Family-Educator Collaboration In The Iep Process Positive: Fill & Download for Free

When you think of a K-12 teacher, I'm not what you'd expect. I am a 'natural' teacher and feel that I was born to teach. As a child, I taught every kid in my neighborhood to read, and also taught each kid on a cul-de-sac how to ride a bicycle with two wheels.As an adult, I continued teaching. I teach reading and phonics to ELLs and to students with disabilities of all ages, and have for the past 20 years. Most recently I taught phonics using an Orton-Gillingham-based, historically-validated, progressive, systematic, repetitive, multisensory program developed by PRIDE Learning Center Founder Karina Richland. I taught students with one disability or some combination of dyslexia, dysgraphia, ADHD, autism, visual processing disabilities, audio processing disabilities, and defiance disorder at PRIDE Learning Center (PRIDE) in Santa Monica and in El Segundo www.pridelearningcenter.com after begging PRIDE's founder to teach me her system to reach each child, to never EVER give up on any child, and to allow each child to discover the reader within using praise (to model positive self-talk) as motivator. I find it to be most effective.Before that, as a parent volunteer, I substituted as Librarian at The Mirman School for Gifted Students, teaching research skills during times the staff librarian was out of town www.mirman.org; then, I qualified for and served as an LAUSD special ed (autistic, nonverbal, 1:1, hand-in-hand) lead teacher substitute; and also was asked by Principal Michele Bennett to tutor gifted students and ELLs in reading and writing as a volunteer at Westwood Charter Elementary School, and to create and organize the school's first K-5 Disaster Emergency and Earthquake Medical and Search Teams.Today, in addition to tutoring K-12 reading and phonics on a 1:1 basis, I am asked to meet with families about every aspect of education, since I now seem to be regarded as someone with experience. I am referred by word of mouth, and can attend any variety of events -- student study teams, IEP meetings, or consult with parents privately about any educational concerns.Because I am passionate about education for exceptional children and those with multiple exceptionalities, whether highly gifted or learning disabled--or both! --I enjoy collaborating and making education work successfully for each child. I taught an IEP workshop at Loyola's Graduate School of Education when I was staff attorney at the Disability Rights Legal Center's Education Advocacy Program. There, I created competent staff members for future K-12 IEP meetings.As a community professor invited by UCLA School of Medicine's Community Health Advocacy Training Program (CHAT), I taught K-12 education advocacy In a multidisciplinary course attended by medical, dental, social work and nursing students over a period of years. Vignettes were created using facts from actual cases of students I represented, redacted for privacy so graduate students needing to learn advocacy skills within a pediatric patient's educational environment could practice their skills before having a real child with a real family to 'practice' on.So, to sum up, I teach phonics to kids. And I am frequently invited to become a member of an IEP team, so I can teach IEP teams at each school to collaborate with parents in meeting each student's individual needs.I do not litigate. When IEP teams or gifted policy deny a child's educational rights, I refer cases to litigators. This provides incentive for schools to make IEP meetings work, and to provide the educational benefits which each child deserves by right.

I have been to my school since age of 5 years old to now at 14 . I am stilling going to countied to school since 2024 . The school does provide for poor and broke family by make a free or lunch and breakfast aplications for kids in the district . They also provide for special needs students. I did choose virtuals for both semster . It more varies on teachers in middle school through high school . The grades can be confusing . The are 8 elementary and all them going to Kindergarten to 5th grade . One out of the 8 elementary has Pre-K buidling so it techinally goes to Pre-Kindergarten to fith grade in elementary . Then there is two middle school which is 6 and 7 th grade . There jr. high school which is to eigth grade to nith grade . Then the high school goes to from 10th grade to 11 th grade . Every students will get student id number whichIn all these recovery credit will be given a FR . As of 2021–2022 there are school progams for virtuals and onsite. Onsite campus will probally be back to it same old way . In March 1 , 2021 the middle , jr. high , and high school closed down the appcalation to Buzz Academy and it depens if you have a students with IEP or team your kids fits in specific area . If your kids your are exepect to progam but their is still chance to get kicking out . Your students has dyslexia, Specch , ot , pt and they can have therpay specific times on their needs so will onsite studentss. There are two types of virtual for 6th graders to 12th graders which will relive to Sychronous which is on zoom with a district certifed teacherd and will have daily lives Zoom sessions . Asychronous students will be expected to complete assinged coursework each week in all enrolled course for attendic . Sycohronous students will be graded the same as onsite learner s. Asychronous studdents will be expected to complete asinged coursework each week in all enrolled course to make academic progess . If a students drops below 70% , the he/she will be required to participate in intervention support . If academic progess does not imrove than a meeting will be helt with an adminstartor and parent to determine the best instructional option for the students . In the disicpline , All virtual students will have same behavior expectations. In my school athletes can still played sported even if they do virtual progam and are allowed to particapate in athletics and extracurriculars actives . For 6–8, students will remain on roasters at their zoned school for extracurricular actives . They must attends these classes in-person . It is parents repsonible or gurdains responbility to aand from these activies during the student’s schedule . The last time , I know that middle schoolers will have to comment a full-school year virtually . The middle schoolers are 6th , 7th , and 8th . The high schoolers are 9,10 ,11 , 12 . The 8th graders and 9th grades shared a buidling called the jr. high . The pre -schoolers will be only grade to not have a virtual options and yes they do have ami packets like the elementary and some secondary school .Elementary :Atendances1. Students will be expected to attended a daily live zoom sesions2. All students will be recorded for during daily live zoom sessions .3. In a circustances of a power failures or lost internet , the student or parnet should contact the teachers immediately.4. Administrator will meet with parents to discuss apporiate palacement if student’s internet connetion is not strong enough to meet requirements of attending virtual school .Assement :1. Students will take class assement through the apporiate2. Students will be reuqiade to attend onsite for all state assments such as NWEA ( K-2) , ACT Aspire , ELPA21 , DLM3. Studens will be requried to attend onsite for all NWEA Assements ( 3–5)Graidng :Virtual students will follow the same graiding prodcedures and guidlines as onsite . Students must complete assingments and asemessements by the deadlines . Additonal support will hbe provided to students needs based on their performce . If students are not mastering skills , an administrators will meet with parents to dicuss approiate palcacement . In the displine will be sames as onsite students and they are expect to display apporiat behavior on zoom ssesions and online discussions through google clasroom . If studentds does not follow displine apporiate behavior duing zoom or online discussion in google classroom , he /she could be removed from the zoom lesson . If they conutins , student could be romeoved from virtual learning and placed back into onsite learning . Parents are expect to attend parents oriten with your child , sing virutal student contract , provide aropiate place for students , schedule times to speak with teacher and does not interupts zoom sessions. If your kids has special needs they can have a therpay serivces range of Behaviroal , Dyslexia , Speech , Occupational , and Physical therpay . The speech , PT , and OT are all alivable during the summer in one school zone even though it is not a required ment . If you kids is not doing well in english and reading during secondary schools they will be put in learning specialist for English and Reading and the same can be said for math and science with the teachers by letting them to expect a vaule . Credits will not counted till the 9th graders . Your cap will not start until end of 5th grade Summer . You should prepare your kids bdslfjjd so I am odne with it is called Pin . That is mainy reason to check the libary books , pay the luch . When you reach the jr. high and high school will get students id card to help you pratice in the school dance but with more of flexible rule dancing code . My 8th grade math teacher said “ A 9th grade girl will be going to dance party in a limbo . A limbo is very long and expensive cars . Again , In the area I am in at this RV plalace for Rv and tailers . Their is fithwheeler which will usally cause about 67,000 to 75000 for as low inter price by calling . The estimate payment is 0 dollars . Back to my opion about school , The virtual is may not the best option but even if I failed can be able to retake and get it . My school does has a saturday school and summer school for all ages . When its come to freshmans through seniors who can be able to recovering credits through credit recovery which is onsite virtual by teaching someonelesel and this enrollment is more of given to seniors . Retake is student who previously failed course or cource is which credit was denind . If you are going to attending a AP course who will repeated by a regular class. Both course will remian listed on transcripts with first being shows as FR ( failed and Recovering ) . Summer school is usally use for seniors students which is very limtied for high school students only .This is different from the elementary . It will be online like credit recovery one on self-paced computer program and you attend classs in a lab to talk all quizes and tests . There is a fee for each course students request to recover in summer school . s efore schools so they can be well-educaute and get basic knowdlegedMy school District Website : I am going to Bryant Public SchoolsTheir will be slide shows : Act aspire , Covid 19 updates , Spring Break , a district app , Opportunies for success and elementary virtual learning for 2021–2022 . There is arear to pause go back to same slides and play again . White thin half cicrle with B in it and rigth under it will said Bryant Public Schools . Under to rigth it will says Menus to the left it will have schools in Captial S and in a white font to be dropping arrowing that is down ward . There is white globe things if you clicked on it has english and spanish langauses and Searches bar . The avaibles through March 2- Apirl 1 . There is virtual learning guide in spanish and english with appacaltions for both spanish english .The Virutal Learning Guide :Bryant Public Schools will offer a virtual learning option in Fall 2021 for Bryant students in kindergarten through 5th grade who is wish to remain at home for instruction while maintaing the structure of a school day . Students will be assinged a virtual Bryant teacher and a virtual classroom . Students will have daily classes and required online sessions with their virtual teacher . Referred as sychronous instructions students will receive live lessons from teachers throught the school day using Zoom . Sychronous instructions allows for interactions between the students and teachers and provides a structure to a traditional school day for the student . Lessons and actives , mirroing the same academic standards taugth to students in traiditional classrooms , are completed in real time through interaction with teacher and virtual classmate . Bryant does not off any sychronus option for elementary virutal progam which means that the coursework is be completed anytime anywhere as long as it meets the teacher’s deadline ) for elementary students. In a white fonts with dark blue colore it says “ Our elementary virtual learning progam provides Bryant with white underline committed to the success of each student . With a Blue mmassage with a quotation marks . Online learning is different from the traditional classroom . Successful online students tend to have following traits has to be punctal , self-motivated , self - disciplined , organize , computer literate , strong commitment , learn idenpently , strong reader , and strong parental support .Insturticons of virutal learning for elemenatary :* Students will be expected to attend daily live zoom* Students will be recorded during daily live zoom.* If circumstances of power failures or lost internet , the parent should contact the teacher immedialtely .* Administator will meet with parent to discuss apporiate palacement if studnet’s student internet connection is not strong enough meet requirments of attending a virtual schoolAssment :* Students will take class assemetns thr onsite for all states assements such as NWEA ( K-2) , Act Aspire , ELPA21, DLMough the apporiate platform* Students will be required to attended* Students will be required to attend onsite for NWEA assemnts ( 3–5)Grading :Virtual students will follow the same graidng procedures and guidelines as onstie learners .* Students must complete assigments and assessment by the deadlines* Addtion support will be provided to students based on their performance .* If a students are not master skills , an adiminstrator will meet with parents to discuss approiate palacementDicipline :Virtual students will follow the same discipline procedures and guidelines as onsite learners and adhere to Bryant Public Schools Student Handbook Polices .* Students will be expected to display appropiate behavior during Zoom sessions and when paraticing in online discussions in Google Classroom .* If student does not follow the discipline polices , he/she could be removed from the Zoom lesson .