May 2025

• “Ya, but we don’t eat people’s body parts” (Kellie)
• “I’m going to color my world purple and orange…that’s going to be a lot of pollution!” (Esme)
• MB: “you can eat earwax you know” (Meghan)
• 6 year old: “can I have a drink from your water bottle? I want to taste your spit” (Meghan)
• TZ: “taste my breath it’s vinegar” (Meghan)
• “My thorn was my dream last night, it was a cucumber wolf that was chasing me, it was SO scary.” (Cierra)

Please find important information below about our new assessments: PDMS-3 and BOT-3 as both allow for online scoring.  There are not any significant changes in terms of administration of either assessment, but I have included some key updates to be aware of at the end of this email.  You may use up to 30 minutes at the training rate when first administering either assessment and using the new online scoring platforms.  When inputting in Fusion, please add an appointment note it was for learning “x assessment scoring.” Online Scoring Info

We are asking the team to please be sure to use the assessment sign out form in the conference room (whether you check out an assessment for a site visit or use in the clinic) so we can be sure to make sure all of our assessments are complete and ready for the next evaluation.  If you have any questions about that, let Kellie know.

Fusion Reports:

Please remember to use Fusion for any evaluations or progress reports for our insurance clients and GGRC clients moving forward.  Sections that should be included in the Fusion report:

OT/SLP CLIENTS:

• Strengths
• Performance Impairments
• Summary
• Goals: for progress reports, this section should be thorough and detail progress and proposed new goals. Make sure goals are marked as visible on “both documents”
• Frequency/Duration of therapy
• You will need to download a “pdf” copy of the care plan and add it to the file section for the client.
• See Kellie or Cierra for any example OT and SLP reports on Fusion to review if you have questions or are unclear how to use this feature on Fusion.

• For GGRC reports (evaluations, discharge reports, and progress notes), please direct those to Theresa (same process as insurance reports).  Be sure to include the client’s name, DOB, UCI number, and case worker associated with the client in the body of the email.
• When adding any clients or other billables to your Fusion schedule and you have any questions about which preset to use, please check in with Emily to avoid any future corrections later on in the month.
• Please remember to share your standing schedule availability in post-eval emails to family and cc the admin team.  We have an email template to use to streamline post-eval follow ups and scheduling.
• CAQH is where you keep your licensing and demographic information updated so that the insurance companies that you are credentialed with can access your most up to date information. It’s also used if Little Hands decides to become contracted with a new insurance company.
• We’re gearing up to give our camp curriculum a fun and meaningful refresh—and we’d love your creative input. Directors will be meeting with camp leads for a 30–45 minute planning session to brainstorm new ideas and review current activities. This is a great chance to collaborate, share fresh perspectives, and make camp even more engaging for the kids. These meetings will be scheduled at your 1:1 rate. Gabi, Cierra or Kellie will be reaching out to you in the next few weeks to set up a time.
• For any Kaiser client cancellations, therapists are encouraged to offer a make-up. Any therapy make-ups (aside from pysch referrals) need to be done on a separate day from the usual session.
  • Therapist puts in availability for a makeup (gray block on Fusion)
  • Let the admin team know they need help scheduling a Kaiser family make up.
  • Admin follows up on Fusion and via email to confirm if the family accepted the make up option.
• Our conference room is a shared workspace that’s often used for writing reports, making phone calls, or getting focused work done. If you’re listening to music or taking a call, please use headphones or step out to another room to be mindful of others. Thanks for helping keep our shared spaces productive for everyone!

School-Based Scheduling Update

• To ensure a smooth transition into school-based services, your department director will coordinate and finalize schedules before assigning therapists to their designated campuses. This allows for clear communication and efficient planning from the outset.
• As part of onboarding to a new school, therapists will receive a helpful cheat sheet that includes key school contacts and relevant information to help them get acquainted with the caseload and school environment. Therapists will also be given a full week of orientation time to familiarize themselves with their school site, staff, and students.
• Our goal is to make this process as organized and supportive as possible. Department directors will take the lead on creating school-based schedules, and time will be thoughtfully structured to balance both direct and indirect service hours in a manageable and sustainable way.

• Specialized Reading Remediation & Educational Therapy
• Self Regulation IEP Goals- For school based clinicians