Table of Contents

Calendar

General Procedures
Intake Process
Sessions
Discipline
Sexual Harassment
Social/Emotional
Parent Involvement
Transition

Personnel Procedures
Instructional Process
Management/Organization
Interpersonal Relationships
Professional Responsibilities

Instructional/Student Services Procedures
Attendance
Woodcock-Johnson III Corrective Reading
Curriculum
Positive Behavior Support
Problem Solving Team
504 Accommodations
MAP Testing
Grading
Summer School

Building Operations Procedures
Opening
Emergency
Accident/Incident
Field Trips
Transportation
Call Lists
 

Referral Procedure for
 students with IEPs  
 

  Procedure for the Assignment of a Special Education Case Manager  

Intake Agenda 

Referral Packet

Office Referral form/Discipline Report

Accident/Incident Report

Due Process Procedure

Transition Report

Change of Status Form

Progress Report

Emergency Crisis Situation Response Plan

Grade Report Form

                      The Collaborative School

                         2006-2007 Calendar

      August 9                                 All Teachers Report

      August 21                               First Day of School

      September 4                           No School; Labor Day

      September 20                         Mid-Quarter Progress Reports Sent

      September 22                         No School for Students; Professional Development Day

      October 19                             End 1^st Quarter

      October 20                             No School; Records Day

      October 23                             Grades Delivered to Home Schools

      October 24, 26                       Parent/Teacher Conferences (Evening, TBA)

      October 27                             No School for Students; Report Cards Mailed Home

      November 22,23,24                No School; Thanksgiving Break

      November 29                          Mid-Quarter Progress Reports Sent

      December 21-January 2        Winter Break

      January 3                               Classes Resume

      January 11                             End 1^st Semester

      January 12                             No School; Records Day

      January 15                             No School; Martin Luther King Jr. Day

      January 16                             Grades Delivered to Home School

      January 16,18                        Parent/Teacher Conferences (Evening, TBA)

      January 19                             No School for Students; Report Cards Mailed Home

      February 14                            Mid-Quarter Progress Reports Sent

      February 16                            No School for Students; Professional Development Day

      February 19                            No School; Presidents’ Day

      March 22                                End 3^rd Quarter

      March 23                                No School; Records Day

      March 26 – March 30            No School; Spring Break

      April 2                                    Grades Delivered to Home Schools

      April 3, 5                                Parent/Teacher Conferences (Evening, TBA)

      April 6                                    No School for Students; Report Cards Sent Home

      May 28                                  No School; Memorial Day

      May 30                                  Celebration for Completion of Credits

      May 31                                  Last Day of School

     June 1                                     Records Day; Grades Mailed Home and to Home School

     June 11 – 29                           Summer School; (M – F  8:00 a.m. – 12:00 p.m.)

Total Student Days             Home School     Start             End 1st    Winter Break     Spring Break     End

       176                                              

1^st Quarter – 42                  Brentwood             8/23            1/11           12/21 -1/2             3/26 – 3/30       5/31

2^nd Quarter – 46                 Clayton                  8/21            12/18         12/22 -1/2             3/19 -3/23         5/24

3^rd Quarter – 46                 Kirkwood               8/22            12/21         12/22 -1/2             3/26 -3/30         5/31

4^th Quarter –  42                 Ladue                    8/21            12/22         12/25-1/2              3/19 -3/23         5/28

 Total Teacher Days

       193

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General Procedures

 Intake Process

 Purpose:

 To provide a procedure to officially enroll the student into The Collaborative School.

 Procedure:

 1. A referral is made by the Home School Counselor or Administrator. If the student has an IEP see Appendix (pages 36-43)
for detailed procedure.

 2. The referral is accepted or rejected by the Governing Board Member.

 3. If the referral is accepted, the intake meeting is held at The Collaborative School. (If referral is rejected, the student
does not attend.) See standard agenda in Appendix (page 44).

 4. Representatives at the intake meeting may include:

5. Information collected may include (but is not limited to):

A sample Referral Packet form can be found in the Appendix (page 45).

6. The Collaborative School Discipline Procedure is discussed.

7. A session and classes are assigned and the student begins attending as soon as possible (see Sessions for session selection procedure).

8. Transportation is arranged through VTS if student is eligible.

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Sessions

Purpose: 

To provide a procedure that will place the student in a session that is the most conducive to his academic and personal
well-being.

Procedure:

1. The other students in the sessions are considered.

2. The new student’s employment schedule is considered (if applicable).

3. The new student’s mode of transportation is considered.

4. The new student’s sleep habits are considered.

5. The new student’s medications are considered (if applicable).

6. Dual attendance at the Home School is considered (if applicable).

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The Collaborative School System of Discipline

Purpose:

To provide an initial procedure to eliminate or reduce disruptive behavior in the classroom.

Procedure:

1. Teacher will compliment the student.

2. Teacher will inform the student of incorrect behavior.

3. Teacher will inform the student of the expected behavior.

4. Student will say “OK” and do the task immediately.

5. Teacher will check back with student in a short time.

The Collaborative School Staff will integrate this procedure with the Positive Behavior System (PBS). This school-wide system teaches students behavior expectations and uses positive reinforcement to reduce disruptive behavior. PBS is designed to be proactive and prevent problems from occurring. Staff will attend PBS training in June 2006.