* If students behavior issues continue , students could be removed from virtual learnign and palaced back into onsited learning .Speical Service :Special Education : The IEP will meet to make a reconmendation if virutal learning is apporiate for the SPED student .English Langaugge Learner : The LPAC will recommend if virtual schooling is apporiate for ELL Student.%04 : The 504 team willl recomend if virtual apporiate for the 504 StudentsGifted and Taltend : Studens will have opportunity to particpated in the giffeted progamDylexisa , Speech , OT/Pt : Students will have access to apporiate thearpies service and will be scheduled specific times for therapy based on their needs .Parents expected to :* Attend Paretent Orietation with your student* Sing and adhere to the Virtual Student Contract* Provide an apporiate place for student learning at home* Students interuptions or distractions in learning areas ( pets , background noise , tv, electronics , etc.).* Schedule time to speak with the teachers . Do not interupt a Zoom session .* Provide student support especially to younger students* Communicated with student’s teacher* Provide acess to reliable internet connectionStudents expected to :* follow all policies , handbooks and procedures including attendance , assgiments and behavior* Be present and engaged in all required daily Zoom classes .* Log into Google Classroom or SeeSaw daily to check assignments .* Complete Assignments and assements by the deadlines* Dress aproiltey for class ( follow Elementary Student Handbook )* Eliminate distractions such as pets , background noises , indivuals other than the student participating in Zoom sessions .* Have independent study skills and strong organizational skills .* Communicate with your teachers when you need help .If a parent/or student contract is not upheld , then student may be required to onsite learning.Ensurign Student Success :The following will be used to montior academic progess for online students :* attendaces* classroom assesment* Assigments and participation* NWEA ,Act Aspire , ELPA , DLMK-5 Sample Virtual Schedule :8 :00 am Capturing Hears and Overview of the day8: 15 Live Zoom : LIteracy ( phonological , phonics , vocabulary , comprehension , fluency , lanague and writing )10 :30 Live Zomm ( counting and cardinality , operations and algerbraic thinking , number and operations in base tens , measurments , and data , geometry , and fractions)12:00 Lunch12:30 : Teacher schedules by Zoom or students work idepently* Science Pratice* Indepent reading* Social studies pratice* math practice* small group intervention* Zearn* Indepent invertetion* MobyMax* Literacy Practice* Whole Group Enrichment1:40 Weekly Activity Classes ( Pe , Music , Art , Libary )* Counseling *2:30 Recess3:00 School Day EndsDistrict Overview :Bryant School district encopasses 345 square mile of land in Saline County and supports all or portions of Bryant , Alexander , Benton , Salem , Mabelvale , Shannon Hills , Paron , Baxite , and Avilla .The district serves more than 9,100 students in our ten schools . The Pre-K Progam ( 4 yrs) is located at Bryant Elementary School .MMission : Bryant Public Schools create opportuities for academic and personal sucess to ensure all students are future ready.Visions : Bryant Public Schools will be the state/’s premier provider of educational services .Goals :* Students demonstrate awareness that personal effort in education will maximize their potential for a greater quailty life .* Lifelong learnign is fostered through challenging , innvoative and diverse learning experiences for students , staff and the community .* Education is vauled and supported by the entire community and is delivered in safe , secure , and the communtiy.* Recurit and retain a quality teaching force and support personnel to facilitate student learning .Grade Configurations :Elementary Schools ( Grades K-5) :Bryant Elementray ( Prek-5)Collegivlle ElementaryRobert L. Davis ElementaryHill Farm ElementaryHurcaine creek ElementaryParkway ElementarySalem ElemenatrySpringhill elementaryTwo Middle School ( 6 & 7):BryantBethelOne Jr. High (8 and9)Bryant Jr. HighOne High School( 10–12)Bryant High SchoolPre-school Website :* Our school day 7:50 am - 2:50 pm . Students are expected to be present for the instructional day to particapate in the progam* Before and After care is aviable for those who need early drop-off and/or late pick-uo . The cost is $ 40 per week* Bryant PreK is funded through the Arkansas Better Chance for School Sucess Grand , Child Care Development* Private tution sis $135 for the 2020–2021 School Year . This includes meals , extended care , and supplies .* Bryant Pre-K has 8 classrooms , each with a teacher and a paraprofesional . Our Early Childhood Special Education Prgram has three teachers , three speech-languge pathologists and two para profesions .* The Bryant PreK Utillize a play-based curriculm tha tincorporates concepts .from the school district curriculums . Each of our teachers and paraprofessionsals has been trainded in Conscious Discipkine . Bryant PRek- K has completed the REACH Traning through UAMSElementary School Profile ‘s :Bryant Elementrary Profile’s :Our mission is to prepare our to be sucessful students , academically and socially , as they move up in the Bryant School district .Activities : As a pathway to becoming a hornet .THose are oppertunies1. TOTs2. Green Team3. Chess Club4. Quiz Bowl5. Destination Imagination6. Club Unfiy .The schpool hosts ;1. Arkansas Arts Council2. guest poets3. actors4. cultural perfomersCommuity Involvement :1. Green Team2. Special Olypics with Club Unify3. Arkansas CHildren’s Hospital CHristmas Drive4. Collectings funds for the American Cancer Society .BES has won the Salt Bowl Peanut Butter Drive two years in a row and is the dist Summer Cereal Drive Champion .Academics :Students are presented woth a challeging K-5 curriculm that includes rigorous standards and high expectaitons .Classrooms provide innovaties opportunties and meaningful experinces that lead to positive outcomes for students .Traditions :The longest standing elementaru school in the district , BES celenrates it rich history by naming hallways after teachers who server over 28 years on the campus . BES also celebrates the first African Amercian graduates of Bryant High School with sign in its cafetria .Excitning Progmas : Hornet Live is a highly successful news channel featuring students as morning news anchors . The anchors change daily to allow each student a chance to participate and make an apperance . The moring program feautres The Pledge of Alleginace , Moment of Slience , lunch menu , weather report , and annmoucements from the principal .Prinipal : Mark ScarletAssiant : Anela Maskschool masscot : HornetCollegeville Elementary :School Masscot : WildcatMission : To love , learn , and grow together to achieve success .Actives : CES offers many exciting activies including1. Robtics2. Chess Club3. Quiz Bowl4. Big Brother/Sisters Progam5. Green Team6. Honors Choir7. ArcheryPrograms :KICKS 5 is the 5th grade leadership program promoting Kids Improving communtiy through Kindess and Service . BHS Student Senate holds workshops to develop leadership skills in 5th grade students .Acadmeics : Collegevill Elementary is a collaborative leadership community school that strives to foster a sfe and effective learnign enviroment with the best interest of each invidual student in mind .Communtiy INvolement : Collegevill participates in district-wide and school fund raisers including Peanut Butter drive , Summer Cereal Drive , Toys for Tots , Wall of Hearts For Arkansas’s children hostipal , Arkansas Foodbank , Tacos for life : Feeding My Straving Children , KICKS 5 Officers Savaltion Arm Food Pantary and nursing home visit ; Santa with Badges .Awards : Collegeville Elementary is ranked in top 6 -10% for academic growth in the Arkansas School Recongition Program ,2017–2018.All Students Can Learn :CES focues on the inviduality of students and understand that in order to maitain a productive leanring enviorment through differentiated methods .Facitly and Staff memebres are train in the process of capturing Kids’ hears , a framework for implementing Bryant social and emetional learning program .Princip of this Schoo: Tami EdwardsAssiant Prinicpal : Lindsey McBrideThis School has a grade of B in the school year 2017–2018Davis Elementary:School Masscot : DolphinMission : Davis Elementary provides students with a quality education that prepares them for the global in the 21st century .Academics :Students are presents with challenging K-5 ciruculum that includes rigorus standards and high expectations . Classroom provide innovaative opportunties and meaningful expericenes that lead to positive outcomes for students .Actives / Progams :Students can participate in DES Green Team , Tot team , flag team , Student AMbassdors Program , Desitnation Immagination , Quiz Bowl Team , Chess Club , Refashion Club , Art Club , Robotics , and Basketball . Academc competitions included the 4th grade Math team , Noetic Math competition and Math Olypiad .Art Nigth : Students showscase instrumental musical talents , dance , and visual arts for all grades. Students have to opportuinty to show other students and family members what they have been learning during art and music class .Community involement :Opportunies include Rice Deport Peanut Butter Drive , Summer Cereal Drive , Jump rope for Heart / Amercian Heart Associations ; foods and toys for Healing Waters , the local communtiny outreach cjjkjsdkjjkskjadsdsdd=enter ; and serving U.S Veterans through Dogs 4 Warriors . Communtiy partenes include Geyer Springgs First Bastist Chruch and Boys and Girl Club for elementary.Learning Oppertunties :DES has a completed Greenhouse , and uses an Outdoor Classroom to provide opportunites for gardening and enviromental studies .School Grade : BPrincipal : Dondre HarrisAssiant Principal : Suzzanne McdermottHill Farm Elementary :School Masscot : Hoot OwlOur Vision : Hill Farm Elementary will be a school that creates leaders and lifelong learners . Hill farm adiminstators , teahcers and parents will work together to ensure success for all student with open lines of communcation vauled by all parties . We will focuses on leanring with the indivial with student’s need at heart of all decision . Hill Farm Elementary will be a place where students sucess are celebrate and school pride is evident .Academics : Students are present with a challenging K-5 curiculum that includes rigorous standard and high expectations . Classroom provide innovative opportunies and meaningful experiences that lead to positive outcome for students .Stuendent Activies :1. National Archery in the Schools Program ( NASP)2. Green Team3. Quiz Bowl4. Chess5. Destination Imagination6. Robotics7. Rise Readers8. Conmuntiy Club9. Bilangaua Ambassdors10. Music Club11. Ambassdor Club12. Girls on the Run13. Flag Team14. Coding Club15. Little Rockers Marathon16. Scripps Howard National Spelliing BeeParent and Family Involment :One school , one book , Family Game Nigth m Family Literacy /STEM Nigth , Family Fitness Nigth , Guest ReadersHill Farm PTO Activies - Muffins for Moms , Doughnuts for Dads, Father/ Daugther Sweetheart Dance , Mother/Son Glow Dance , Chirstmas on the HillWatch D.O. G DadsCommuntiny Involement :1. Alexander Communtiy Center2. Hunger Heroes3. Peanut Butter Drive4. Summer Cereal Drive5. Shop with a Cop Fundraisers6. Community Plastic Recyling Project7. Children ‘s Hospital Projects8. FSBC Encouragers9. After School Bus SnacksAwards :1. Arkanssas NASP State Champion 20192. National NASp Tournametn Participants 2017, 20183. District 5th grade Quiz bowl Champions 20194. Kindness Certified School 2019This in 2019–2018Principal of the school : Karen MetcalfAssitant Pricipals : LeeAnn McDanielGrade : BSpeical Projects : The HFES Schoolyard habiitab includes a Butterfly Graden , Feeding and Houses , and Beeeobesveratoryhurcian Creek Elementary :School Mascot : PatriotOur Vision : Huricane Creek provides a student driven learning enviorment that supports leaderships , accountability and academics exellence . Students and staff the vision to be P. A. T. R. I.O. T . S .Academic :Students are presented with achallenging K-5 curriculum thatincludes rigorous standards andhigh expectations. Classroomsprovide innovative opportunitiesand meaningful experiences thatlead to positive outcomes forstudents.Activtivites /Programs :Act of Kindness Team , Green Team , Flag Tema , Recorder Karaoke , Run Clinic, GT Programs , Quiz Bowl , Chess Club , Spelling Bee , Stock Market Game , Book Fair , Academic Fair , Breakfast Week , Red Ribbon Week , Stand UP to Bullying , Pink Partiot Day Partiot PrideLeadshipStuden COuncil, Ambassadors , Flag Leadership reaam , Media Helpers , Green Yrsm , Fire Marashalls , Pink Patriot CommiteeVision : The vision of Hurrciane Creek Elementary is for the students to become P.A. T. R. I . O. T. SProblem SloversAchiversTrustworthyRespectfulIntergrityOptimistTeam PlayersSelf ConfindentCommunity Involement :Hurricane Creek Elementary promotes positive characther by encouraging students to actively particpate in community projects . Students on leadership teams vist nursing home residents and take donations . Studens participate in “ Hat Day “ to raise donations for organizations such as Saline County Humane Society , homeless shelters , Feed AR Kids , and other faimiles and kids in need.Awards : Hurcaine Creek ranked in top 5% for academic performance in the Arkasnas School Recongition Program and in the top 6–10% for growthAnnual Events :Holidays at HurricaneArt WalkPink Patriot DayFathe/Daugther DanceMother/Son EventJog -A -ThonDr. Seuss WeekKindess WeekRed Ribbon WeekReading FairFamily NigthParkway Elementary :Our Mission : The Parkway fauclty and staff will meet educations and needs of every stidents with passion . Our Vision : Parkway Eleementary will be the Greatest School on Earth .All Students Can Learners :PES focuses on the invivualaitly of students and understand that in order to matiana productive learning enviroment , this indivulally must be catered through differenatied methods .progams :1. Art Mobile2. Bring You Parents to PE Week3. The Great Kindess Challenge4. Hispanic Heritage MOnth5. Black History Month6. Digital Citizenship Week7. Computer Science Week8. Instrument Petting Zoom9. RAP ( Read Aloud Parkway)Awards ;Lion Pride Award AssembilesCelebration BellsAcademics :Parkway Elementary is a collaborative leadership community that strives to foster a safe and effective learning enviroment with the best intrest of each student in mind .CCommunity Involment :Peanut Butter DriveBryant Christmas ParadeVeterans Day ProgamPet Supply Drive-Hummane