If you’ve been in the school-based therapy world for more than a minute, you know the feeling of looking at the teachers’ salary schedule, looking at your master’s or doctoral degree, looking at your mountains of specialized continuing education… and feeling completely invisible.

I felt that exact frustration for more than two decades. But today, I’m writing to tell you that the ceiling has officially cracked.

My home district just ratified a historic CSEA contract. We didn’t make a few minor tweaks — we rewrote the blueprint for how Civil Service therapy practitioners are valued in New York State.

Here is exactly what we secured for OT and PT:

• A $10,886 Master’s stipend
• Brand-new Master’s +30 stipend of ($16,424) and Master’s +60 stipend ($21,926)  — earned through specialized professional continuing education (CEUs) and graduate courses converted into salary credits
• A dedicated Doctoral stipend ($24,894) recognizing our highest-level degrees
• A $5,000 specialized stipend for holding an Assistive Technology Professional (ATP) certification

In all of my research into NYS school district contracts so far, I have not found another CSEA Civil Service contract that has successfully built educational lanes like this for OTs and PTs. So how did we pull off the “impossible”? And more importantly, how can you do it in your district? Let’s dive in.

The Root of the Problem: Why OTs and PTs Get Left Behind in NYS

To fight a system, you have to understand how it’s wired. In New York State, the wage gap between teachers and therapists isn’t usually personal — it’s structural.

Under the New York State Education Department (NYSED), professions like speech-language pathology, school psychology, and social work are housed under Pupil Personnel Services (PPS) within the Office of Teaching Initiatives. Because they’re classified as instructional, they automatically land on the teacher salary schedule, complete with built-in lanes for professional growth (those coveted +30 and +60 columns).

Occupational and Physical Therapists are missing from that PPS list. Instead, we’re classified under Civil Service.

Because of that classification, administrators and union reps have historically thrown up their hands and said, “Civil Service contracts don’t have educational lanes. There’s nothing we can do.” For decades, we’ve been boxed into a medical mold, fighting a constant battle to prove we are educators and vital Specialized Instructional Support Personnel (SISP).

But “we’ve always done it this way” is no longer an acceptable excuse.

The Advocacy Blueprint: Data, Presentation, and Persistence

Our peer-reviewed research (published in JOTSEI) found that 96% of school-based OTPs are calling for systemic change to how we’re classified and compensated. This isn’t one frustrated therapist’s problem — it’s a profession-wide structural gap.

When it came time to advocate in my own district, I didn’t just go to administration and complain that things weren’t fair (this time). I treated advocacy like a professional presentation. If you want to change the minds of a Superintendent, an HR Director, or a Union Board, you have to speak their language.

Here is the three-step framework I used:

1. Present the Data Professionally

I built a side-by-side comparison the district couldn’t ignore:

• The salary schedules. In my district, the Master’s stipend for OTs and PTs had been frozen at $2,500 since 2001 — while the same degree earned other related service providers a differential of $10,672 to $21,593 on the teacher schedule.
• The duties. A comparison table showing that OTs and PTs perform the same IEP-mandated, legal responsibilities — standardized testing for eligibility, parent communication, aligning goals with curriculum, superintendent conference days — as the providers being paid on the teacher schedule.
• The cost avoidance. Our district’s assistive technology caseload had grown 460% in four years. Contracted AT services in New York run $110–$150 per hour, with formal evaluations costing up to $3,200 per case. Certified in-house expertise saves the district real money.
• The regional picture. Neighboring districts with similar tax bases already compensate OTs and PTs on the teacher salary schedule — proof that parity is fiscally achievable in our region.

I handed over data that proved a stable, well-compensated therapy department directly protects the district’s special education infrastructure.

2. Offer a Creative Solution

Administrators are busy. If you bring them a problem, you must bring the solution on a silver platter. I proposed a clean, realistic framework showing exactly how clinical CEUs could be mathematically converted into salary credits to mimic the teachers’ +30 and +60 columns — without violating Civil Service rules, and without creating an administrative headache for HR.

3. Relentless, Gracious Follow-Up

Change doesn’t happen in a single meeting. I met with administration, submitted the data, and followed up with unwavering consistency and professional grace. I didn’t let the paperwork gather dust on a desk.

When my union board saw the data and realized we had a viable framework, they stepped up and advocated fiercely for us at the table. When administration reviewed the numbers, they opened their minds to a brand-new way of doing things.

Don’t Give Up: Your District Could Be Next

If you’ve been told by your union or your district that educational columns “can’t be done” for Civil Service OTs and PTs, I’m living proof that they’re wrong. The mold has been broken right here in New York. When you present the right data to the right leaders, structural change is entirely possible.

You are a vital piece of the instructional team. Your advanced training directly impacts student success, safety, and classroom independence every single day. It’s time our contracts reflected that.

