe a diversity of styles and treatment strategies that work effectively with students.