SocietyRead Arcross America WeekCommunity ReadersJump Rope For HeartsPop tTops for Ronald McDonald HouseActives :GIRLS( Gaining Intellingence , Respect ,Love , Self-Esteem) CLubGreenT eamBilingual Ambassdors ClubLion Leader Leadership GroupFlag TeamLion Basketball TeamParkway ChoirQuiz BowlDesttination ImaginationRoboticsParkway News CrewParkway Media HelpersSpelling BeeLunch Bunch Reading ClubPrincipal: Michele LewisAssitant Principal : Kameron ErvinSchool Masscot : LIonSalem Elementary :School Masscot : TigerOur Vision : The faculty and staff at Salem elementaryt will strive to meet high expectaations by believing and investing in the lives of our students , families , and cmmunites through postive impacts .Academcis : Classroom offer differentiated instruction for all levels . Students at Salem Elementary know they are loved and appreciated for their uniqued gifts and talents . It is pace students at able to perform and gain benefits from school’s challening curriculum . Monthy PAW Pride attendance awards motivate students by recongizing them for behavior , responisbitly , and citizenship traits .Actives / Progams :Students can participates in Destiantion Imagination , QUiz Bowl , Chess Team , and Boy Scouts. Leadership programs include Student COunil , SWAT ( Student WHo Assit teachers ) , Student Ambassadors Program , Flag Crew , and Reclying Team .Athletic actives include Arch Team ( Arkansas Game and Fish Archer in the Schools ) and Girls on the Run .Salems News Crew : The Salem News Crew is a students led borcast journalisms team of fith graders .Each week the teams plans , writes , films , and edits the news .TStudents brainstrom ideas and research stories to hiligth upcomming events at Salem and Bryant Public School , as well as current events happening in the world .CCommunity Involment :Oppoortunies include Jump Rope For Heart , Holiday Food Drive , Peanut Butter Drive , Soktober Sock Drive , SWAT Team , Community Services , AGFC Fishing Derby Fail fAll Carnival , and Family NigthsCComunity Partners :Salem Fire DepartmentCommunity Pancake Breakfast and programs on campus ; Boy Scouts ; Salem Wall of Heroes and Veteran’s Day Ceremony; Saline COunty Mster Gardener’s Associaton ; Saline County VFW ; Summit Church ; Midtown Church ; Lowe’s ; and AGFCAwards :Salem ranked in the top 6–10 % for academic Growth in the arkansas school recongecongition progam , 2017–18.Springhill Elementary :School Mascot : EagleOur Mission : Creating leadrs who take responibilty for academic and behaviroal sucess.Academics :Students are presented with a challenging K_5 curriclum that includes rigrous standards and high expectations .CClassroom provide innovative opportuinies and meaningful that lead to postive outcomes for students .Actives/programs :Springhill has numbers of school group , clubs , and Team . The Student Ligthouse team is a very important group at SPES . They are instrumental in leading students to be great leadrs . SPES also offers the Green Team , TOTS Team , Major “s Minions, Screaming Eagles , Gadget Gurus , Five Alarm Fire Marshalls , Helping Hand s ,Eagle Ambassdors , Safety Pups , Springhill News and Shutterbuys . EVERY student is a mebeber in a quartely club of his/her choosing .As a Leader in Me school , both staff and students pratice daily the Seven Habits of Highly Effective People by Dr. Steven Covery .From Kindergartaten through fith grade , SPES students use their leadership notebook to set academic and behavior goals , track their progess , document their different classroom or building jobs and keep up as part of the Leader in Me process. Students then use the notebools in the spring for their student-led, parent teacher conferences.Community Involvement :Great leaders serve othersThe parent / student led Heroes for Hunger is instrumental in providing food for numerous family, especially during the hoildays . SPES Students and their faimiles were able to collect and distirbute food items including Thanksgiving turkey and Christmas hams for faimiles in the community.Awards:Spring ranked in Top 5% the past two year for academic perfomance in the Arkanasas School Recongnition Program .In 2018, Springhill Elementary was a recongied by the Universty of Arkansas Office for best growth scores in literacy.Food :Food boxes for Low Income with chidern : Families must have to apply for free or reduced meals in Bryant School District to qualify to receive food boxes . Boxes contains a main meal of Salisbury Steak ( 5) , potatoes, green beans , rolls , and breakfast consisting of Pop-Tarts , strawberries , and milk . Even though , It mainly ment for low-income but families are eligible to pick up food box , but limited boxes will be available .Free and Reduced Lunch informationChildern need healthy meals to learn . Bryant School district offers healthy meals every school day. Breakfast costs 1.75, 2.50 for Elementary & Middle School and $2.75 for Junior High and High School . Your children may qualify for free or reduced price meals . Reduced price is .30 cent for breakfast and .40 cent for lunch .Who is egible for free or reduce meals :* All children in households receving benefits from Supplemental Nutrition Assitance Program are eligbile for free meals* Foster children that are under the legal responsibity of care agnecy or court are eligible for free meals .* Children participating in their school’s Head Start progams are eligbile for free meals .* Children who meet the defitions of homeless , runawy , or migrant are eligbile for free meals* Children may recevie free or reduced price meals if you household’s income is within the limits on Federal Income Eligibilty Guidelines. Your children may qualify for free or reudced price meals if your household income fails at or below the limits .EzSchoolPay ( $3 fee to use ) :As the school year comes to a close , questions being asked about your child’s school lunch amount:* **Account Funds:** Any funds that have not been used on your child’s meal account automatically carry to the new school year , even if they change schools with the district.* **lance Transfers : **If all or a portion of the remaining funds on your child’s acount need to be transferred to another ( i.e older sibling graduate and you would like to move the remianing funds to another sibiling’s account)School Meals for Virtual Learners :Bryant schools will offer breakfast and lunch for students who have chosen virtual learning . Students must be enrolled in Bryant Schools to participate student names will be verified at pick up locations .Payment Options :Encorage all households to complete a Free and Reduced Meal Applcation . If your students was freer or reduced last year , a new application is required . Apply online or pick up at any school office .Virtual students will be chargred for meals at the same prices as blended (onsite) students. Meals must be paid advance or at the time of pick -up , unless eligibity is free.Breakfast : 1.75Elementary : 2.50Secondary : 2.75Elementary and Middle School ( onsite price) :Breakfast : 1.75Lunch : 2.50Jr. High and High School ( onsite Price):Alcacart Lunch ( 6th grade and up ) : $1.00–3.00Breakfast : 1.75Lunch : 2.75Adults do need to eat too :Adult Breakfast : $ 2.75Adult Lunch : $ 4.00Offer Verse Serve( Grades 1–5) :Bryant Public Schools is now participating in the Offer verses server program for meals in grades 1- 5 . Rather than being served a plated meal , offer verses serves allow students to decline a certian number of meals compotments and instead select foods they will eat and enjoy . Students get the nutrients they need for sucess in the classroom and less food is wasted .Students build a healthy meal by choosing the foods they intend to eat . For lunch, students are presented 5 food components : a meat or meat alternate , vegtable , fruit , bread or grain item , and milk . The students must select at least 3 items , with at least a 1/2 cup of fruit or vegetable .Students may selcet all 5 items . Milk is one of the optional choice . For those choosing milk , small water bottles are avaible . The BBreakfast program is opperated in much same way , four food items offered , with students selecting a minum of three .Lunch Menus :Prek Breakfast ( only for 4 yrs.):August 2020 :13 :EntereeChicken BiscuitFurit :Diced PearsMilk :1% Milk14:ENentree :BReakfast TornadoFruit :ApplesauceFresh grapesMilk : 1% milk17 :Entree ; CheerriosFruit : Banana!% Milk18: Sausage Moring rolls with Strawberries and milk19 : BReakfast Pizza with Grapes and 1% milk20 : Chicken Waffle Sandwich with Mixed Berries with Sugar glaze21: mini pancakes , diced peaches with 1% milk24: Breakfast Pizza with Apple slices25 : Egge and Cheese slider with fresh grapes and 1% milk26: Mini Pancakes with Fresh Strawberries with 1% milk27: Grilled Cheese with bacon with Pinaple tidbits with 1% milk28 : Panacke on stick with diced Pear and 1% Milk31 : Apple Frudel with Applesauce and 1% milk20/21 Breakfut : Not aviable20 /21 Breakfast : It will be the recent weekMonday 15 :Choice ofPancake on stick or mini pancakes with organe juicefruit and MilkTuesday 16:Cianmmon roll or Biscuit and sausage with orange juice17 Wesday :Breakfast Pizza or Poptarts with Organe juiceSkip the rest ofthe week .Jr. High :Breakfast Fruit: closedBreakfast Smoothies : Chocolate Banana Smoothie , Chocolate Frozen yogurt Strawberry Bannana SmoothiesHornet Fury or Strawberry SmoothiesChicken Frenzy : Popcorn Chicken with Tater Tots Secondary Green BeansTexas Toast Orange Juice fat free chocolate milk and fruitGrab and Go : Pizza Stick Secondary with Tatertos Secondary Green Beans Organe Juice , Fat Free Chocolate Milk , 1% milk and fruits .Homestyle Breakfast : Biscuit & Gravy or Scrambed Eggs PattyFruitMilkLunch Smoothies :Chocolate Bannana SmoothieStarwberry Bannana SmoothiesStrawbeerry SmoothieHornet FurrySandwhich Lines :All Beef Hot Dog with Tatertots secondary Baked Beans SecondaryFruitMilkGrab and go Breakfast : Cinnamon Roll Breakfast Pizza or Cereal , Trix , Organge JuiceHomestyle : CHicken Tacos with Lettuces& tomato cup Pinto beans Secondary salasa cup , Tortialla CHips , Queso Blacon Secondary Fruit and MilkPizza : Personal Pizza or Cheese Pizza with Baked Beans Brocoli Florets , Fruit and MilkSuElementary and Middle School LunchMozzerall Cheese Stick maraniar sauce or pizza sauce with Salad with Ranchand fried Okrahifh school may have similar lunches to jr. High so I will only do the ones that jr. high school don’t have and it everyone sames .The website has interactive menus : that you can already build-a meal and filter allgerins . As well dietary Prefences . LanaguesLanugause avabile : They are over 7,000 lanagues1. Afrikanis2. Albanian3. Amharic4. Arabic5. Armenian6. Azerbaijani7. Basque8. Belarusian9. Bengali10. Bosnian11. Bulgararian12. Catalan13. Cebuano14. Chichewa15. Chineese ( simplified )16. Chineese ( Traditional)17. Corsican18. Croatian19. Czech20. Danish21. Dutch22. Esperanto23. Estonian24. Filipino25. French26. Frisian27. Galician28. Georgian29. German30. Greek31. Gujarati32. Haitian Creole33. Hausa34. Hawaiian35. Hebrew36. Hindi37. Hmong38. Hungarian39. Icelandic40. Igbo41. Indonesian42. Irish43. Italian44. Japanese45. Javanese46. Kannada47. Kazakh48. Khmer49. Kinyardwanda50. Korean51. Kurdish ( Kurmanji)52. Kyrgyz53. Lao54. Latin55. Latvian56. Lithuanian57. Luxemborughish58. Macedonian59. Malagasy60. Malay61. Malayalam62. Maltese63. Maori64. Marathi65. Mongolian66. Myammar ( Burmese)67. Nepali68. Norwegian69. Odia (Oriya)70. Pastho71. Persian72. Polish73. Portuguese74. Punjabi75. Romainian76. Russian77. Samoan78. Scots Gaelic79. Serbian80. Sesotho81. Shona82. Sindhi83. Sinhala84. Slovak85. Slovenian86. Somali87. Spanish88. Sundanese89. Swahili90. Tajik91. Tamil92. Tatar93. Telugu94. Thai95. Turkish96. Turkmen97. Ukrainian98. Urdu99. Uyghur100. Uzbek101. Vietnamese102. Welsh103. Xhosa104. Yiddish105. Yoruba106. ZuluEarly Child Education:Already mention about pre-school program .Hippy :Dawson Hippy program is currrently enrolling 2–5 years of age for home-based , parent ivolement program . The program has 30 weeks of age-based curriculum designed for parent to teach learning skills to their child , providing a foundation educational success. Studies have shown that a home is one of the most important enviroments home is one of the most important enivorments of learning . Parents will come away firsthand knowledge of their child’s strengths and weekness confidence that thye can be their child’s first teacher . In orader to participat , a child must turn 2 before August 1 or 3/4 by Decembber 31.HIPPY - Home Instruticons for Studens of Preschool Youngsters :What to expect :Home-basd educators visit parents of 2, 3 , 4 , and 5 year old children , in the home , once a week for at least 45 minutes and role play elssons . Each set of lessons ,includes activires foucings on literacy , math , science , motor skills , and language delvelopment .Parents also meet with other parents int the program , at once a month , for group meetings desinged to enhance parenting skills . These two delivery mehtods , role play and group meetings , empower as their child’s fist and most important teacher .All lessons and storybooks are avaiable in engilish and spanish.Hippy for Little Learners Includes :Hippy for Little Leaners curriculm is speffically for two-year-olds. Hippy for little learners joins our existing currula for families of three to five -years olds and now makes the Hippy program a four year contium .* 30 weks of curriculum for parents that include develomentally apporiate actives and expernceis for parents to engage with their children .* Home visits that use role-play and guided sussions to support parents with the skills and techniques they need to interact effectibely with their young children .* 10 board books and a set of blocks for each family.