Grab My Free District Advocacy Template

You don’t have to reinvent the wheel or spend years staring at a blank page. To help you kickstart the conversation in your own district, I’ve put together a Free District Advocacy Template.

It’s completely customizable — plug in your own district’s salary schedules, caseload data, and regional comparisons. It’s the exact proposal framework that unlocked an $10,000+ raise and historic educational columns for my department.

Present the data.

Play the long game.

And go get what you’re worth.

The Truth About Pencil Grip Research That Every OTP, Teacher, and Parent Needs to Know

I cannot tell you how many times I’ve heard it in IEP meetings, teacher lounges, and even OT conferences: “STOP saying ‘grip doesn’t matter!’” every time the topic of handwriting comes up.

Every time I hear someone dismiss grasp patterns, my heart sinks a little. Because here’s the thing – that statement isn’t wrong, but it’s dangerously incomplete. And it’s leaving struggling kids without the support they desperately need.

What the Research Actually Shows  

Let me break down what multiple studies from 1993-2018 have actually discovered, because the full picture tells a completely different story.

The Four Functional Grips   

Current research recognizes these four grip patterns as equally mature and functional:

• Dynamic Tripod – The “classic” three-finger grip

• Dynamic Quadrupod – Four fingers with dynamic movement

• Lateral Tripod – Three fingers with thumb crossing over

• Lateral Quadrupod – Four fingers with thumb crossing over

(Donica et al., 2018; Schwellnus et al., 2012)

So yes, if your child uses any of these four patterns, grip truly doesn’t impact their handwriting speed or legibility. The dynamic tripod isn’t the “gold standard” anymore – it’s just one of four equally good options!

The Problem with the Research  

Here’s why that “grip doesn’t matter” statement is so misleading. Most studies have significant limitations:

• Exclusion bias: They excluded children with immature grips

• Sample size: Many studies had tiny samples with only 1-3 children using atypical grips

• Writing duration: Most only analyzed 1-4 sentences, not real classroom demands

• Limited scope: They omitted children receiving OT services

(Donica et al., 2018; Schwellnus et al., 2013; Wallen et al., 2013)

The Hidden Cost: Missing Out on Daily Fine Motor Strengthening  

Here’s something that keeps me up at night as an OT – and it’s something most people never consider when they dismiss grip concerns.

Think about a typical school day for a moment. Kids use pencils during morning work, math worksheets, spelling practice, journal writing, note-taking, homework, art projects, and about a dozen other activities. We’re talking about hours of pencil use every single day!

But Here’s Where Grip ABSOLUTELY Matters  

The Missing Piece: Studies consistently show that immature or static pencil grasps lead to increased fatigue and decreased legibility (Almeida et al., 2013; Dennis & Swinth, 2001; Schwellnus et al., 2012).

I see this every single day in my practice. The second-grader whose hand cramps after writing three sentences. The kindergartener who holds their pencil in a fisted grip and can barely form recognizable letters. The fourth-grader who avoids writing assignments because “it hurts.”

In Schwellnus et al.’s 2012 study of 120 students, guess what happened to the three children with immature grip patterns? They were classified as “dysgraphic writers.” Every. Single. One.

But here’s what breaks my heart: when kids use immature or compensatory grips, they’re essentially doing bicep curls when they should be doing finger exercises. Instead of strengthening the small, intricate muscles needed for button fastening, shoelace tying, and precise manipulation, they’re reinforcing inefficient movement patterns hour after hour, day after day.

I had one third-grader whose teacher said, “He writes so much better in the morning, but by afternoon, his letters fall apart.” That’s not a motivation problem – that’s a child whose forearm muscles are exhausted from doing a job they were never meant to do!

Clinical Insight: Every writing task could be building the foundation for independence with dressing, eating, and play skills. When we ignore inefficient grips, we’re not just missing handwriting goals – we’re missing opportunities for comprehensive fine motor development.

The research on grip strength and functional independence backs this up beautifully. Alaniz et al. (2015) found that grip strength correlates directly with pencil control AND independence with daily activities. When children develop strong, coordinated hand muscles through proper pencil use, those benefits extend far beyond the classroom.

What This Means for Your Practice  

Stop feeling guilty about addressing grip patterns! If a child is struggling with handwriting endurance, complaining of pain, or showing decreased legibility over time, their grip absolutely could be the culprit.

The research supports us when we say: Functional grip matters. Mature patterns matter. And children with immature patterns may deserve our intervention.

Want to Dive Deeper?   

This blog post barely scratches the surface of what current research tells us about pencil grip, fine motor development, and handwriting outcomes.

I’ve spent years analyzing the research, working with hundreds of children, and developing evidence-based strategies that actually work.

