*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*
Follow Up Visits for CCMC for schools without School Core Teams
For students who have needs that the CCM Consultants support, services are consultative in nature, and are based on the on-going needs of the student.
Visits for Transition Planning:
The September programming for a child/youth typically begins the previous year as part of the transition planning (i.e. planning in May/June). It is the responsibility of schools to engage in transition planning. As much as possible, the CCM Consultants will attend scheduled transition planning meetings.
Visits in September:
The consultation continues from year to year, so initial visits from CCM Consultants are not necessary to start implementing strategies to support a student. Therapists’ goals and strategies from the previous year, which are included in the student’s program plan and the student record, must be reviewed and should continue into the next school year.
Priorities for CCM Consultant visits in the fall are
- when a significant change has occurred with the child’s condition or circumstance, impacting the student’s functional abilities (home, medical, equipment etc.) and/or there is a new question/issue to be addressed.
- when a child with significant needs has moved into the region.
Visit(s) during the school year:
The CCM Consultant will provide programming recommendations and strategies for school staff. There is no regular schedule or specific number of visits. Following one visit by a CCM Consultant additional visits will typically only occur when required and upon request of the school or the family.
Why would a school or a family request a follow-up consultation? When strategies/recommendations
- are not clearly understood and further explanation is needed,
- have been implemented and the child/youth has attained the goals so needs additional programming suggestions,
- have been consistently implemented over time but child/youth is not responding,
- have been consistently implemented but are outdated as there has been a significant change in the needs of the child (i.e. new equipment, deterioration of condition).
- *Note: for elementary schools where a Core OT/SLP is supporting students, a request for follow-up supports with start with the appropriate Core therapist involved.
*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.