* Expanded sections in each week called Spotligth on Development that introduces developmental ideas to families and encourages dialogue/* Family Feedback sections each week to encourge families to reflect on their children’s intrest , development , and growth .YYear 1 and Year 2 :* 9 storysbooks* 30 weeks of age and developmentally apporiate curriculum* set f colored shapes* crayons , scissors , pencials , glue, and other learning materialsThe 5-years old Hippy Curriculum Includes :* 8 Storybooks* 15 weeks of age and developmentally apporiate curiculum* Crayons , scissiors , pencils , glue , and other learning materialsSpeical Educations :eligbity catergoires :1. Autism2. Deaf-Blindness3. Deafness4. Emotinal Disturbance5. HEaring Impairment6. Intelctual Disability7. Mutiple Disabillities8. Orthpedic Impairmento9. Other Health Impairment (OHI)10. Specific Learnign Disability11. Speech of Language impariment12. Traumtic Brain Injury13. Vision ImpairmentContinuum Of ServiceWhats Least Restricted Enviorment :The least restrictive ( LRE) is the setting where studnets can most approaitley receive his or her educational services . The goal is to increase the oppertunities he or she has for accessing the general education classroom with non-disabled peers . A student should only be remove from the general education enviroment when the general curriculum is ineffective for him or her even when supplementary aids are provided.Genral Education Clasrooms :GThe Genreal Education classroom refers to a class taugth by a regular ccertified teacher . The classes include parparofessionsals who offer addtional support to students or special educaitn certiified [co-] teach with general education teacher .Total Resource Classroo: is desinged to provide students with direct instructions from a special education teacher in all core subject area . Academics , social skills , and independt fuctional skills are a focus . This class is particulary helpful do not deal with mutile teachers or transitions from class to class .Transional Resource Room : Is aways to trainsiton students from the CBI clasroom to the total Resource setting . The traiton total resource class is 1 teacher to 10 students with aid who in one elective class. Stidents attned Reading , English , Scienc e,and history with the same teacher and take two elective classes in the regular education sections . This class works on students gaining independence arond school , between classes , during lunch and in elective classes . Once students havegained the skills they need to function indepently around the school . They are moved to the Total Resource or Resource Class , This can being with one to two class be increased as students make progres and sucessful .Self-Contiante Classroom :The classroom is especially designed for students who highly structured program to develop daily lving . This class is limted to 10 students with one teacher and multiple paraprofessionals to provide personal care , supervision , and instruction .Intensive Support Classroom :There are just a few whose need for a high degree of supervision require a very small classroom of less than six students with a high ratio of staff to students . Programs are indivially designed to meet the varied needs of each student .Learning & Increasing New Keys to Success ( LINKS) :The LINKS program is desinged to meet the social , academic , and behavioral needs of students with behaviroal challenges . The LINKS programs serves students K-12 as a part of Special education program . LInks classes are staffed with a speical education teachers and trained paraprofessionals who provide academic instruction and social skills traning. Licensed therapists provide a group therpay sessions as well as individual and family thearpy as determined by the IEP teams .Community -Based ( CBI) :This classroom provides for students with intellectual disabilties the opportunity to learn and parctice fuctionals skills in a variety of settings . This instructionals model also facilites the transitions from school to work student with more serve disabitles .Cap Guide Book : I am goining to shop your course selection for each class .6th Grade :English / Reading ( Pick One) :Pre Ap English / Reading 6English 6/ Reading 6Science : Preap or Science 6Social Studies : Pre Ap Social Studies or Social Studies 6Elections choose one of these folowing options for electives : ( Pick One) :Option A :Rotation 1 ( Pe , Art , Keyboarding )Study SkillsBand ( must go to tryouts )Option B:Roations 1 : ( PE , Art , Keyboarding)Study SkillChoirOption C:Rotain 1 ( PE , Art Keybording )Band ( must go to tryouts)ChoirOption D :Rotation 1 ( Pe , Art , Keyboarding )Rotation 2 ( general music / health)study skills7th grade Course Selection:Eniglsh : Pre Ap English or English 6Science : Pre AP Science or ScienceMath : Pre AP Math or MathSocial Studies : Pre Ap Scoial or Scoial StudiesElectives : Chooe 1 years long and 4 semster perferences or 6 semester perfences . Both Band and chior can be taken , just adjust scheudle accordingly.Full Year Course :Band instrument :———————— ( if you have not try out in the previous or new to school)ChoirStudy SkillsSemster Course : PE ( required ) Keycode ( Require)Fine Art : ( Either Ar or Music is required if not in Band or Choir )Art or MusicElective courses are prefences only . These will be assigned as they fit into school you may/ may not get your preferences . Coures may changes based on school needsFamily / Consumer ScienceHealthTools for Learning ( Intro to Stem)Tools for Learnig ( coding )8th grade course Selction :English : Pre Ap Enlish or EnlishScience : Pre Ap Sciene ( accerlated to Phy. Sci. ) or ScienceMath : Algebra I or MathSocial Studies : Pre Ap Social Studies or Social Studies :Elective: one year and 4 semsters course or 6 semter prefecanes .Full Year :Concert BandHonors BandSymphonic BandJazz Band ( must also be in Conncert , honor , or symphonic bands)Semester Courses :Pe ( required )Exporling BusinessCareer Dev. ( required )Study SkillsDesing / Modeling ( Robotics)Fine Art :Art or Music9th grade:English : English 9 or Pre Ap ENglish 9Math : Algerba A/B ( 2 periods ) or Algerbra 1 or Pre AP Gemotery ( must pass alg. 1 first)Science :Physical SciencePreAP Biology ( must pass physical science first)Social Studies :Keystone & Civics or Keystone and Preap CvivicsSemsters Course :Creative writtingDramaMath : Pre Ap Math or Math 6ArtBussiness CommuncationMusic Apprection / TechBoys Cross country( fall)Girls Cross Country( fall)Boys Track ( spring)Girls Track ( spring)Boys Soccer ( spring)Girls Soccer ( spring)Baseball ( spring)Softball ( spring )Year Long Course :Honors BandsSymphonic BandMen’s Chours ( 9–12)Women’s Chours ( 9–12)Intro Energiering DesingIntro to proograming / coding ( Levels 1 & 2(AP Compute Science Principles ( Levels 1 & 2(Native Spanish 1 ( Native Speakers onlySpanish 1French 1ROTC / PE&Health Credit ( Air Force)Family Consumer ScienceSurvey BusinessBoys BasketsballGirls BasketballFootballSwimmingVolleyballTo be able to praticipate in sports who need habe 75 % or higher and has to try out or you will be put in Pe and health unless if you ROTC.Bell Schedule for Each schools :Pre- K : 7:50 am - 2:50 pmBryant Elementary :Drop off : 7:15First Bell : 7:45Tardy Bell : 7:55Dismissal : 3:10Last Pick UP : 3: 45 pmCollegeville Elementary :7:15 Building UnlockedBuses unload / Students report to hallway or Breakfast7: 35 Teachers arrive7: 50 Students dismissed to class-Instructions Day begins7:55 Tardy BellStudents arrving after 7:55 must be accompanied inside by a parent to the office to be signed in8:20 Morning Broadcast10:30 -11:00 Kingegarten Lunch11:00 - 11:20 Kindergarten Physical Activity10 :50 - 11 : 20 1st grade Lunch11:20 - 11: 40 1st Grade Physical Activiy11: 55 - 12:25 4 grade / 5 grade lunch12: 25 - 12: 45 4 grade/ 5th grade physical activity12:30- 1:00 3rd grade Lunch1:00 -1:20 3rd Grade Physical Activy3: 15 Car riders ( dismiss to front) / Day care / Early Bus ( bus loop)3:30 Late Bus ( hold kids in class , dismmis to front at 3:303:45 ALL Student Must Be PICKEd UP - teachers go off duty .Davis Elementary Schedule :Drop Off : 7:20- 7:55Start time : 7 : 55Tary Bell : 7:55Dimissal : 3:25Last Pick Up : 3: 45Hill Farm Elementary Scheudle :8:00 am - 3: 25 pmHurricane Creek Elementary :Doors Open at 7:15 amBreakfast 7:15 - 7:45First Bell Rings - 7: 45 am7:50 Tardy Bell3:10 DisissalParkway Schedule :7: 15 Drop Offf7:50 1st Bell7:55 _ Tardy Bell3: 15 DismissalBuses drops at 7:15 - Parents can drop anytime after buses leaves the lotFirst Bell- 7:55Tardy Bell - 8: 00Dismissal : 3: 17Last Pick Up : 3:55Springhill Elementary :Drop off - 7: 15First Bell - 7: 55Tardy Bell - 8:00Dismissal - 3: 25Last Pick Up Time : 4:00Bethel Middle School1st Period 8:00- 8:482nd Period : 8: 51 - 9:383rd Period 9: 41 10:316th grade Lunch : 11: 21 -11:567th grade 5th Period 11:21 -12:086th grade 5th Period 11:59- 12:46Lunch 12 : 11 - 12: 466th Period 12 :49 - 1:367th epriod : 1: 39 - 2 : 268th period : 2:29 - 3:16Homeroom : 3:19 - 3:30Bryant Middle 6th Grade Schedule :1st - 7: 45 - 8:332nd - 8:37 - 9: 253rd - 9:29 - 10:174th - 10 :21–11:09Lunch 11:14- 11:445th 11 : 49- 12:377th 1:33- 2:218 th 2: 25 -2:137th grade1st 7: 45- 8:332nd 8:33–9:253rd 9:29 -10:174th 10 :21- 11:095th - 11: 13- 12:01Lunch 12:06 - 12:366th -12 :41 - 1:298th 2:25- 3: 13BRyant Jr. High schedule :8th Grade :7:43- 7: 50period 1 7:50- 8:40Period 2 - 8:45 - 9:35Period 3 - 9:40 - 10:30Period 4 : 10:30 - 11 :25Lunch 11:30 - 12:00ADV ( Adviorsy) : 12:05 - 12:30Period 5 : 12:30 - 1:20Period 6 : 1:25 - 2:15Period 7 : 2:20 - 3: 139th grade :Same tops for 1- 4 periods as the 8th graders .5th period is 11:30 - 12:20 before having lunchLunch time : 11:30 -12:55ADV 1:00- 1:25The last two period 6 & 7 are same times as of 8th graders .Reuglar Scheudle7:50 First Bell7:55- 8:47 1st Period8: 53 - 9: 45 2nd period9:51 -10 : 43 3rd periodLunch A 10: 43- 11:1311:19–11:39 Advirsoy11:39 - 12:33 4th PeriodLunch B 11 : 23- 11: 5310:49 - 11: 09 Adviorsy11:09- 11:23 and 11 : 59- 12:33 4th PeriodLunch C 12: 03 -12:3310:49- 11:09 Advisory11:09 - 12:03 4th Period12:39 -1:31 5th Period1:37 - 2:29 6th Peirod2:35- 3:27 7th PeriodEarly Dismial :7:50 First Bell7:55–8:33 1st period8:39–9:17 2nd period9:23 - 10:02Lunch A 10:02- 10:3210 : 38- 10:58 Advisory10:58- 11:52 4th periodLunch B : 11: 42 - 11: 12 ( does this make sense to you)10:08- 10:28 Advirosy10:28 - 10:42 and again at 11:18 - 11:52Lunch C : 11 : 22 - 11 : 5210:08 -10:28 advisory10:28- 11:22 4th period11 : 58 - 12:35 5th period12:41 -1:18 6th period1:24- 2:01 7th PeriodEachs schools has differents clubs , actives , and as well programs . I already done it for all eleementary schools activiy . I will focus just on secondary schools .Clubs :1. Archery ( 6&7)2. Basketball - 7th grades boys3. BasketBakk - 7th grade girls4. Begining Band - 6th grade5. BMS H. E. A . T - 6th & 7th6. Cheer- 7th grade7. Chess 6th&&th grade8. Cross Crountry / Track - 7th grade9. Dance - 7th grade10. FCCLA - 7th grade11. FBLA ( grades 6–8 )12. Football -7th grade13. Quiz Bowl _ 6th & 7th Grade14. Student Council 6th & 7th Grade15. Volleyball 7th grade16. Yearbook - 6th & 7th GradeCUlb /Activity:1. Archery2. Cheer 7th3. Cheer 8th4. Cross Country5. Dance 7th6. Dance 8th7. Drama/Musical Theater8. FBLA9. Family Career and Communtiny Leaders of America10. Girl’s track11. Green team12. Hornet Helpers13. Project Pervent Yout Coalition14. Quiz Bowl15. Robotics16. Student Council17. Unidefied PE18. VolleyballClubs and ORganizations :1. Americain Sing Langauge2. Animeee & Manga Club3. Archery Club4. Arkansas Model United Nations5. Art Club6. Bass Fishing Club7. Best Buddies8. Betta Club9. Bryant High Shcool Ambassdors10. Bryant High School Steppers11. Chess Club12. Drama Club13. Future Business Leadrs of Amercia (FBLA)14. Fellow of Christian Athletes ( FCA)15. FCCLA16. French Club17. HEAT18. Hornet Readers19. HOSA( Sport MEdicine)20. JROTC21. Litery Magazine22. Mock Trial Team23. Mu Alpha Theta24. National Honor Society ( NHS)25. Partners Club26. Quiz Bowl27. Sexuality and Gender Acceptance ( SAGA)28. Spanish Honor Society29. SWARM30. Teachers of Tommorow ( TOT)31. YEA! Team32. Young Democracts/ Republicans33. Youth AliveSports :Presuqisites : Tryouts required1. Baseball2. Boys High School Basketball3. Girls High School Basketbal4. 9th grade Basketball5. Bryant White BasketBall ( 7th & 8)6. BEMS ( All Grades in the school and part of jr. high ) ( 7–8)7. Cross Country8. Cheer9. Dance10. BHS Footbal11. JV Football12. Bryant Middle Football 7th Grade White13. Bethel Middle Football 7th Grade Blue14. BJHS 8th Grade Blue15. BJHS 8th Grade White16. Golf17. Soccer18. Softball19. Swim20. Tennis21. Track and Field22. BHS VB Volleyball23. 9th Grade VB Volleyball24. BEMS 7tth Grade VB25. BMS VB 7th Grade26. WrestlingThat all I am going to talk about school and distirct website but I am going and do a little more research on the school district .Bryant Public Schools ir Bryant Public School district is a public school district a based in Bryant , Arkansas , United Sates. SInce the 2010–11 school year , the school district provides early childhood , elementary , and secondary education to more than 8,00 students in prekindergarten through grade 12 and employs more than 875 educators and staff at its schools and district offices . BPS encompasase 342.19 square mile of land in Saline County . It supports all portions of Bryant , Alexander , Avilla , Bauxite , Benton , Salem CDP , Shannon Hills, and Paron.History :In the early 1970s , polictical aide Carol Rasco set up the public school syste’s psychological counseling services while she worked in the district .On July 1, 2004 the Paron School District merged into Bryant School District becuse the state goverment considered Paron an isolate rural area . Due to low student pouplations and the resultign compications , the district closed Paron High School in 2006 and Paron Elementary School in 2015I thinking it is important if I tell you about Paron School District so you can learn some more . Paron School District No. 2 was a school distict headquarted in Paron , an unincoprated area in Saline County , Arkansas , United States. It operated Paron Elementary School ( K-6) and Paron High School 7–12 . On July 1, 2004 it merged into the Bryant School District . this merge occured due to a state law which requried a school distirct fewers than 350 students to merge with another school district . At the time the district’s fund balance was decreaing in size and the stat was about to rule the district as being finacial distress.Paron High was a high school in Paron , an uncorrportated area in Saline County Arkansas . At the time of its closure it was a part of Bryant School District and it served grades 6–12 , the school closed in 2006 and consolidated into Bryant High School .NBryant School District :Overall Grade : AA- AcademicsA- DiversityA TeachersA- College PrepA+ Club & ActivtiesB Health & SafetyA AdministrationA + SportsA FoodB + Resources & FacilitesNational :Best Schools Districts for Athletes America# 51 of 10 ,817Best Shcoool Districts in Arkansas# 673 of 10,760Arkansas:Best School Dirsticts for athletes Arkansas#2 and 239Best School Districts in Arkansas#5 of 239Dirsticts with the teachers in Arkansas# 16 of 241Most Diverse School Districts in Arkansas# 22 of 242Best Places to Teach in Arkansas# 29 of 241Safest School Districts in Arkansas# 133 