My upcoming book breaks down all the latest research in practical, actionable ways that will transform how you think about pencil grip intervention. Want to be the first to know when it’s available?

Join my email list for research updates, clinical insights, and early access to evidence-based resources that will change your practice!

What This Means for Your Practice  

Stop feeling guilty about addressing grip patterns! If a child is struggling with handwriting endurance, complaining of pain, or showing decreased legibility over time, their grip absolutely could be the culprit.

The research supports us when we say: Functional grip matters. Mature patterns matter. And children with immature patterns may deserve our intervention.

References  

Alaniz, M. L., Galit, E., Necesito, C. I., & Rosario, E. R. (2015). Hand strength, handwriting, and functional skills in children with autism. American Journal of Occupational Therapy, 69(4), 6904220030.

Almeida, G. L., Marconi, N. F., Tortoza, C., Ferreira, S. S., Filho, J. E., & Navarro, F. M. (2013). Comparison of perceptual-motor and visual-motor skills between Down syndrome and typical children. Research in Developmental Disabilities, 34(7), 2182-2188.

Dennis, J. L., & Swinth, Y. (2001). Pencil grasp and children’s handwriting legibility during different-length writing tasks. American Journal of Occupational Therapy, 55(2), 175-183.

Donica, D. K., Goins, A., & Wagner, L. (2018). Effectiveness of handwriting readiness programs on printing performance in kindergarten students. Journal of Occupational Therapy, Schools, & Early Intervention, 11(4), 484-496.

Koziatek, S. M., & Powell, N. J. (2003). Pencil grips, legibility, and speed of fourth-graders’ writing in cursive. American Journal of Occupational Therapy, 57(3), 284-288.

Schwellnus, H., Carnahan, H., Kushki, A., Polatajko, H., Missiuna, C., & Chau, T. (2012). Effect of pencil grasp on the speed and legibility of handwriting after a 10-minute copy task in Grade 4 children. Australian Occupational Therapy Journal, 59(3), 180-187.

Schwellnus, H., Carnahan, H., Kushki, A., Polatajko, H., Missiuna, C., & Chau, T. (2013). Effect of pencil grasp on the speed and legibility of handwriting in children. American Journal of Occupational Therapy, 67(6), 718-717.

Wallen, M., Duff, S., Goyen, T. A., & Froude, E. (2013). Functionally relevant cut-off values for the Assessment of Motor and Process Skills. Disability and Rehabilitation, 35(21), 1799-1804.

I’ll be honest: I was a little nervous to share these results. Not because they were bad — but because they were really good, and I didn’t want anyone to think I was overclaiming.

But the final data from our new ocular motor group proved just how impactful this work can be. Even the principal said it herself: these numbers are impressive. So here we go.

A Little Backstory

If you’ve been following me for a while, you know I teach a vision course with Robert Constantine for school OTPs. Vision is one of those areas I get genuinely fired up about — because undiagnosed vision issues are constantly getting misread as ADHD, dyslexia, behavior problems, or just a kid who doesn’t care.

Last fall, one of the principals in my district heard I wanted to start an Ocular Motor Group as a multi-tiered support for kids struggling with reading. We got the green light from Special Ed. And then things moved fast.

I had a few days to create the program outline and design all the activities. We ran two groups of four students, seen every other day, rotating through stations every two weeks. Total of about 12 weeks of services (not counting winter break).

I called it the O.M.G. — Ocular Motor Group. You’re welcome.

Here are a couple of videos so that you can get a glimpse of the types of activities I used.

To be clear on what those numbers mean: I asked the school psychologist to walk me through the data because I’d never looked at diagnostic reading or math scores like this before. A score of 183% means that student hit her winter i-Ready goal and then surpassed it by 83%. It’s not just passing — it’s blowing past the expected target.

Here’s the summary:

• 3 students went up 1 grade level in reading
• 1 student went up 2 grade levels in reading
• 3 students went up 1 grade level in math
• 1 student went up 2 grade levels in math

Now — I want to be transparent. I can’t attribute all of this progress to the O.M.G. alone. These kids also had teachers, other support staff, and a lot of other variables in their lives. But I also know what I saw in those sessions. These kids were engaged, they were building skills, and something was working.

What Were We Actually Doing?

The number one question I’ve gotten: What activities did you use?

I pulled from everything I know — ocular motor exercises, brain gym, rhythmic movement, and reflex integration — and built it into playful, engaging stations. Nothing felt like “therapy” to the kids. It felt like games.

That’s intentional. When kids are having fun, you get buy-in. When you get buy-in, you get effort. When you get effort, you get results.

Keep it FUN. That’s not a throwaway tip — it’s the whole strategy.

