Welcome to the TIES therapist onboarding resource! These resources are available to help standardize school-based therapist training throughout the state of OR while also allowing individual school districts and ESDs to remix each resource to suit the needs of their region. By doing so, we aim to ensure continuity of training and services throughout the state.

This resource provides a checklist regarding setting up and maintaining a caseload. Links and downloadables to a caseload template, service summary template, and workload rating guidelines are provided.

The following resource provides an overview of the consultation model within the school-based system. The resources provided are recommended to assist new hires in orienting themselves to this model especially if they're transitioning from a medical mode/private practice setting.

This resource is an outline for trainers to use when onboarding new therapy staff.EDITOR NOTES:- NO ACCESS TO "AT FORMS" DOCUMENT

Due to variations in ESD/district operations, the following are suggested activities that a trainer could provide to a new hire as a way to further orient them to the ESD's/district's operations.

This resource provides video recordings and a downloadable Personal Emergency and Evacuation Plan (PEEP) for new therapist to utilize when conducting emergency and evacuation planning for their students.

New hires need to know what to look for in terms of safety inspection when checking equipment out and encountering equipment in the field. They should be aware of the program’s policies and procedures regarding equipment inspection but may need to re-visit this information over time following the initial onboarding.The following downloadable resources are provided to serve as examples of what a Care & Use agreement could look like.

The following resource provides information when training new hires in their role regarding evaluation, SPED eligibility & RIS. Additional webinars are provided to supplement this training.

For therapists who are involved in their district's feeding team, resources are provided here that go over feeding protocols.

The following .pdf includes a table that outlines the differences between FERPA and HIPAA. It is recommended for this topic to be discussed in further detail following initial caseload setup.

New therapists entering the school-based system will need background regarding their role in the IEP team, how services are documented, etc. This topic may need to be revisited over time as the therapist gains more experience with IEPs or IFSPs.

The following resource provides information regarding Oregon's specific practice acts for both OT and PT. Webinars are included as well as specific documents for new hires to review.

The following included resources are for both OTs and PTs regarding their individual workload rating guidelines. Each of these guidelines can be downloaded directly from this resource in both .doc and .pdf formats. Higher priority: At the beginning of the year, discuss with the new therapist that IEP minutes are written for the IEP year and not the school year.Lower priority: Revisit the resources related to workload rating guidelines as well as district/program guidance related to indicating IEP minutes once the therapist has established their caseload.

This resource provides an ECHOES recording regarding Every Moment Counts, a program designed to build capacity of school personnel and families with mental health/awareness. While currently there are few resources, physical health/wellness, and mental health/wellbeing are part of the PT and OT scopes of practices. A discussion with the new therapist may center around district priorities and the district's right of assignment of the contracted OT/PT time.

This is a general guide to the flow of the school year on a month-by-month basis. 

This is a general guide to the flow of the school year on a month-by-month basis. 

This resource provides helpful background to new hires who are new to Special Education and is a resource they may need to return to over time as they gain more exposure to and experience with the IEP team.