of 239Little Rock Area:Best Place to Teach#1 of 18District with the Best Teachers in Little Rock Area# 1 of 18Best School Districts for Athlets Little Rock Area1 of 17Best School Districts in Little Rock AreaBEst Diverse School in little area#6 of 19Safest School Districts in Little Rock Area# 10 of 18Saline CountyBest School District for athletes1 of 4District with Best Teachers in Saline county1 of 4Safest school :3 of 4Percent Proficent for Reading : 57 %Percent Proficient - MAth : 62 %Average graduation Rate : 92 %Average Sat 1170 for 46 ResponsesAverage Act 24 out 917 repsonsesPouplar :1. Unviersty of Central Arkansas 770 Students2. Universty of Arkansas 646 studnes3. Arkansas State University 591 Students4. University of Arkansas at Little Rock 525 students5. Henderson State University 3856. Arkansas Tech Unviersity 3527. Pulaski Technical COllege8. Ouachita Baptist University9. Harding Unversisty 181 Students10. Hendrix CollegesStudents :9, 277All elementary schools is A- or AsThe two middle schoolare A graded schoolA- Bryant High SchoolA- DiversityyA- Cost of LivingA- Goods for FamilesA HousingPoor Review by ALum :Students , unless your’e an academic protgee or an athleter are completey overlook. Most sutdnets blend into the walls , and most teachers expect a hanful actually care about their students and where they end up after high school.AverageSenior 2- 27–2020 : Enjoy about Bryant High School is that we have Buzz Time and that allows us to learn more skills that just basic academic skills . For example, there are knitting classes that teach you how to knit as a beginner , so you can learn how to make something instead of buying it from a store .Parent :The school is too big , its hard to get through the traffics in the mornings and afternoons . There are so many students that doesn’t seem to be any personal relationship with teachrs . It used to be a good place to grow up.Feb 22, 2017Excellent School Reviews :Bryant has a variety of choices from athletics to the curriculum. They offer classes in the STEM program, and many AP classes for those wanting a challenge. They started a robotics program a couple years ago and also now have a 2 yr welding program that when you graduate, you are licensed in that field.Bryant has so many sports to choose from. From your basic baseball and soccer to fishing and tennis, award winning band to a 3x state championship football team. Of course, I'm proud to be a part of that state championship football team. The teachers and coaches at Bryant are top notch. They truly care about every student and making sure they are getting what they need while there, and were involved with me in finding the right school. I graduated in 2020 with a 3.8 in AP classes, and was honored to be recruited to Hendrix College to play football. Being a private school, and planning on Law school afterwards, financial help is needed and much appreciated. Thanks so much.That NavinceGreat schools .org:Below Average : State avg: 32 % below of average District : 0%Average : 20 % District State Avg : 38%ABove Average : District : 80 % State Avg : 30%Websites :Best Bryant Schools | Bryant, AR School Ratings | Best SchoolsEmpowering parents GreatSchools is the leading national nonprofit empowering parents to unlock educational opportunities for their children. We provide school information and parenting resources to help millions of American families choose the right school, support learning at home, and guide their children to great futures. Support GreatSchools in this effort! Donate Now!https://www.greatschools.org/arkansas/bryant/bryant-school-districBryant School DistrictEmpowering parents GreatSchools is the leading national nonprofit empowering parents to unlock educational opportunities for their children. We provide school information and parenting resources to help millions of American families choose the right school, support learning at home, and guide their children to great futures. Support GreatSchools in this effort! Donate Now!https://www.greatschools.org/arkansas/bryant/bryant-school-district/Bryant Public SchoolsCreating Opportunities for Successhttps://www.bryantschools.org/Bryant High SchoolHome of the Hornetshttps://www.bryantschools.org/o/bhsBryant Middle SchoolCreating Opportunities for Successhttps://www.bryantschools.org/o/bmsBethel Middle SchoolCreating Opportunities for Successhttps://www.bryantschools.org/o/bemsBryant AthleticsCreating Opportunities for Successhttps://www.bryantschools.org/o/athleticsBryant Elementary SchoolCreating Opportunities for Successhttps://www.bryantschools.org/o/beshttps://core-docs.s3.amazonaws.com/documents/asset/uploaded_file/745117/Bryant-Elementary_School-Profile.pdfCollegeville Elementary SchoolCreating Opportunities for Successhttps://www.bryantschools.org/o/ceshttps://core-docs.s3.amazonaws.com/documents/asset/uploaded_file/745120/Collegeville_School-Profile-18-19.pdfDavis ElementaryCreating Opportunities for Successhttps://www.bryantschools.org/o/deshttps://core-docs.s3.amazonaws.com/documents/asset/uploaded_file/745126/Davis_School-Profile-18-19.pdfHill Farm Elementary SchoolCreating Opportunities for Successhttps://www.bryantschools.org/o/hfeshttps://core-docs.s3.amazonaws.com/documents/asset/uploaded_file/745128/Hill-Farm_School_Profile-18-19.pdfHurricane Creek Elementary SchoolCreating Opportunities for Successhttps://www.bryantschools.org/o/hceshttps://core-docs.s3.amazonaws.com/documents/asset/uploaded_file/745131/HurricaneCreek_SchoolProfile_20-21.pdfParkway Elementary SchoolCreating Opportunities for Successhttps://www.bryantschools.org/o/peshttps://core-docs.s3.amazonaws.com/documents/asset/uploaded_file/745140/Parkway_School-Profile-18-19.pdfSalem Elementary SchoolCreating Opportunities for Successhttps://www.bryantschools.org/o/sesissjfjfjfjfjfjjfjfjSpringhill Elementary SchoolCreating Opportunities for Successhttps://www.bryantschools.org/o/speshttps://core-docs.s3.amazonaws.com/documents/asset/uploaded_file/745193/Springhill_School-Profile-18-19.pdfLibary Links to All Schools have a Media Centers:BES LibraryWelcome to our Library! Our mission is to help students connect and learn using all types of media available. Join us on our learning adventure!https://sites.google.com/a/bryantschools.org/bes-library/home?authuser=0Collegeville Elementary LibraryWelcome to the CES Library Media Center website. I hope that this website will help you in locating information .https://sites.google.com/a/bryantschools.org/collegeville-elementary-library/Davis Elementary LibraryDavis Elementary Library Home Be Respectful...Be Responsible...Be Ready to Learn Welcome to the Library Welcome to the DES Library Media Center website. I hope that this website will help you in locating information. Parents, please encourage your children to be responsible when caring for and returning borrowed books. Also, please remind them to follow our three library expectations: be respectful, be responsible, and be ready to learn. When they choose to not follow these expectations, they miss out on library privileges. ----------------------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------- This is a fun game to help learn how to shelve books in the Fiction and Non-fiction sections of the library. --------------------------------------------------------------------------------------------------------------- Use the link below for research with the Arkansas Traveler Database. http://www.asl.lib.ar.us/landing-page/details/traveler-searches DES Scholastic Subscriptions Ask Ms. Copley for any remote login information that is required for the following sites!https://sites.google.com/a/bryantschools.org/davis-elementary-library/HFE LibraryClick here to look for a book in our libraryhttps://sites.google.com/a/bryantschools.org/hillfarmmediacenter/HCE Library Media CenterWelcome to the HCE Library-Media Center Homepage!https://sites.google.com/bryantschools.org/hce-library-media-center/homeParkway Elementary LibraryWe are a modern library & media center serving 21st century students in authentic, meaningful, and tech integrated ways.https://sites.google.com/bryantschools.org/parkways-virtual-library-media/homeSalem Elementary LibraryMeet Mrs. Keatonhttps://sites.google.com/bryantschools.org/salem-elementary-library/homeSpringhill Elementary LibraryLibrary Policies and Procedures Checkout Procedures All books are checked out for one week. Items may be renewed one time, unless there is a waiting list for it. Kindergarten, 1 st , and 2 nd graders may check out one book at a time. 3 rd through 5 th grade may check out two books at a time. Students will check out books according to their accelerated reader level. Levels will be listed on the back of the student’s library card. Book Selection Library staff makes every effort to help your child select books that are both interesting to them and on an appropriate level for their age. However, only you can ultimately decide what is appropriate for your child. If your child comes home with a book that you feel is inappropriate for them, please send the book back to the library and they may check out a different book. Lost, Damaged, and Overdue Books Lost Books—All lost books must be paid for in full. The cost of the lost book is the replacement cost. This information is printed on overdue notices and can be shared with students or parents when needed. Students may not check out again until lost or damaged books are paid for. At the end of the school year, report cards will not be sent home to students with lost or missing books. Damaged Books—A fee will be charged to a student that damages a book that can't be repaired. This includes peeling off the labels or label protectors. Students are asked to always inspect their books before checking out in order to avoid being charged for another student's damage. When the student knows that a library book has been damaged while in his/her care, he/she is to tell Mrs. Majors soon as possible. Overdue Books—We do not have late fees in our library. Students with overdue books may not check out until the book is returned or paid for. Students will receive an overdue note once their books are more than two weeks late. The librarian will attempt to call or email parents/guardians if books are four or more weeks late.https://sites.google.com/a/bryantschools.org/speslibrary/My School Menushttps://www.myschoolmenus.com/instance/94/district/120YEs , All schools do have a library and other activesMeals :My School Menushttps://www.myschoolmenus.com/instance/94/district/120Summer Links:Summer Food ProgramChildren need good nutrition all year long. When school is out during the summer months, many childr...https://www.bryantschools.org/o/ses/article/259457https://core-docs.s3.amazonaws.com/documents/asset/uploaded_file/822559/5.13___STUDENT_INTERVENTION_SERVICES_AND_SUMMER_SCHOOL.pdfBryant Public SchoolsCreating Opportunities for Successhttps://www.bryantschools.org/page/summer-family-guidesHandbooks :Website Bryant PreK Handbook 2020-21This handbook contains policies for the Bryant Pre-K. All parents and caregivers should be familiar with these policies. If questions arise, please feel free to contact the Bryant Director of Early Childhood Education or your child’s classroom teacher. These policies are based on state and fede...https://docs.google.com/document/d/1mhzi0q7O78_DMFlqBeSQbfcaAoEjR3PXL1Ov8l6RzTQ/edit2020-2021 Elementary Handbook\ BRYANT PUBLIC SCHOOLS ELEMENTARY STUDENT PARENT/GUARDIAN HANDBOOK VISION Bryant Public Schools will be the state’s premier provider of educational services. MISSION STATEMENT Bryant Public Schools creates opportunities for academic and personal success to ensure all students are future rea...https://docs.google.com/document/d/17CyDgV32uc1YRwmYbRhIIcUx0sY_zKEYEm4NtRHS4Qo/edit2020-21 BSD Secondary HandbookBRYANT PUBLIC SCHOOLS SECONDARY STUDENT PARENT/GUARDIAN HANDBOOK VISION Bryant Public Schools will be the state’s premier provider of educational services. MISSION STATEMENT Bryant Public Schools create opportunities for academic and personal success to ensure all students are future r...https://docs.google.com/document/u/1/d/1GoQki8bylNT_laXQoLtYyrx7afESP-6CuwziWOPFp9U/edit?usp=sharingCAP Books and Course Catlog :https://core-docs.s3.amazonaws.com/documents/asset/uploaded_file/771655/CAPGuide_Web.pdfBHS Course Catalog.pdfhttps://drive.google.com/file/d/1c6SVDi0IGZ89YT4B3udq-0FokcbMOFK8/viewOther Links and Speical EducationBryant Public SchoolsCreating Opportunities for Successhttps://www.bryantschools.org/page/safety-and-securityBryant Public SchoolsCreating Opportunities for Successhttps://www.bryantschools.org/page/hippyhttps://core-docs.s3.amazonaws.com/documents/asset/uploaded_file/1102833/Buzz_Academy_Guide__4_.pdfhttps://www.bryantschools.org/page/buzz-academyhttps://www.bryantschools.org/page/food-servicehttps://www.bryantschools.org/page/school-choicehttps://www.bryantschools.org/page/continuum-of-service-optionsBryant Public SchoolsCreating Opportunities for Successhttps://www.bryantschools.org/page/eligibility-categorieshttps://core-docs.s3.amazonaws.com/documents/asset/uploaded_file/1146291/Elementary_Virtual_Learning_Guide.pdfhttps://www.bryantschools.org/page/thanksgiving-feasthttps://www.bryantschools.org/o/hces/page/safety-procedureshttps://www.bryantschools.org/page/special-educationhttps://www.bryantschools.org/page/covid-19-informationBryant Public SchoolsCreating Opportunities for Successhttps://www.bryantschools.org/page/number-of-positive-caseshttps://www.bryantschools.org/page/quarantine-for-no-symptomshttps://core-docs.s3.amazonaws.com/documents/asset/uploaded_file/816370/Typical_School_Days__1_.pdfhttps://www.bryantschools.org/browse/146641https://www.bryantschools.org/browse/146643https://core-docs.s3.amazonaws.com/documents/asset/uploaded_file/969547/Annual_Report_2020-21.pdfhttps://www.usnews.com/education/best-high-schools/arkansas/districts/bryant-school-district/bryant-high-school-1257https://www.greatschools.org/arkansas/bryant/https://www.niche.com/k12/d/bryant-school-district-ar/https://www.schooldigger.com/go/AR/city/Bryant/search.aspxhttps://www.publicschoolreview.com/arkansas/bryant-school-district/503690-school-districthttps://core-docs.s3.amazonaws.com/documents/asset/uploaded_file/744191/Cold-Flu-Prevention.pdfhttps://en.wikipedia.org/wiki/Bryant_Public_Schoolshttps://en.wikipedia.org/wiki/Paron_School_Districthttps://en.wikipedia.org/wiki/Paron_High_Schoolhttps://en.wikipedia.org/wiki/Bryant_High_School_(Arkansas)https://en.wikipedia.org/wiki/Secondary_education_in_the_United_Stateshttps://en.wikipedia.org/wiki/Primary_education_in_the_United_Stateshttps://en.wikipedia.org/wiki/Pre-kindergartenhttps://en.wikipedia.org/wiki/Early_childhood_educationhttps://en.wikipedia.org/wiki/Preschoolhttps://en.wikipedia.org/wiki/Kindergartenhttps://en.wikipedia.org/wiki/Primary_schoolhttps://en.wikipedia.org/wiki/Arkansashttps://en.wikipedia.org/wiki/Bryant,_Arkansashttps://en.wikipedia.org/wiki/Saline_County,_Arkansashttps://kids.nationalgeographic.com/geography/states/article/arkansashttps://www.50states.com/facts/arkansas.htmIf