If you want to learn more about vision and how it connects to learning, behavior, and OT practice, check out the Eyes First course I teach with Robert Constantine. The link is below.

And if you’re thinking about starting something like this in your own district — you absolutely can. You don’t need a perfect program. You need a good reason, a willing administrator, and a solid foundation of knowledge to back up your clinical decisions.

Start there.

Want to learn more about vision and school-based OT? Check out Eyes First → Eyes First Vision

No one has to convince school-based OTPs that fingerprint and thumbprint crafts are excellent activities that support many important skills in school-based settings. These activities develop:

1. Fine motor skills – Pressing fingers with controlled pressure and precise placement develops dexterity and finger strength
2. Visual-motor integration – Coordinating hand movements with visual input to create specific patterns or designs
3. Sensory processing – Providing tactile input through finger pressure and paint/ink texture
4. Bilateral coordination – Using both hands together (one to hold paper, one to make prints)
5. Hand-eye coordination – Precisely placing fingerprints to create intended designs
6. Motor planning – Organizing sequential movements to create complex patterns or pictures
7. Proprioception – Developing awareness of finger position and pressure required
8. Grasp development – Supporting proper finger positioning and grip strength
9. Visual perception – Recognizing patterns, spatial relationships, and visual discrimination
10. Attention and focus – Maintaining concentration to complete detailed work
11. Creativity and self-expression – Allowing personal artistic choices and design

These activities can be easily adapted for different developmental levels and can incorporate academic concepts (counting prints, creating letter shapes, etc.) while simultaneously building foundational skills for handwriting, scissor use, and other fine motor tasks.

Level 1

Angie Holden from Country Chic Cottage (via Pinterest) makes these adorable ladybugs with red and black paint and a marker! Simply adorable.

Level this up by leaving off the legs and antennae, cutting each ladybug out and using black construction paper to glue legs and antennae cutouts to the bodies!

Level 3

In this example, I made thumbprints and drew faces on them to prompt an SEL  discussion about feelings and how to regulate the strong feelings when they get overwhelming.

This could also be birds on a wire or a tree branch.

Maybe it’s a family portrait with a little imagination.

Level 5

Think forsythia! Those cheerful yellow bursts that bloom before anything else dares to wake up! Draw or paint a simple branch, then press bright yellow fingerprint clusters along it to mimic the blooms. Simple, stunning, and a great conversation starter about the first signs of spring.

Level this up by adding tiny green fingerprint buds at the branch tips, or spreading across a long sheet of paper for a hallway display.

Level 6

Take it off the page and onto the real thing! Use hard-boiled or blown-out eggs as the canvas. Fingerprinting on a curved surface is a whole different challenge. Kids naturally adjust their pressure and grip as they rotate the egg, without even realizing the great fine motor work they’re doing.

Level this up by asking kids to plan a color pattern before they start, whether rainbow order, alternating, or section-by-section. Once the paint is fully dry, seal with a brush-on coat of Mod Podge using a foam brush to protect the design and keep them as keepsakes!

Last Tuesday, after school, I did something that honestly scared me a little. I loaded my 5-year-old into the car, threw on my “School-Based OTs Looking for Change” t-shirt, and headed to the library for my local senator’s (Senator Steven Rhoads) public meeting hours.

Taking a stand for attaining equity in school-based practice is critical right now. Racing from work to educate elected officials about OT practice realities with a preschooler in tow felt like a classic OT move, right?

The Reality Check

I walked in with printed copies of the two bills and the NYSUT resolution that are currently pending, ready to talk about the pressing issues facing school OTs and PTs in New York.

What I discovered? This well-meaning elected official knew basically nothing about NYSED or how our roles actually work in schools.

I found myself explaining inequities he’d never considered – how we can’t become educational leaders despite our advanced degrees and expertise, how that limitation directly impacts our ability to help kids, and how many of us are stuck on civil service pay scales that leave us making $30,000 less annually than our teaching colleagues.

The moment that really got to him? When he glanced at my daughter happily building with Legos and I said, “We have the same expenses as all the other teaching staff, and our education costs more.”

The Lightbulb Moment

By the end of our conversation, I could see understanding dawning. He realized we weren’t asking for special treatment – we were asking for equity. For recognition of our expertise. For the ability to truly lead and advocate for the students we serve.

He said, “This (us getting into Pupil Personnel so we can be equal to teachers, social workers, etc.) seems like common sense” (Ya think!?)

His advice? “You need to get Senator Shelley Mayer on board. She’s key to moving these bills forward.”

This Is Our Moment

Here’s the thing – those bills are pending RIGHT NOW. This is our crucial window to make our voices heard. We can’t wait for someone else to do the work for us. We ARE the experts on what school-based OTs and PTs need.

