How do we start the spring semester strong in school-based therapy? Here are my thoughts on the matter.
Let me start by introducing myself. My name is Kerry Falcone, and I’ve been an occupational therapist since 1996 (and a new blogger as of January 2026). I am currently placed in a regular education environment in a private Catholic school in Staten Island, New York. The diagnoses I work with range from ADHD, speech and language–based processing labels, executive functioning disabilities, sensory issues, visual, fine, and perceptual motor concerns, children on the spectrum, and children with strength and tone concerns — and everything in between.
Below, I hope to answer and guide you through the question: How do we start the spring semester strong in school-based therapy?
New year. New us. But not new goals.
How do we start the spring semester strong after climbing over the halfway mark of the school year? Some kids come back energized, and some come back with regression. It probably goes the same for some of us therapists as well, don’t you think?
With that said, I always begin the first session of the new year with each one of my students to see where they’re at — so I can meet them there.
Three times a year — September, January, and June — I pose the same basic question to my kindergartners through eighth graders: “What was your favorite part of the summer, holiday break, and school year?”
They are first asked to draw a picture. Then I have to guess what it is. After that usually goes hysterically wrong, they are asked to write about it in their own words. Depending on the grade level, they either restate the question in a well-developed paragraph or simply write the words they know how to spell.
Once that is done, we evaluate their work together as a team. Depending on their level of insight, I get different responses, but I ask them where they think they can improve — whether it’s following directions, handwriting, posture, or overall effort.
Sometimes I even take a picture of them if they are lying down while writing, so they can see what I see in regard to tone and postural set. I also help them identify their strengths. If they are unable to see them, I share positive feedback about their areas of growth.
This activity provides many benefits and helps students become invested in identifying where they can improve. At that point, we look at their current goals — which I simplify into age-appropriate language — and see how they are meeting them through this simple activity.
Again, as a team, we decide what we will work on moving forward, and we seal it with a handshake at the end of the session.
I can refer back to this session throughout the spring semester, reflecting with them on what we came up with in January and comparing it to their September responses. Some students show progress, while others remain the same or may regress.
Through this simple activity, we create meaningful, collaborative goals — with the most important focus being self-reflection and metacognitive awareness. This puts us on the same track as a team, all while having fun and giving students an outlet to share their personal experiences.
Kids have a lot to say about their breaks, especially over the holidays. This activity gives them a therapeutic space to express themselves while also helping them understand their goals and purpose for their remaining sessions of the year.
We also come up with ideas for future treatment sessions together and later reflect on this goal-setting session when we use those activities.
I hope this blog helps therapists who may be returning in January thinking, “What the heck do I do now?” I also hope it fosters better communication with your students and helps you all stay strong for the spring semester.
Happy New Year, everyone — and enjoy the remaining school months.
Author: Kerry Falcone, OTR/L
