*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*

School Core Teams for Rehabilitation Services

The School Core Team is the primary point of collaboration and where access to services begins. The School Core Team may look different for each school, depending on staffing, student needs, and therapist assignments.

The school core team includes:

  • Specialty Teachers
  • Core Rehabilitation Service Providers:
    • Speech Language Pathologists
    • Occupational Therapists

The school core team may also include other members at times, as needed or determined at each school:

  • Teachers
  • Administrators
  • Educational Assistants
  • Therapist Assistants
  • Complex Communication and Mobility Consultants
  • Nurse Coordinators
  • Others as needed and available

How do school core teams function?

  • Meetings are to be scheduled regularly, timely and focused. Consider scheduling all meetings at the beginning of the school year.
  • The specialty teacher the Core therapists collaboratively develop the agenda, establish the duration of the meeting and prioritize the agenda items.
  • It is the responsibility of the specialty teacher to ensure that a chair is identified but the chair does not have to be the specialty teacher; the position of chair may rotate.
  • Notes or minutes are to be taken during these meetings in a format that enables a continuous record of services and that can be distributed to the team members at the conclusion of each meeting. The minutes are a record of service decisions but also action items. See Sample School Team Meeting Notes and Core Team Meeting Notes Template. (Links below)
  • School Core Team minutes are to be stored at the school.
  • Each team member is responsible to bring needs to the meeting for discussion.
  • Parent inquiries that come to Coordinated Intake will be redirected to the School Core Team for review.
  • Questions or concerns with the RCSD model should be brought to the respective system’s RCSD representative (i.e. AHS Area Lead, school division Leadership rep.)

School Core Team Meetings

School Core Team meetings are the initial access point for rehabilitation service options,

School Core Team Discussion Guide

The School Core Team will meet regularly to:

  1. Celebrate successes
  2. Discuss any challenges and possible solutions
  3. Discuss all of the service and support needs in the school
  • which students need which services, which students are already active and which are waiting for services, which groups are already running and which are needed in the future

NOTE: The School Snapshot Summary Process is an excellent tool for School Core Teams to assist in summarizing, prioritizing, and planning services.

School Snapshot Summary-Template

  • determine which strategies have already been tried by the teacher
  • discuss whether there are additional universal strategies the teacher could implement in the classroom to meet these needs, and if they require support
  • decide which targeted service options could be delivered (by teacher and/or therapist)
  • decide which students need a referral for an Individual Partnership, and which disciplines are required
  • decide collaboratively which students can be discharged
  • determine if students require additional services from another discipline

NOTE: If a therapist is already active with the student, a new referral is not required; the current therapist can make a request to add a new discipline through Coordinated Intake.

     4.  Collaboratively prioritize service and support needs

  • prioritize needs in order of what needs to be done first, second, third, etc
  • as you identify priorities, enter them onto the School Snapshot Summary form

NOTE: If it is not clear which service a particular student needs, place them in the review column for further discussion

      5.  Schedule services and supports

  • Using a schedule of the actual, specific therapist time available between now and the next school meeting, enter services and supports identified above into the schedule in order of priority
  • This includes time AT the school, as well as time AWAY from the school to complete reports, prep, administrative duties, etc. – schedule all time
  • Stop when you have filled the schedule – anything not scheduled becomes a waitlist, to be considered at the next meeting

       6.  Monitor the ongoing effectiveness

  • Repeat these steps at future meetings, removing items complete or students discharged, and adding new items/students to your list
  • Re-prioritize, and complete the schedule for the time between each meeting

NOTE: One of the purposes of every Core School Team meeting is to plan services between each meeting. An outcome of each meeting should be a clear plan of which services will take place, for/with whom, and when – for the time period between this meeting and the next scheduled meeting.

Sample School Core Team Meeting Minutes

To download a customizable word document for School Core Team Minutes click here.

Teacher/Core Therapist Meetings

In addition to School Team meetings, schools are to arrange meetings between core therapists and classroom teachers as needed to discuss classroom supports or service options.

The format of these meetings may be unique to each school; they may be with individual teachers, grade teams, or multiple teachers across grades in a smaller school. For example a school may schedule teacher/therapist meeting for Grade 2 teachers in mid-September, Grade 1 teachers in late September/early October, and Kindergarten teachers in mid-October. Notes will be taken during these meetings, in a format that enables a continuous record of services, and can be distributed to the team members at the conclusion of each meeting.

School Core Teams- Beginning the School Year

Specialty teachers should contact core therapists to schedule the first School Core Team meeting for the fall (late August or early September); a date for the first fall meeting should  be set, if possible, at the final meeting in June.

Priorities for Core team discussion in the fall:

    • Review of students identified as potentially eligible for PUF. PUF assessments take priority.
    • Students who have just finished with PUF.
    • Children with severe/complex needs- Check in for required service.

Following the priority discussion above:

  • Discuss all of the needs in the school including
    • Review of students currently on caseload
    • Review of students waiting for core services
    • Identify which needs could be combined for targeted intervention
    • Possible IPs.
  • If discussing K children, consider whether there has been sufficient “settling in” time prior to scheduling service.
  • Collaboratively prioritize those needs- what needs are priority for service.
  • Schedule the service using the actual, specific time available between now and the next school meeting.
  • Record the information discussed and decisions made. The School Snapshot Summary tool School Snapshot Summary is an easy way to collect and record all of the information above, providing an “at-a-glance” summary of what services will be provided as the school year gets underway. This summary does not replace the meeting minutes.
  • Set upcoming Core School Team meeting dates.

**PUF assessments take priority; other services for K children can be provided as time allows (i.e. targeted groups)

*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.

*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*