The Ripple Effect

That library meeting reminded me that our community leaders want to help – they just need to understand the issues first. When we show up authentically (even with Legos scattered around us!), we create real change.

Every message matters. Every conversation counts. Every one of us has a story that illustrates why these changes are crucial for our students.

Ready to Speak Your Truth?

Send that message to Senator Mayer. Share your story with local representatives. Wear your OT or PT t-shirt with pride! Our students deserve therapists who can lead, grow professionally, and stay in the field long-term.

Let’s educate our elected officials together!

Click the image to view the series of handouts I brought to the Senator. This is called a “Leave Behind”.

P.S. – My 5-year-old asked why I was “talking to the important man about work.” I told her sometimes grown-ups need to speak up so other grown-ups can help kids better. She got it immediately. Maybe we should all think like 5-year-olds more often!

A good bulletin board decorates the space. A great one helps your students feel seen, supported, and understood.

Looking for school bulletin board ideas that actually work this back-to-school season? Trust me, I’ve been there – staring at blank walls wondering how to make them both beautiful AND functional for our OT practice.

Last year, I had one of those lightbulb moments. I was walking past my bulletin board (you know, the one I’d been meaning to update for months) when I overheard a teacher say, “I wish I understood what sensory processing actually looks like in my classroom.” She was literally standing three feet from my wall, but my display wasn’t doing its job of educating anyone about what we do.

That’s when I realized something game-changing: our interactive bulletin board displays aren’t just decoration – they’re our most powerful advocacy tools. They work 24/7 to educate staff, support students, and spark those conversations that make our jobs so much easier.

After trying everything from Pinterest-perfect boards that fell apart in a week to overly complicated displays that nobody looked at, I finally cracked the code. The best OT bulletin board posters do something magical – they teach while you’re busy seeing clients. They explain sensory needs while you’re in an IEP meeting. They advocate for our profession even when we’re not there to do it ourselves.

So what if your bulletin board could help teachers understand visual perception skills? What if it could give students calming strategies right in the hallway? What if it could finally show everyone that OT is about so much more than handwriting?

Here’s what I’ve learned works – 7 bulletin board ideas that are practical, purposeful, and honestly pretty easy to put together. Each one has been tested in real schools with real kids (and some very patient custodians who helped me hang things at just the right height ).

Ready to transform those blank walls into working tools for your practice? Let’s dive into what actually makes a difference…

1. OT Bulletin Board Posters

Also known as the “Oh wow, you do that too?” posters.

These printable visuals are a game changer for explaining school-based OT to teachers, parents, and students. Stick them in a hallway, your therapy room, or on your office door. They’re colorful, clear, and cover the many areas OT supports in schools.

2. Whole Child Posters (Free Download)

Because every child is more than a test score.

These posters remind students and staff alike that learning and growing isn’t just about academics. They highlight skills like emotional regulation, independence, motor development, and more. These are perfect for calming spaces, SEL walls, or even parent meeting rooms.

3. Visual Perception Posters

Visual perception terms can be confusing. These posters make them click.

There are so many terms to learn like visual discrimination, figure-ground, and spatial relations. These posters explain each one in plain language with classroom-based examples so anyone can understand how they impact a student’s learning.

4. Sensory Processing Posters

When people understand sensory systems, they understand your students better.

These posters introduce the eight sensory systems and the three subtypes of Sensory Processing Disorder. They offer real-life examples and explanations of how sensory differences affect behavior and learning. Perfect for hallways, staff rooms, or parent nights.

5. Calming Corner Posters

A little peace and regulation goes a long way.

These calming visuals from The Butterfly Teacher help students self-regulate and feel supported. They’re beautiful, inclusive, and easy to add to a cozy nook with pillows, sensory tools, or flexible seating. A calming corner is great for all students, not just those with identified needs.

6. Make Your Board Interactive

Let your students be part of the display.

Interactive bulletin boards help students feel seen and involved while keeping your space fresh and fun. From reading walls to kindness challenges, even weekly puzzles or STEM prompts, there are so many ways to turn your board into a meaningful part of the day.

We Are Teachers shares a great roundup called 40 Unique Interactive Bulletin Boards to Engage Your Students with tons of easy ideas you can try right away.

7. Set Up a Reading Strategy Wall

Reading is more than decoding, it’s thinking, connecting, and understanding.

This Pinterest find is a great example of a bulletin board that supports reading comprehension. It breaks down strategies like predicting, visualizing, and asking questions. It’s a fantastic resource to keep up all year long.

The key is making them interactive and personal. When students see their own learning reflected in these displays, or when they can contribute their own insights and experiences, that’s when the real magic happens. It transforms a simple bulletin board into a collaborative learning space that evolves with each cohort of students.

What are some of your favorite bulletin board ideas? Do you create the same bulletin board for each new school year? Comment below and share your favorites!

