ESOT INDICATORS
Quality Indicators for School-Based Practices
The quality indicators include performance domains and key concepts.
Click an icon below to learn more about each indicator.
WHAT IS A QUALITY INDICATOR?
Simply put, quality indicators are standards or benchmarks used to ensure that occupational therapy services provided in educational settings are effective, efficient, and aligned with best practices. These indicators help guide occupational therapy practitioners in delivering high-quality services that support students' educational goals and participation in school activities. We will dig into this a bit more below.
QISP
The Quality Indicators for School Practice (QISP) was developed through conversation with hundreds of occupational therapy partners across the country. It was validated through research and it provides a framework for Effective School OT practice across seven performance domains.
For a detailed review of the QISP and its growth pathways, click on the Members Only Button Below.
QI-01
Compliance with regulatory, policy, and guidance requirements—including licensure, educational legislation, state and local regulations, standards of learning, and professional association guidelines—is integral to shaping professional roles and ensuring the delivery of safe and ethical services.
QI-02
Children and youth learn best, build authentic social relationships, and experience improved health and wellness outcomes when they participate actively in meaningful and valued roles, routines, and self-chosen occupations.
QI-03
Factors that influence occupational access, participation, and performance are considered through collaboration with relevant stakeholders, observation in relevant environments, and data collection and analysis.
QI-04
Relevant educational outcomes, functional and measurable goals, and service frequency, duration, and discontinuation are collaboratively prioritized based on current/future interests, values, and expectations and learning trajectories.
QI-05
Interventions are imbedded into naturally occurring occupations and routines and are based upon best available research.
QI-06
Trusting collaborative relationships with caregivers, teachers, multidisciplinary team members and administrative personnel support active student participation in relevant occupations, roles, and routines of interest.
QI-07
Clinical competence is obtained, maintained, and enhanced through collaborative and intentional mentorship and professional development.
HOW DID WE GET HERE?
AN ITERATIVE, COLLABORATIVE, AND INVESTIGATIVE JOURNEY
The development of the QISP has been an iterative and investigative journey that grew from a conversation among occupational therapy practitioners, educators, leaders, scholars, and consumers. Through an exhaustive systematic search of the literature addressing school occupational therapy practice, we established a set of essential guiding principles and key concepts that were supported by the evidence.
The principles and guiding concepts were then shared with audiences across the United States to refine our concepts and ideas. During the third step of the QISP development, the content validity of the guiding principles and key concepts was tested in a qualitative study through structured interviews with identified school based occupational therapy leaders, scholars, and practice experts.
Finally, seven performance domains were adopted, quality indicators were refined, and technical specifications for each of the indicators were identified. In the final phase, the abstraction elements developing, proficient, and exemplary were chosen to support reflection and professional reasoning.
This website supports the mission and vision of the QISP and its application by all stakeholders of occupational therapy practice in school settings, and provides a pathway to resources for high quality practice and Effective School Occupational Therapy outcomes.
We hope you find value, connection, and support as you find your way around this platform.