you want a daycare service near and drop off and picked up your child or you have kids who are younger than three but can’t watches them because you do a full-working . Again it not the schools wanted it depends where you leave and amount students as well as the grades of your kids . By the way buzz academy is already done and application is closed . I still using at information preference because the acaplation if fulled .To be honest not everyone here is vaccinated from the covid and theDaycare area near schools if you are busy or working parent or lazy one to not be able to supervised your kids .Daycare :https://www.childcarenetwork.com/programshttps://www.primroseschools.com/?gclid=CjwKCAjwr_uCBhAFEiwAX8YJgS4MrULU6Nvx49igIKq4JxZjG6kgeOyrpA2pbz0lW77AUAqvpvi2WBoC8VsQAvD_BwE&gclsrc=aw.dsKids Town AcademyLittle dreamers AcadmeyKid’s AcadmeyDaycareThe Children CentersChildcare AcadmeyIn A Childs Worldhttps://cakechildcare.com/school/karealotlearningacademy/detail_program-offered/926My school starts parties and stories slash field trip.Elementary PartiesHoolween Party : This happen when was in elementary and it includes a candy by drdressing up . The teachers dressing up as a vampire,ghosts, and witches. The kids will get dress as witches , dorthy , dotcor , ghost busters . The candy is Kitkat , Hershey , Halloween Theme pencils .Hill FarmI attended Only in 1st grade and it was only happen once.Winter Son and Mothers Roller Skating: is when boys comes to schools and has to eat a special school . The roller skates and yes the girls students are allowed their if they help with party but it ment for boys and their mother to get realtionship and bonding time .Thanksgiving Party ( Once) : It is when a family members comes to school and eat dinner with turkey with gravy , mash poatoes , green beens Casserole ( cheese with canned greeen bees . The desert is Pumpkin Pie with whipcream Drinks is unsweet iced teas , sweet iced tea , hot chocolate , orange juice , apple juice , milk .Christmas On Hill :This also when Chilli Nigth is avabile wich I will explain later . It is when you sing in chirstmas group Chrous for Carol about Christmas song . Their is Santa came to school .Then we put red and white cane which is made out of red and white beads as well white pipecleaner . The drink was hot chocolate . The snacks include cookies om green frosting and rediing f frossitng , cupcakes ( white , red , green). If you take photo with santa you wil get a CD about and album if pay $ 5 dollars for it and you get a peppermint candycane .Christmas Kindergarten Party:This one is located for in salin e the local libary and is three liabry calle caled the slain e count. We sat in on a darking blue and green riding and read -adloud Rudolph the red nose reindeer . Then we also did other things as well make snow mens out papper and glues on green or Red paper .The paarites just have started on list is not done yet .Teachers Provide Paties :Halloween Parites: It will have dirknks cssssssalled BuKJuice werjjhich ( fanta organe , StarawbeerY Fantat , and SPriteThere are Chirstmas Parties aprties , Christmas readyallows , parites , Bteakfast parties , Grarandparsent abraekafsast , andFamily Game Night , hOurs of CodingMiddle eisSecondary Parties ar enot Patties but they were claled somehting else like Muncking Banges or shareign gfood .I . Like hohot chirc ook e , cucake s, quzasedia , an‘I am done with mine becuase it taking for every but if you want to learn more you can asked me dbecuase my wifi lagging due to it raining here . I am going to publish it the way it is as of now . If I have time and will edits it and update ed this unleess if my computer and ipad or don’t delte this one .

An occupational therapist works systematically with a client through a sequence of actions called the occupational therapy process. There are several versions of this process as described by numerous scholars. All practice frameworks include the components of evaluation (or assessment), intervention, and outcomes. This process provides a framework through which occupational therapists assist and contribute to promoting health and ensures structure and consistency among therapists.The Occupational Therapy Practice Framework (OTPF) is the core competency of occupational therapy in the United States. The OTPF framework is divided into two sections: domain and process. The domain includes environment, client factors, such as the individual's motivation, health status, and status of performing occupational tasks. The domain looks at the contextual picture to help the occupational therapist understand how to diagnose and treat the patient. The process is the actions taken by the therapist to implement a plan and strategy to treat the patient.Occupational therapists work with infants, toddlers, children, youth, and their families in a variety of settings, including schools, clinics, homes, hospitals, and the community.Assessment of a person's ability to engage in daily, meaningful occupations is the initial step of occupational therapy (OT) intervention and involves evaluating a young person's occupational performance in areas of feeding, playing, and socializing daily living skills, or attending school.Occupational therapists take into consideration the strengths and weaknesses of a child's underlying skills which may be physical, cognitive, or emotional in nature, as well as the context and environmental demands at play. In planning treatment, occupational therapists work in collaboration with parents, caregivers, teachers, or the children and teens themselves in order to develop functional goals within a variety of occupations meaningful to the young client. Early intervention is an extremely important aspect of the daily functioning of a child between the ages of birth-3 years old. This area of practice sets the tone or standard for therapy in the school setting. OT's who practice in early intervention develop a family's ability to care for their child with special needs and promote his or her function and participation in the most natural environment as possible. Each child is required to have an Individualized Family Service Plan (IFSP) that focuses on the family's goals for the child. It's possible for an OT to serve as the family's service coordinator and facilitate the team process for creating an IFSP for each eligible child.Objectives that an occupational therapist addresses with children and youth may take a variety of forms.For example:Providing splinting and caregiver education in a hospital burn unit.Facilitating handwriting development by providing intervention to develop fine motor and writing readiness skills in school-aged children.Providing individualized treatment for sensory processing.Teaching coping skills to a child with Generalized Anxiety Disorder.Consulting with teachers, counselors, social workers, parents/ caregivers, or any person that works with children regarding modifications, accommodations, and supports in a variety of areas, such as sensory processing, motor planning, visual processing sequencing, transitions between schools, etc.Instructing caregivers in regard to mealtime intervention for children with autism who have feeding difficulties.In the United States, pediatric occupational therapists work in the school setting as a "related service" for children with an Individual Education Plan (IEP).Every student who receives special education and related services in the public school system is required by law to have an IEP, which is a very individualized plan designed for each specific student (U.S. Department of Education, 2007).Related services are “developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education,” and include a variety of professions such as speech-language pathology and audiology services, interpreting services, psychological services, and physical and occupational therapy.As a related service, occupational therapists work with children with varying disabilities to address those skills needed to access the special education program and support academic achievement and social participation throughout the school day (AOTA, n.d.-b). In doing so, occupational therapists help children fulfill their role as students and prepare them to transition to post-secondary education, career, and community integration (AOTA, n.d.-b).Occupational therapists have specific knowledge to increase participation in school routines throughout the day, including:Modification of the school environment to allow physical access for children with disabilitiesProvide assistive technology to support student successHelping to plan instructional activities for implementation in the classroomSupport the needs of students with significant challenges such as helping to determine methods for alternate assessment of learningHelping students develop the skills necessary to transition to post-high school employment, independent living or further education (AOTA).Other settings, such as homes, hospitals, and the community are important environments where occupational therapists work with children and teens to promote their independence in meaningful, daily activities.Outpatient clinics offer a growing OT intervention referred to as “Sensory Integration Treatment”. This therapy, provided by experienced and knowledgeable pediatric occupational therapists, was originally developed by A. Jean Ayres, an occupational therapist.Sensory integration therapy is an evidence-based practice that enables children to better process and integrate sensory input from the child's body and from the environment, thus improving his or her emotional regulation, ability to learn, behavior, and functional participation in meaningful daily activities.Recognition of occupational therapy programs and services for children and youth is increasing worldwide.Occupational therapy for both children and adults is now recognized by the United Nations as a human right which is linked to the social determinants of health. As of 2018, there are over 500,000 occupational therapists working worldwide (many of whom work with children) and 778 academic institutions providing occupational therapy instruction.Health and wellnessAccording to the American Occupational Therapy Association's (AOTA) Occupational Therapy Practice Framework, 3rd Edition, the domain of occupational therapy is described as "Achieving health, well-being, and participation in life through engagement in occupation".Occupational therapy practitioners have a distinct value in their ability to utilize daily occupations to achieve optimal health and well-being. By examining an individual's roles, routines, environment, and occupations, occupational therapists can identify the barriers in achieving overall health, well-being, and participation.Occupational therapy practitioners can intervene at primary, secondary, and tertiary levels of intervention to promote health and wellness. It can be addressed in all practice settings to prevent disease and injuries, and adopt healthy lifestyle practices for those with chronic diseases.Two of the occupational therapy programs that have emerged targeting health and wellness are the Lifestyle Redesign Progra and the REAL Diabetes Program.Occupational therapy interventions for health and wellness vary in each setting:SchoolOccupational therapy practitioners target school-wide advocacy for health and wellness including bullying prevention, backpack awareness, recess promotion, school lunches, and PE inclusion. They also heavily work with students with learning disabilities such as those on the autism spectrum.A study conducted in Switzerland showed that a large majority of occupational therapists collaborate with schools, half of them providing direct services within mainstream school settings. The results also show that services were mainly provided to children with medical diagnoses, focusing on the school environment rather than the child's disability.OutpatientOccupational therapy practitioners conduct 1:1 treatment sessions and group interventions to address: leisure, health literacy, and education, modified physical activity, stress/anger management, healthy meal preparation, and medication management.Acute careOccupational therapy practitioners conduct 1:1 treatment sessions, group interventions, and promote hospital-wide programs targeting: leisure, stress management, pain management techniques, physical activity, healthy food recommendations, and medication management.Community-basedOccupational therapy practitioners develop and implement community-wide programs to assist in the prevention of diseases and encourage healthy lifestyles by: conducting education classes for prevention, facilitating gardening, offering ergonomic assessments, and offering pleasurable leisure and physical activity programs.Mental healthThe occupational therapy profession believes that the health of an individual is fostered through active engagement in one's occupations (AOTA, 2014). When a person is experiencing any mental health need, his or her ability to actively participate in occupations may be hindered. For example, if a person has depression or anxiety, he or she may experience interruptions in sleep, difficulty completing self-care tasks, decreased motivation to participate in leisure activities, decreased concentration for school or job-related work, and avoidance of social interactions.Occupational therapy practitioners possess the educational knowledge base in mental health and can contribute to the efforts in mental health promotion, prevention, and intervention. Occupational therapy practitioners can provide services that focus on social-emotional well-being, prevention of negative behaviors, early detection through screenings, and intensive intervention (Bazyk & Downing, 2017).Occupational therapy practitioners can work directly with clients, provide professional development for staff, and work in collaboration with other team members and families. For instance, occupational therapists are specifically skilled at understanding the relationship between the demands of a task and the person's abilities.With this knowledge, practitioners are able to devise an