Hey there! As an occupational therapist, I’m always looking for activities that are both fun AND secretly working on those important developmental skills. Finding the perfect Memorial Day & 4th of July crafts makes holiday planning easy. These patriotic crafts hit the sweet spot – kids think they’re just having fun while they’re actually strengthening their fine motor skills, bilateral coordination, and visual motor integration. Plus, they get to show off their American pride!

1. Patriotic Bead Bracelets

This is one of my absolute favorites because it sneaks in so much skill development while kids are just focused on making something beautiful.

What you need:

• Red, white, and blue beads
• Elastic beading cord
• Scissors
• Optional: Alphabet beads for “USA” or names

How to make it:

1. Cut string to fit wrist with a little extra for tying
2. Let kids sort and plan a pattern using colored beads
3. String the beads (this is where the magic happens – hello, pincer grasp!)
4. Tie off the ends securely!

2. Patriotic Popsicle Stick Wall Vase

This one takes a bit more time, but the end result is so worth it. Kids feel so proud when they create something this functional!

What you need:

• Cardboard backing
• About 28 popsicle sticks
• Paper or styrofoam cup
• Red, white, and blue craft paint
• Brushes
• Craft glue
• String for hanging

How to make it:

1. Paint 20 sticks red and white, alternating for flag background
2. Paint 8 sticks blue for the vase, let dry
3. Cut paper cup in half across the middle
4. Glue red and white sticks side by side on cardboard
5. Glue cut cup to lower center of flag background
6. Glue blue sticks vertically around cup to form vase
7. Add white stars to blue sticks
8. Add string to back for hanging

3. Q-Tip Fireworks Painting

I love this one because even kids who say “I can’t draw” end up creating something amazing!

What you need:

• Q-tips (cotton swabs)
• Red, white, and blue paint
• Black construction paper
• Paper plates for paint

How to make it:

1. Pour paint onto paper plates
2. Give each child 3-4 Q-tips (or bundle them with a rubber band for bigger bursts)
3. Dip in paint and stamp on black paper to create firework explosions
4. Add glitter glue when dry for extra sparkle

4. 4th of July Sailboat Craft

These little boats have been a hit in every session I’ve used them. Kids love the fact that they actually float!

What you need:

• Pool noodle (cut into 3-inch sections)
• Blue and white foam sheets
• Paper straws
• Blue washi tape
• Star stickers
• Scissors

How to make it:

1. Adult cuts pool noodle into 3-inch boat bases
2. Cut sail shape from foam sheet
3. Cut two small slits in the sail and slide onto straw
4. Add blue washi tape to top of straw, cut into triangle for flag
5. Cut small stars from white foam and glue onto sail
6. Push straw into center of pool noodle

5. Patriotic Windsock

There’s something magical about watching these dance in the breeze. Kids get so excited to hang them outside!

What you need:

• Tissue tube (toilet paper or paper towel tube)
• Blue, red, and white construction paper
• Matching crepe paper
• Glue
• String
• Scissors

How to make it:

1. Cut and glue blue paper around tissue tube
2. Cut stars from white paper and glue on blue tube
3. Cut red, blue, and white crepe paper into long strips
4. Glue strips inside bottom of tube
5. Create two holes at top of tube
6. Tie string through holes for handle

6. Fourth of July Star Wands

These are perfect for kids who love to move and dance. I’ve seen the shyest kids come alive when they have a star wand in their hand! 

What you need:

• Cardboard for star
• Red, white, and blue construction paper
• Scissors
• Glue
• Paper straw or wooden skewer
• Ribbon
• Optional: glitter

How to make it:

1. Cut star shape from cardboard
2. Cover with patriotic paper in whatever pattern kids choose
3. Adult uses glue gun to attach straw to back
4. Tie ribbons under star for trailing effect
5. Add sparkle with glitter if desired

A Quick OT Note

Here’s what I love – these crafts sneak in SO much skill development! Every cut, glue, and thread builds the foundation for writing and daily tasks. Plus, there’s no “perfect” way to do them, which means confidence wins every time.

Safety reminders:

• Always supervise with small parts and sharp tools
• Keep glue guns for adult use only
• Have fun and don’t worry about perfection!

You know what’s magical? Watching kids go from “I can’t do it” to “Look what I made!” The combination of patriotic pride and hands-on creating just clicks for kids, and parents are always amazed at the skills they’ve practiced through play.

Which craft are you most excited to try, and what skill do you think your kiddo needs to work on most? I’d love to hear about your crafting adventures in the comments!

Happy crafting, and Happy Independence Day! 

You know that look on your kid’s face when they’re flying down a zipline or climbing to the top of that playground structure? That pure joy isn’t just about having fun (though there’s definitely plenty of that!). As parents, we want to transform your outdoor space into something meaningful.

