*The RCSD partnerships across the province are being eliminated by the provincial government as of September 1, 2020. As a result, the information on this page will no longer be valid. The website is being maintained for one year to allow partners to continue to access the resources*
This section contains information on how to plan for and coordinate transitions between services, grades, or schools. Any child (who has an IPP or even who does not have an IPP but has a specific need for transition planning) may have a transition meeting that might include a conversation about future supports.
Transition from PUF to Grade 1:
There are many PUF children annually who transition to Grade One in September. Not all children who were receiving Program Unit Funding will require Individualized services if supports and strategies are already in place. Some may require Individualized Rehabilitation services to support their programming in the new classroom. See below for further details regarding this transition.
Schools are encouraged to discuss the transition from PUF to Grade 1 with the parents early in the spring of kindergarten and are invited to use the sample parent letter to clearly communicate the possibilities for service in grade one.
In order to ensure that the services are available for the students who need them in early September, schools are asked to consult the “OT and SLP Severity Rating Scale” and only refer children who have clearly moderate to severe needs.
- Typically a case conference is organized in May or June to plan for the child’s transition to Grade One. Prior to the case conference the school personnel and the PUF team will discuss the severity of the child’s needs moving forward into grade 1-mild, moderate or severe. OT Severity Rating Scale SLP Severity Rating Scale
- Mild Needs– If it is anticipated that the child’s needs will be considered mild, then likely the existing strategies and recommendations from the PUF team will continue to be valid in grade one. A referral for an Individual Partnership is not required at this time. Should a concern be identified by the School Core Team in the fall, the appropriate service delivery options will be determined and, if necessary, a referral can be made at that time.
- Moderate- Severe Needs– If it is anticipated that the child’s needs will continue to be considered moderate or severe, schools are encouraged to invite the Core therapists to the year-end case conference.
- If the child is changing schools while moving to grade one and requires on-going support, it may be appropriate to contact the receiving school for the names and contact information of the Core Team Service providers assigned to that school to invite them to the case conference.
- Following the case conference, if it is determined that the child will need an Individualized Partnership in grade 1, the school completes the CA RCSD referral and submit it to AHS Coordinated Intake by June 30th with any current reports attached.
- Referral For Services Package
- During the first School Core Team meeting in the fall, priorities for therapists’ time will be established.
Transitions from private ECS programs to school divisions for children who are receiving or needing Rehabilitation services (SLP, OT, PT)
The sending school will advise parents about registering the child for grade 1 and will provide parents with contact information of receiving school staff if needed.
- After the child has been registered in a receiving school and parents have given permission, staff from the receiving school may be invited to come to observe the child in the current program. If the current teacher is available, she may share information with the receiving school staff.
- With parent permission, receiving school staff are invited to the year-end meeting, where progress and recommendations are discussed. Attendees may include parent/family members, current teacher, service providers, receiving school staff and FSCD worker if child is on Common Approach. (Caution is noted to consider the number of attendees at the meeting.) A copy of the year-end report and cum file are passed on to the receiving school staff with written permission of the parent. The need for additional services in grade 1 should be discussed as part of the year-end meeting. Options include: A. In a situation of clearly complex needs, a referral will be made in June to the receiving school. B. In the fall receiving school will use existing recommendations and strategies from the previous service team. If there are outstanding questions or concerns, they should be brought to the school team for further discussion. C. Low Incidence consultants may already be involved. No new referral is required for the move to grade 1.
- In June, current school staff may visit receiving school if possible.
- Depending upon the transition plan, the child may also visit the receiving school.
Note: There are a variety of private schools in the CA RCSD region. Transition processes vary among the private schools and the school divisions. Please consult the local school administration for further details.
Transitions from Grade to Grade
- It is the school’s responsibility to ensure clear transition planning from grade to grade including orienting the new teacher to programming information and strategies. Therapists/consultants may or may not attend depending upon availability and school need. Parent involvement in transition planning is encouraged.
- A new referral for Core service or CCM consultation is NOT needed following a change in grade if a student is on a current caseload.
- In the fall School Teams/teachers are directed to review the strategies in place from the previous year as frequently these strategies will continue to be effective. It is not necessary to wait for therapist consultation in the fall before beginning to develop a child’s program; teachers can begin where programming ended in June.
Note: Children and youth requiring CCM consultation have varying levels of urgency to the service depending upon their specific needs and strategies already in place to address those needs. Not all children can be seen by therapists in September so priority needs to be placed on children who are new referrals, have changes in their level of need or who urgently need new strategies.
Changing Schools or School Divisions:
- The school will advise the current therapist(s) of what school the student is moving to (if known) and the date they are changing schools.
- If the new school is within our RCSD Region, the therapist will transfer the file to the new school’s therapist(s).
- If the student moves out of our region, parents should be encouraged to discuss service needs with the new school (RCSD services vary across the province).
- If the new school isn’t known yet, the current school can direct the parent to contact Coordinated Intake to assist with the transition.
Entering Middle School:
- If the sending school feels there are Rehabilitation service needs that should continue in the receiving school, planning and consultation for this should occur prior to the end of the elementary school year.
- Please note that students on current caseloads, do not require a new referral package as they move to middle school.
- Children on the caseload for Core SLP/OT service in elementary and who have severe/complex needs will likely receive CCM Consultative service in middle school. A new referral from the school is not necessary; the transition will be done internally by AHS.
Entering High School:
- If the sending school feels there are CCM service needs that should continue in the receiving school, planning and consultation for this should occur prior to the end of the school year.
- Please note that students on current CCM caseloads, do not require a new referral package as they move to high school.
*This website is a record of a constantly evolving partnership. It is as accurate as possible at any given time and will be regularly updated to reflect changing processes and information. However, be advised that there may possibly be a lag updating the website with the most current information and processes.