intervention plan to facilitate successful participation in meaningful occupations. Occupational therapy services can focus on engagement in occupation to support participation in areas related to school, education, work, play, leisure, ADLs, and instrumental ADLs (Bazyk & Downing, 2017).Occupational therapy utilizes the public health approach to mental health (WHO, 2001) which emphasizes the promotion of mental health as well as the prevention of, and intervention for, mental illness. This model highlights the distinct value of occupational therapists in mental health promotion, prevention, and intensive interventions across the lifespan (Miles et al., 2010).Below are the three major levels of service:Tier 3: intensive interventionsIntensive interventions are provided for individuals with identified mental, emotional, or behavioral disorders that limit daily functioning, interpersonal relationships, feelings of emotional well-being, and the ability to cope with challenges in daily life. Occupational therapy practitioners are committed to the recovery model which focuses on enabling persons with mental health challenges through a client-centered process to live a meaningful life in the community and reach their potential (Champagne & Gray, 2011).The focus of intensive interventions (direct–individual or group, consultation) is engagement in occupation to foster recovery or “reclaiming mental health” resulting in optimal levels of community participation, daily functioning, and quality of life; functional assessment and intervention (skills training, accommodations, compensatory strategies) (Brown, 2012); identification and implementation of healthy habits, rituals, and routines to support wellness.Tier 2: targeted servicesTargeted services are designed to prevent mental health problems in persons who are at risk of developing mental health challenges, such as those who have emotional experiences (e.g., trauma, abuse), situational stressors (e.g., physical disability, bullying, social isolation, obesity) or genetic factors (e.g., family history of mental illness). Occupational therapy practitioners are committed to early identification of and intervention for mental health challenges in all settings.The focus of targeted services (small groups, consultation, accommodations, education) is engagement in occupations to promote mental health and diminish early symptoms; small, therapeutic groups (Olson, 2011); environmental modifications to enhance participation (e.g., create sensory-friendly classrooms, home, or work environments)Tier 1: universal servicesUniversal services are provided to all individuals with or without mental health or behavioral problems, including those with disabilities and illnesses (Barry & Jenkins, 2007).Occupational therapy services focus on mental health promotion and prevention for all:encouraging participation in health-promoting occupations (e.g., enjoyable activities, healthy eating, exercise, adequate sleep);fostering self-regulation and coping strategies (e.g., mindfulness, yoga);promoting mental health literacy (e.g., knowing how to take care of one's mental health and what to do when experiencing symptoms associated with ill mental health).Occupational therapy practitioners develop universal programs and embed strategies to promote mental health and well-being in a variety of settings, from schools to the workplace.The focus of universal services (individual, group, school-wide, employee/organizational level) is universal programs to help all individuals successfully participate in occupations that promote positive mental health (Bazyk, 2011);educational and coaching strategies with a wide range of relevant stakeholders focusing on mental health promotion and prevention; the development of coping strategies and resilience; environmental modifications and supports to foster participation in health-promoting occupations.Productive agingOccupational therapists work with older adults to maintain independence, participate in meaningful activities, and live fulfilling lives. Some examples of areas that occupational therapists address with older adults are driving, aging in place, low vision, and dementia or Alzheimer’s Disease (AD).When addressing driving, driver evaluations are administered to determine if drivers are safe behind the wheel. To enable the independence of older adults at home, occupational therapists perform fall risk assessments, assess clients functioning in their homes, and recommend specific home modifications. When addressing low vision, occupational therapists modify tasks and the environment.While working with individuals with AD, occupational therapists focus on maintaining the quality of life, ensuring safety, and promoting independence.Geriatrics/productive agingOccupational therapists address all aspects of aging from health promotion to the treatment of various disease processes. The goal of occupational therapy for older adults is to ensure that older adults can maintain independence and reduce health care costs associated with hospitalization and institutionalization.In the community, occupational therapists can assess older adults' ability to drive and if they are safe to do so. If it is found that an individual is not safe to drive the occupational therapist can assist with finding alternate transit options.Occupational therapists also work with older adults in their homes as part of home care. In the home, an occupational therapist can work on such things as fall prevention, maximizing independence with activities of daily living, ensuring safety, and being able to stay in the home for as long as the person wants. An occupational therapist can also recommend home modifications to ensure safety in the home.Many older adults suffer from chronic conditions such as diabetes, arthritis, and cardiopulmonary conditions. Occupational therapists can help manage these conditions by offering education on energy conservation strategies or coping strategies. Not only do occupational therapists work with older adults in their homes, but they also work with older adults in hospitals, nursing homes, and post-acute rehabilitation. In nursing homes, the role of the occupational therapist is to work with clients and caregivers on education for safe care, modifying the environment, positioning needs, and enhancing IADL skills to name a few.In post-acute rehabilitation, occupational therapists work with clients to get them back home and to their prior level of function after a hospitalization for an illness or accident. Occupational therapists also play a unique role in those with dementia. The therapist may assist with modifying the environment to ensure safety as the disease progresses along with caregiver education to prevent burnout.Occupational therapists also play a role in palliative and hospice care. The goal at this stage of life is to ensure that the roles and occupations that the individual finds meaningful continue to be meaningful. If the person is no longer able to perform these activities, the occupational therapist can offer new ways to complete these tasks while taking into consideration the environment along with physical, psychosocial, and physical needs. Not only do occupational therapists work with older adults in traditional settings they also work in senior centers and ALFs.Visual impairmentVisual impairment is one of the top 10 disabilities among American adults.Occupational therapists work with other professions, such as optometrists, ophthalmologists, and certified low vision therapists, to maximize the independence of persons with a visual impairment by using their remaining vision as efficiently as possible.AOTA's promotional goal of “Living Life to Its Fullest” speaks to who people are and learning about what they want to do, particularly when promoting the participation in meaningful activities, regardless of visual impairment.Populations that may benefit from occupational therapy include older adults, persons with traumatic brain injury, adults with the potential to return to driving, and children with visual impairments. Visual impairments addressed by occupational therapists may be characterized into 2 types including low vision or neurological visual impairment. An example of neurological impairment is a cortical visual impairment (CVI) which is defined as “...abnormal or inefficient vision resulting from a problem or disorder affecting the parts of the brain that provide sight”.The following section will discuss the role of occupational therapy when working with the visually impaired.Occupational therapy for older adults with low vision includes task analysis, environmental evaluation, and modification of tasks or the environment as needed. Many occupational therapy practitioners work closely with optometrists and ophthalmologists to address visual deficits in acuity, visual field, and eye movement in people with traumatic brain injury, including providing education on compensatory strategies to complete daily tasks safely and efficiently. Adults with a stable visual impairment may benefit from occupational therapy for the provision of a driving assessment and an evaluation of the potential to return to driving. Lastly, occupational therapy practitioners enable children with visual impairments to complete self-care tasks and participate in classroom activities using compensatory strategies.Adult rehabilitationOccupational therapists address the need for rehabilitation following an injury or impairment. When planning treatment, occupational therapists address the physical, cognitive, psychosocial, and environmental needs involved in adult populations across a variety of settings.Occupational therapy in adult rehabilitation may take a variety of forms:Working with adults with autism at day rehabilitation programs to promote successful relationships and community participation through instruction on social skills.Increasing the quality of life for an individual with cancer by engaging them in occupations that are meaningful, providing anxiety and stress reduction methods, and suggesting fatigue management strategiesCoaching individuals with hand amputations how to put on and take off a myoelectrically controlled limb as well as training for functional use of the limbAs for paraplegics, there are such things as sitting cushion and pressure sore prevention. Prescription of these aids is a common job for paraplegics.Using and implementing new technology such as speech to text software and Nintendo Wii video gamesCommunicating via tele-health methods as a service delivery model for clients who live in rural areasWorking with adults who have had a stroke to regain their activities of daily livingAssistive technologyOccupational therapy practitioners or OTs are uniquely poised to educate, recommend, and promote the use of assistive technology to improve the quality of life for their clients. OTs are able to understand the unique needs of the individual in regard to occupational performance and have a strong background in activity analysis to focus on helping clients achieve goals. Thus, the use of varied and diverse assistive technology is strongly supported within occupational therapy practice models.Travel occupational therapyBecause of the rising need for occupational therapy practitioners in the U.S., many facilities are opting for travel occupational therapy practitioners—who are willing to travel, often out of state, to work temporarily in a facility. Assignments can range from 8 weeks to 9 months, but typically last 13–26 weeks in length.Travel therapists work in many different settings, but the highest need for therapists is in home health and skilled nursing facility settings.There are no further educational requirements needed to be a travel occupational therapy practitioner; however, there may be different state licensure guidelines and practice acts that must be followed.According to Zip Recruiter, as of July 2019, the national average salary for a full-time travel therapist is $86,475 with a range between $62,500 to $100,000 across the United States.Most commonly (43%), travel occupational therapists enter the industry between the ages of 21–30.Occupational justiceThe practice area of occupational justice relates to the “benefits, privileges, and harms associated with participation in occupations” and the effects related to access or denial of opportunities to participate in occupations. This theory brings attention to the relationship between occupations, health, well-being, and quality of life.Occupational justice can be approached individually and collectively. The individual path includes disease, disability, and functional restrictions. The collective way consists of public health, gender, and sexual identity, social inclusion, migration, and the environment.The skills of occupational therapy practitioners enable them to serve as advocates for systemic change, impacting institutions, policy, individuals, communities, and entire populations.Examples of populations that experience occupational injustice include refugees, prisoners, homeless persons, survivors of natural disasters, individuals at the end of their life, people with disabilities, elderly living in residential homes, individuals experiencing poverty, children, immigrants, and LGBTQI+ individuals.For example, the role of an occupational therapist working to promote occupational justice may include:Analyzing tasks, modifying activities, and environments to minimize barriers to participation in meaningful activities of daily living.Addressing physical and mental aspects that may hinder a person's functional ability.Provide intervention that is relevant to the client, family, and social context.Contribute to global health by advocating for individuals with disabilities to participate in meaningful activities on a global level. Occupation therapists are involved with the World Health Organization (WHO), non-governmental organizations and community groups, and policymaking to influence the health and well-being of individuals with disabilities worldwideOccupational therapy practitioners’ role in occupational justice is not only to align with perceptions of procedural and social justice but to advocate for the inherent need of meaningful occupation and how it promotes a just society, well-being, and quality of life among people relevant to their context. It is recommended to the clinicians to consider occupational justice in their everyday practice to promote the intention of helping people participate in tasks that they want and need to do.Occupational injusticeIn contrast, occupational injustice relates to conditions