What’s really cool is that all this outdoor play is secretly working wonders for their development in ways that just don’t happen when they’re cooped up inside. Let me tell you why getting your little ones outside to play is such a game-changer…

Adventure awaits outdoors…

As parents, we’re always searching for that perfect balance between entertainment and enrichment. The good news? Your backyard might just be the ultimate classroom. When children engage in active outdoor play, they’re developing crucial motor skills, building confidence, and getting that all-important sensory input that helps their growing bodies understand the world around them.

Top Backyard Equipment for Growing Bodies and Minds

Bijou Build

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• Problem-solve with different configurations

• Build whole-body strength through climbing and exploration

• Develop spatial awareness in a customizable environment

• Practice persistence when faced with new challenges

Designed for ages 3-103, this remarkable play system assembles in just one hour and is built from durable, weather-resistant materials that stand up to year-round use. The Mainstay‘s modular design allows it to grow with your family, offering:

• Modular Design With Endless Possibilities

• Climb, Swing, Play, Or Relax In The Shade

• Durable Outdoor Material with a 5 Year Manufacturer’s Warranty

• Easily Set Up, Move, Take Down, & Store

• Aesthetically Pleasing… No Eyesores Here!

Unlike traditional bulky playsets that dominate your yard, the Bijou Build Mainstay blends seamlessly with your outdoor aesthetic while providing endless opportunities for adventure.

3. Bijou Portable Rope Bridge: Cross Into Adventure

Take your backyard adventures to new heights with the Bijou Rambler Rope Bridge! This thrilling addition to the Bijou outdoor system features:

• Adjustable rope for perfect suspension and stability

• An 8ft crossing area with an additional 3ft on each end for secure attachment

• Heavy-duty, UV-protected materials for lasting durability

• Multiple ways to play: cross, climb, run, or hang

This versatile bridge offers tremendous developmental benefits:

• Enhances vestibular development (balance)

• Improves focus and concentration

• Strengthens core muscles and coordination

• Builds confidence with each successful crossing

The Rope Bridge connects easily to your Bijou Mainstay or a tree, creating a complete adventure system that encourages children to navigate their way through a self-created challenge course.

5. Giant Bubbles!

I saw a recipe on Pinterest to make HUMONGOUS Bubbles and ordered the wand on Amazon. I got the four-pack so my daughter and her friends could do it together.

If you want a shortcut, you can just order the solution.​

But we went the homemade route.

Awwwah, she’s so little! This picture is from two years ago, but she still LOVES giant bubbles! (And who doesn’t?!)

6. Obstacle Course to Practice Bicycle Skills

It may be best to set this up on a flat driveway, or with supervision in a quite cul de sac—the bike obstacle course! this doesn’t even require any special equipment other than a bicycle, tricycle, skateboard, scooter, scooter board—or whatever the kids have on hand. You can use buckets, cones, whatever is in the garage as obstacles. Encourage kids use their imaginations!

Creating Your Backyard Adventure Space

The key to a successful backyard play space is variety. Children thrive when they can move between different types of equipment that challenge different skills. Consider creating zones in your yard:

1. Active Zone: Slackers Zipline, Bijou Build system, swings, bubble station
2. Creative Zone: Art station, building materials, sensory tables
3. Rest Zone: Shaded reading nook, hammock, or picnic area

Is your child working on crossing the monkey bars or mastering the zipline brake? Plan regular outdoor time dedicated to practicing these specific skills. Breaking complex movements into smaller steps helps children build confidence and competence without frustration.

Remember that the best backyard equipment grows with your child, offering new challenges as they develop new skills. Modular systems like those from bijoubuild.com are perfect examples of equipment that can be adjusted and expanded as your child grows in confidence and ability.

What backyard adventures are happening at your house? Share your favorite outdoor equipment in the comments below!

Looking for more ways to boost your child’s development through play? Sign up for our newsletter to receive weekly activity ideas delivered straight to your inbox!

Schools are increasingly turning to Multi-Tiered Systems of Support (MTSS) to ensure every student receives the appropriate level of assistance to thrive. Within this framework, Occupational Therapy Assistants (OTAs) have emerged as invaluable team members whose contributions may be unrecognized or underappreciated. As we navigate 2025’s educational challenges, OTAs are continuing to be essential partners in creating truly inclusive learning environments, particularly for our youngest learners.

