Most kids with apparent motor needs or delayed motor skills will be identified early on and will receive specialized services under an Individualized Family Service Plan (IFSP). They may be supported by various preschool special education service providers that can include a physical therapist (PT).

When a child reaches school-age, the child transitions from an IFSP to an Individualized Education Program (IEP) to ensure a continuum of services.

Physical therapy services provided under Early Childhood Special Education (ECSE) differ from school-based physical therapy. The ECSE PT helps families with their child’s development of gross motor skills in order to participate in age-appropriate and meaningful activities. The school-based PT’s main focus is to ensure accessibility to the educational environment.

In Portland Public Schools (PPS) the transition of students from an IFSP to an IEP, and school-based services, are coordinated by the Early Childhood and Kindergarten Transition Team. The Kindergarten Transition Team assesses the need for specially designed instruction as well as for related services in the school setting.

Under a PT's medical licensure, only a PT may assess a child for PT services, as well as add PT goals and service minutes to an IEP. The PPS school-based physical therapist will support the Kindergarten Transition Team for those students who have motor needs, or who have PT services on their IFSP, during this transition process.

In collaboration with the PPS Kindergarten Transition team, the school-based PT may:

• Review needed medical and ECSE documents.

• Connect/consult with the ECSE physical therapist or other service providers.

• Observe the student in their preschool or home setting.

• Determine if the student qualifies for school-based PT services.

• Collaborate with the school team regarding IEP writing and services to be provided.

• Complete physical therapy present levels on the IEP.

• Add goals to the IEP to support access to the educational environment.

• Add physical therapy service minutes to the IEP.

• Attend Kindergarten Transition meetings.

• Coordinate with the school-team regarding school accessibility required for the specific student.

• Coordinate transition of adaptive positioning or mobility equipment to school.

• Coordinate with the school-team regarding equipment set-up and staff training required for the start of the school year.