wherein people are deprived, excluded, or denied opportunities that are meaningful to them.Types of occupational injustices and examples within the OT practice include:Occupational deprivation: The exclusion from meaningful occupations due to external factors that are beyond the person's control. As an example, a person who has difficulties with functional mobility may find it challenging to reintegrate into the community due to transportation barriers.Occupational apartheid: The exclusion of a person in chosen occupations due to personal characteristics such as age, gender, race, nationality, or socioeconomic status. An example can be seen in children with developmental disabilities from low socioeconomic backgrounds whose families would opt-out from therapy due to financial constraints.Occupational marginalization: Relates to how implicit norms of behavior or societal expectations prevents a person from engaging in a chosen occupation. As an example, a child with physical impairments may only be offered table-top leisure activities instead of sports as an extracurricular activity due to the functional limitations caused by his physical impairments.Occupational imbalance: The limited participation in a meaningful occupation brought about by another role in a different occupation. This can be seen in the situation of a caregiver of a person with a disability who also has to fulfill other roles such as being a parent to other children, a student, or a worker.Occupational alienation: The imposition of an occupation that does not hold meaning for that person. In the OT profession, this manifests in the provision of rote activities which does not really relate to the goals or the interest of the client.Within occupational therapy practice, injustice may ensue in situations wherein professional dominance, standardized treatments, laws, and political conditions create a negative impact on the occupational engagement of our clients.Awareness of these injustices will enable the therapist to reflect on his own practice and think of ways in approaching their client's problems while promoting occupational justice.Community-based therapyAs occupational therapy (OT) has grown and developed, the community-based practice has blossomed from an emerging area of practice to a fundamental part of occupational therapy practice (Scaffa & Reitz, 2013).Community-based practice allows for OTs to work with clients and other stakeholders such as families, schools, employers, agencies, service providers, stores, day treatment and daycare, and others who may influence the degree of success the client will have in participating. It also allows the therapist to see what is actually happening in the context and design interventions relevant to what might support the client in participating and what is impeding her or him from participating.Community-based practice crosses all of the categories within which OTs practice from physical to cognitive, mental health to spiritual, all types of clients may be seen in community-based settings. The role of the OT also may vary, from advocate to consultant, direct care provider to program designer, adjunctive services to the therapeutic leader.EducationWorldwide, there is a range of qualifications required to practice as an occupational therapist or occupational therapy assistant. Depending on the country and expected level of practice, degree options include associate degree, Bachelor's degree, entry-level master's degree, post-professional master's degree, entry-level Doctorate (OTD), post-professional Doctorate (OTD), Doctor of Clinical Science in OT (CScD), Doctor of Philosophy in Occupational Therapy (PhD), and combined OTD/PhD degrees.Both occupational therapist and occupational therapy assistant roles exist internationally. Currently, in the United States, dual points of entry exist for both OT and OTA programs. For OT, that is an entry-level Masters or entry-level Doctorate. For OTA, that is an associate degree or bachelor's degree.The World Federation of Occupational Therapists (WFOT) has minimum standards for the education of OTs, which was revised in 2016. All of the educational programs around the world need to meet these minimum standards. These standards are subsumed by and can be supplemented with academic standards set by a country's national accreditation organization.As part of the minimum standards, all programs must have a curriculum that includes practice placements (fieldwork). Examples of fieldwork settings include acute care, inpatient hospital, outpatient hospital, skilled nursing facilities, schools, group homes, early intervention, home health, and community settings.The profession of occupational therapy is based on a wide theoretical and evidence-based background. The OT curriculum focuses on the theoretical basis of occupation through multiple facets of science, including occupational science, anatomy, physiology, biomechanics, and neurology. In addition, this scientific foundation is integrated with knowledge from psychology, sociology, and more.In the United States, Canada, and other countries around the world, there is a licensure requirement. In order to obtain an OT or OTA license, one must graduate from an accredited program, complete fieldwork requirements, and pass a national certification examination.Theoretical frameworksA distinguishing facet of occupational therapy is that therapists often espouse the use of theoretical frameworks to frame their practice. Nonetheless, many have also argued that the use of theory complicates everyday clinical care and is not necessary to provide patient-driven care.Note that terminology differs between scholars. An incomplete list of theoretical bases for framing a human and their occupations include the following:Generic modelsGeneric models are the overarching title given to a collation of compatible knowledge, research, and theories that form conceptual practice.More generally they are defined as "those aspects which influence our perceptions, decisions, and practice".Person-Environment Occupation Performance ModelThe Person Environment Occupation Performance model (PEOP) was originally published in 1991 (Charles Christiansen & M. Carolyn Baum] and describes an individual's performance based on four elements including environment, person, performance, and occupation. The model focuses on the interplay of these components and how this interaction works to inhibit or promote successful engagement in occupation.Occupation-Focused Practice ModelsOccupational Therapy Intervention Process Model (OTIPM) (Anne Fisher and others)Occupational Performance Process Model (OPPM)Model of Human Occupation (MOHO) (Gary Kielhofner and others) MOHO was first published in 1980. It explains how people select, organize, and undertake occupations within their environment. The model is supported by evidence generated over thirty years and has been successfully applied throughout the world.Canadian Model of Occupational Performance and Engagement (CMOP-E)Occupational Performances Model – Australia (OPM-A) (Chris Chapparo & Judy Ranka)The OPM(A) was conceptualized in 1986 with its current form launched in 2006. The OPM(A) illustrates the complexity of occupational performance, the scope of occupational therapy practice, and provides a framework for occupational therapy education.Kawa (River) Model (Michael Iwama)The Biopsychosocial ModelThe biopsychosocial model takes into account how disease and illness can be impacted by social, environmental, psychological, and body functions. The biopsychosocial model is unique in that it takes the client's subjective experience and the client-provider relationship as factors to wellness. This model also factors in cultural diversity as many countries have different societal norms and beliefs. This is a multifactorial and multi-dimensional model to understand not only the cause of disease but also a person-centered approach that the provider has more of a participatory and reflective role.Frames of referenceFrames of reference are an additional knowledge base for the occupational therapist to develop their treatment or assessment of a patient or client group. Though there are conceptual models (listed above) that allow the therapist to conceptualize the occupational roles of the patient, it is often important to use a further reference to embed clinical reasoning. Therefore, many occupational therapists will use additional frames of reference to both assess and then develop therapy goals for their patients or service users.As with the conceptual models discussed above, these frames of reference are used infrequently in routine clinical practice, and often obfuscate clinical decision-making. ,Biomechanical frame of reference. The biomechanical frame of reference is primarily concerned with motion during occupation. It is used with individuals who experience limitations in movement, inadequate muscle strength, or loss of endurance in occupations. The frame of reference was not originally compiled by occupational therapists, and therapists should translate it to the occupational therapy perspective, to avoid the risk of movement or exercise becoming the main focus.Rehabilitative (compensatory)Neurofunctional (Gordon Muir Giles and Clark-Wilson)Dynamic systems theoryThe client-centered frame of reference this frame of reference is developed from the work of Carl Rogers. It views the client as the center of all therapeutic activity, and the client's needs and goals direct the delivery of the occupational therapy process.Cognitive-behavioural frame of referenceEcology of the human performance modelThe recovery modelThe sensory integration framework is commonly implemented in clinical, community, and school-based occupational therapy practice. It is most frequently used with children with developmental delays and developmental disabilities such as autism spectrum disorder and dyspraxia.Core features of sensory integration in treatment include providing opportunities for the client to experience and integrate feedback using multiple sensory systems, providing therapeutic challenges to the client's skills, integrating the client's interests into therapy, organizing of the environment to support the client's engagement, facilitating a physically safe and emotionally supportive environment, modifying activities to support the client's strengths and weaknesses, and creating sensory opportunities within the context of play to develop intrinsic motivation. While sensory integration is traditionally implemented in pediatric practice, there is emerging evidence for the benefits of sensory integration strategies for adults.ICFThe International Classification of Hearing, Functioning, Disability, and Health (ICF) is a framework to measure health and ability by illustrating how these components impact one's function. This relates very closely to the Occupational Therapy Practice Framework, as it is stated that "the profession's core beliefs are in the positive relationship between occupation and health and its view of people as occupational beings".The ICF is built into the 2nd edition of the practice framework. Activities and participation examples from the ICF overlap Areas of Occupation, Performance Skills, and Performance Patterns in the framework.The ICF also includes contextual factors (environmental and personal factors) that relate to the framework's context. In addition, body functions and structures classified within the ICF help describe the client factors described in the Occupational Therapy Practice Framework.Further exploration of the relationship between occupational therapy and the components of the ICIDH-2 (revision of the original International Classification of Impairments, Disabilities, and Handicaps (ICIDH), which later became the ICF) was conducted by McLaughlin Gray.It is noted in the literature that occupational therapists should use specific occupational therapy vocabulary along with the ICF in order to ensure correct communication about specific concepts.The ICF might lack certain categories to describe what occupational therapists need to communicate to clients and colleagues. It also may not be possible to exactly match the connotations of the ICF categories to occupational therapy terms. The ICF is not an assessment and specialized occupational therapy terminology should not be replaced with ICF terminology.The ICF is an overarching framework for current therapy practices.Global occupational therapyOccupational therapy is practiced around the world and can be translated in practice to many different cultures and environments. The construct of occupation is shared throughout the profession regardless of country, culture, and context. Occupation and the active participation in occupation are now seen as a human right and is asserted as a strong influence in health and well-being.As the profession grows there is a lot of people who are traveling across countries to work as occupational therapists for better work or opportunities. Under this context, every occupational therapist is required to adapt to a new culture, foreign to their own.Understanding cultures and their communities are crucial to occupational therapy ethos. Effective occupational therapy practice includes acknowledging the values and social perspectives of each client and their families. Harnessing culture and understanding what is important to the client is truly a faster way towards independence.The World Federation of Occupational Therapists is an international voice of the profession and is a membership network of occupational therapists worldwide. WFOT supports the international practice of occupational therapy through collaboration across countries. WFOT currently includes over 100 member country organizations, 550,000 occupational therapy practitioners, and 900 approved educational programs.The profession celebrates World Occupational Therapy Day on the 27th of October annually to increase visibility and awareness of the profession, promoting the profession's development work at a local, national, and international platform.WFOT has been in close collaboration with the World Health Organization (WHO) since 1959, working together in programs that aim to improve world health.WFOT supports the vision for healthy people, in alignment with the United Nations 17 Sustainable Development Goals, which focuses on "ending poverty, fighting inequality and injustice, tackling climate change and promoting health".Occupational therapy is a major player in enabling individuals and communities to engage in "chosen and necessary occupations" and "the creation of more meaningful lives".