Students generally progress quicker and demonstrate earlier mastery of skills when they are presented with regular opportunities and encouraged to practice and utilize more difficult skills on a regular basis.  Providing teachers with strategies that can be carried over into their classroom routines can help all students progress in their skills, even those who do not qualify for therapy services.

Routine screening of kindergarten students allows early detection of motor delays that might otherwise go relatively undetected for longer periods of time.  Early detection of delays allows for earlier intervention, which often helps students to catch up a little faster and participate better with their peers!

How it benefits your district:


Our therapists are progressive and passionate; we strive to help our students find success every day.  We approach our students’ needs armed with evidence-based knowledge and the knowledge that years of experience provides; we make it a point to learn something new every day.  We are creative and we welcome the daily challenges that push us to think outside the box and to the left or right of the bell curve.  We are strong advocates for our students; we work hard to conquer the obstacles that our students encounter, and even harder to anticipate and prevent those obstacles.   

Most importantly, we share our knowledge with our students and the rest of the multi-disciplinary team, and are always seeking new ways to efficiently incorporate follow-through of therapeutic activities into daily routine.  We do this because gross motor input and function is an essential process within the body, even at rest.  Absence of that constant input and function results in significantly compromised sitting and standing balance, arm or leg movement, and walking.  Learning new tasks, building strength, and mastery of known skills all require many, many trials and repetition.  Because the necessary amount of repetition cannot be achieved in a single 30-minute period once weekly, we believe that constant involvement of the entire multi-disciplinary team is paramount to the success of the strategies and techniques implemented by our therapists, and ultimately, the success of each student. 

When possible and realistic, our therapists can work with groups of 2-3 students vs. individually.  Since the LEA pays only for each therapists’ actual time, regardless of the number of students in the group, this can reduce the expense.

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It is not uncommon for students who are pulled for 1 on 1 time with a therapist to feel singled out as different, especially as they get closer to middle school.  Working within a group of their peers, who are often struggling with similar skills, can often help them feel less ostracized and help to boost self-confidence.  Small group work also allows the students to encourage and support each other and utilize teamwork to accomplish tasks.  

How it benefits your students:

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Montgomery, PA  17752

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Although it was mentioned above, it's so important that it's worth mentioning a second time!  The more we practice, the better we get!  Working with teachers and other classroom staff to implement and consistently carry over specific strategies from therapy sessions into a student’s daily classroom routine often helps students to master difficult skills faster.  In some cases, this can result in the need for less direct service, which, in turn, can help reduce district expense. 

How it benefits your students:

financial considerations

We understand that Local Education Agencies must look beyond our seasoned and passionate approach with our students and also consider the financial implications of school-based physical therapy services.   Keeping this in mind, our therapists utilize the following strategies to help control costs while best meeting the needs of your students:

An ounce of prevention is worth a pound of cure!  Screening of kindergarten classes can help to quickly identify students with previously unidentified motor deficits.  Early identification of these deficits makes it possible to get students started in a remedial group or direct service sooner than later.  The earlier deficits are addressed, the less intervention they are likely to need in the long run.   Beyond kindergarten students, we frequently field questions from teachers who have concerns about older students' gross motor skills and coordination.  Often, these students do not demonstrate a need for formal physical therapy, and screening them rather than jumping to formal evaluation offers cost savings to district. 

Students who demonstrate some lag in gross motor abilities, but do not demonstrate deficits significant enough to qualify for formal P.T. services, can often benefit from an informal remedial group to work on refining those skills rather than allowing them to drop off further.  Again, the group work provides cost savings for the district over individual sessions.    

How it benefits your students:

How it benefits your students:


what others are saying about our school-based P.t. services

"[Susan] has displayed compassion for the students she serves, and demonstrates a keen awareness of the dynamics of providing comprehensive physical therapy services within the educational setting."  "[Her] performance as a contractor has been nothing less than exceptional."  "[Her] ability to think clearly and logically has enabled her to apply concepts for interventions beyond the scope of standard therapeutic practices.  [She] possesses a clear sense of personal and professional integrity and acts accordingly."

"We are happy with the way PT services are delivered in our schools."

"I have only positive things to say about [Susan], Katie and Kristen.  We are thankful for all that you do."

"I am very happy to have had the opportunity to work with Katie over the past few years.  She has been consistent, professional, positive and has privided timely feedback and progress monitoring.  [She] has been a valuable asset to the IEP team."

"We absolutely love Katie and she has provided consistent services for the students in my classroom... I am completely satisfied with Katie, her personality, her services, her paperwork procedures [and how she] answers questions in a timely manner and [her] overall delivery of service."

"Katie has been a wonderful and VERY patient source of support for [my student]."  "From what I have witnessed, Katie is an awesome PT who has worked, at times, with a rather difficult client.  She has spoken openly with me about both her struggles and her accomplishments in working with [him], and we have both tried to encourage him to the best of our ability.  She has also been very prompt in delivering the documentation necessary for IEP progress monitoring, which occurs every 6 weeks in my district.  From my side of things, Katie is an exemplary employee who should be commended on her ability and her perseverance!"

How it benefits your district:

Ongoing monitoring of each child’s progress and regular feedback from teachers allows our therapists to consistently meet each child’s needs as they progress and transform over the course of the year, which helps in maximizing the benefit of their therapy and the overall utilization of their school day!

Our therapists regularly assess each student’s progress and the continued impact of their challenges, deficits, and functional performance within the educational environment, as well as their ability to benefit from continued skilled therapy services in the educational setting.  Continued assessment prevents continuation of services beyond the need for the services. 

How it benefits your district:

How it benefits your district:


Our school based physical therapy contracts are available for periods of 1, 2 or 3 academic years.  Please contact Susan Andrews  to make the switch to Valley Rehab's school-based P.T. services for your students or for additional information about the following:

  • In-service presentation for teachers & support staff - various topics related to motor development and performance

  • Annual Prescription Renewals

  • Data for Access billing