What Many Don’t Know About OTAs in Educational Settings

While Occupational Therapists (OTs) are familiar figures in special education, their partners—Occupational Therapy Assistants—remain somewhat invisible heroes in the educational support system. Many administrators, teachers, and even parents are unaware that OTAs:

• Receive specialized training in child development, sensory processing, motor skills, and adaptive strategies
• can implement interventions across all three tiers of MTSS support
• Typically have more consistent daily interaction with students than supervising OTs
• Often serve as the bridge between therapeutic strategies and classroom implementation
• can provide cost-effective support solutions that extend the reach of occupational therapy services

The Proactive Power of OTAs in Early Education

The traditional model of waiting for students to struggle before providing occupational therapy support is rapidly being replaced by a proactive approach where OTAs play a crucial role. Research increasingly shows that early intervening yields the most significant results, and OTAs are perfectly positioned to deliver this support.

In early education settings, OTAs are:

1. Conducting whole-class screenings to identify potential developmental concerns before they affect academic performance
2. Co-teaching sensory-motor lessons alongside classroom teachers to benefit all students
3. Designing classroom environments that support diverse sensory and motor needs
4. Training paraprofessionals and teachers on therapeutic techniques that can be embedded into daily routines
5. Facilitating small groups focused on fine motor, visual-motor, and self-regulation skills

2025 Trends: How OTAs Are Transforming MTSS Implementation

The school setting is the second most common practice area for OTAs (Spielman, 2019). This year has seen several notable trends in how schools are leveraging OTAs within their MTSS frameworks:

1. Integration into Universal Screening Teams

OTAs are increasingly included in universal screening processes, bringing their expertise in fine motor, visual-motor, and sensory processing assessment to identify students who might benefit from targeted support before academic difficulties emerge.

2. Tech-Enhanced Interventions

In 2025, OTAs are utilizing adaptive technology tools to enhance their interventions. As our students increasingly rely on their Chromebooks and iPads, OTAs are embracing technology to make therapy more engaging and effective.

3. Collaborative Push-In Services

Rather than pulling students out for therapy, OTAs are pushing into classrooms, providing support during normal instructional time. This approach not only reduces stigma but ensures strategies are implemented in the actual environments where skills will be used. Seeing children in their natural learning environment is best practice.

4. Data-Driven Decision Making

Today’s OTAs are skilled in collecting and analyzing progress monitoring data, allowing MTSS teams to make informed decisions about when to intensify, modify, or fade supports.

5. Whole-Child Wellness Approaches

OTAs are increasingly taking a holistic approach, addressing not just fine motor and sensory needs but also supporting social-emotional learning, proactive mental health approaches, executive functioning, and overall wellness within MTSS frameworks.

Building an Effective OT/OTA Partnership Within MTSS

The most successful schools utilize a collaborative model where:

• OTs conduct comprehensive evaluations and develop intervention plans
• OTAs implement daily interventions across all three tiers
• Both professionals collaborate with teachers to embed strategies into classroom routines
• OTAs collect ongoing progress monitoring data
• The team meets regularly to analyze data and adjust interventions

This partnership model maximizes the specialized skills of both professionals while ensuring more students receive timely, appropriate support.

Beyond the Individual: How OTAs Support Systemic Change

Perhaps the most significant contribution OTAs make to MTSS is their ability to effect systemic change. By working across tiers of support, OTAs help schools:

• Create universally designed learning environments that reduce barriers for all students
• Develop teacher capacity to support diverse learners
• Implement evidence-based practices consistently
• Foster inclusive school cultures that celebrate neurodiversity
• Build sustainable systems that support students’ developmental needs

The beauty of having OTAs involved in our MTSS process is that they think beyond the individual child. They help us create classrooms where fewer students struggle in the first place.

Looking Ahead: The Future of OTAs in Educational Settings

As schools continue to recognize the value OTAs bring to MTSS frameworks, we can expect to see:

• Expanded roles for OTAs in curriculum development and teacher professional development
• Increased collaboration between OTAs and other support professionals
• Greater inclusion of OTAs in school leadership and MTSS decision-making teams
• More research documenting the effectiveness of OTA-supported early intervention
• Growing demand for OTAs with specialized pediatric and educational training

Conclusion: The OTA Advantage

As schools strive to create truly inclusive environments that support every child’s development, Occupational Therapy Assistants are proving to be essential team members in effective MTSS implementation. Their unique combination of specialized training, practical skills, and collaborative approach makes them ideally suited to support our youngest learners during their most formative years.

By leveraging the often-overlooked talents of OTAs, schools can create more responsive, effective support systems that identify and address challenges early—ultimately helping more children reach their full potential.

If you’re interested in learning more about the MTSS framework, join us at the upcoming Inclusive Classrooms Summit (June 16-18, 2025), where experts will share best practices and implementation strategies.

Reference: 

Spielman, M. (2019). Best practices for occupational therapy assistants in schools. In G. Frolek Clark, J. E. Rioux, & B. E. Chandler (Eds.), Best practices for occupational therapy in schools (2nd ed., pp. 71-78). AOTA Press.