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Disciplinary Actions / Consequences

Purpose:

To provide a system for disciplinary action for student misconduct when other alternatives are determined to be ineffective
or insufficient.

Procedures:

1.  Student Rules and Responsibilities

2. Consequences 

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Sexual Harassment

Purpose:

To provide procedures for the implementation of the school’s sexual harassment policy.

Procedure:

1. Awareness training (classroom discussion) shall be conducted on a regular basis to all students and staff.
    

2. Any student or staff member of the school that believes that he or she has been subjected to sexual harassment by another student or staff member may file a complaint.
    

3. The complainant may choose to deal with the matter in an informal manner.  The complainant may request his/her concerns surrounding the specific action be relayed to the accused by a counselor, social worker, or administrator.
    

4. Should the complainant report that the harassment was a more serious matter, the administrator will contact the Home School Administrator.
    

5. The Home School Administrator will then direct the next course of action.
    

6. When the harassment is witnessed by a staff member, that staff member shall:

 ·        Intervene to immediately stop any inappropriate behavior and discourage behavior that may lead to harassment of a student by another student or adult.

 ·        Immediately report to the Director any incident observed or reported that might be interpreted as sexual harassment of a student or adult.

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Social / Emotional                                                     

Purpose:

To provide for the students an Educational Support Counselor to give guidance in regards to personal issues.

The Educational Support Counselor is responsible for:

1.  Administering the Educational Support program in schools where the school districts have contractually arranged for such services. Services are provided in the schools, homes, and communities of the identified students.

 2.  Coordinating access to behavioral health services, when needed, and providing clinical case management.

3.  Conducting activities in a professional, ethical, and culturally competent manner.

4.  Participating in the organization and supporting the organization’s goals and objectives to maximize organizational viability.

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Parent Involvement

Purpose:

To include the parent / guardian in all aspects of the child’s school experience.

Procedure:

1. The parent / guardian will be included in the intake and all other meetings held at the school regarding their child.
    

2. The parent / guardian will receive progress reports on their child mid-way through each 10-week academic quarter.
    

3. The parent / guardian shall receive grade cards after each quarter ends. A parent/teacher conference is also scheduled.
    

4. The parent / guardian shall be invited to monthly Parent Support Groups led by the Educational Support Counselor, which will provide educational support.
    

5. The Director will communicate by phone each time there is a discipline problem that requires parent notification. The Director will also make positive contacts regarding the student’s progress.
    

6. If a suspension is necessary, the formal suspension letter will be sent from the Home School.
    

7. The parent / guardian may be invited to attend a transition meeting prior to the child’s return to the Home School.

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Transition

Purpose:

To provide for the student an easy re-entry into their Home School after their stay at The Collaborative School.

Procedure: 

1. At the Intake meeting, the return date will be discussed. (For non-suspended students,   this date may not be available at this time.) A transition meeting will be scheduled at this time.
    

2. The Collaborative School Director will note this date and alert The Collaborative School Clerical Worker.
    

3. One month prior to the return date, the Collaborative School Clerical Worker will contact the Home School Administrator and Counselor to remind them of the transition meeting.
    

A Transition Report may be filled out to aid in placement at the Home School (see Appendix pages 49-51).

5. After the student’s return to the Home School, a follow-up visit will be conducted by The Collaborative School Social Worker / Counselor (especially if social/emotional concerns were present).
    

6. A “Change of Status” form will be completed and sent to the Home School (see Appendix page 52).

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Personnel Procedures

Instructional Process

Purpose:

To provide a procedure to ensure that staff members practice and perform with the best interest of the student in mind at all times.

Staff members will:

1.  Demonstrate knowledge of academic curriculum.

2.  Select and use a variety of effective teaching techniques.

3.  Use instructional time effectively.

4.  Motivate students effectively.

5.  Communicate effectively with students.

6.  Demonstrate ethical behavior when helping students.

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Management / Organization

Purpose:

To ensure that all staff operate in an organized way in order to best serve the student.

Staff members will:

1.  Be mindful of student deadlines.

2.  Meet professional deadlines.

3.  Manage caseload effectively.

4.  Manage and organize personal / professional time.

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Interpersonal Responsibilities

Purpose:

To ensure that all staff treat students, staff, and the school with respect at all times.

Staff members will:

1.  Effectively / professionally relate to students.

2.  Effectively / professionally relate to other staff members.

3.  Effectively / professionally relate to parents.

4.  Effectively / professionally relate to home school faculty, staff, and administration.

5.  Reject harmful conversation about other staff.

6.  Use constructive comments in staff meetings of all kinds.

7.  Take ownership of concerns about program / staff.

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Professional Responsibilities

Purpose:

To ensure that all staff perform professionally in order to best serve the students and other staff members.

Staff members will:

1.  Demonstrate professionalism in attendance and promptness.

2.  Attend meetings / discussions.

3.  Come to meetings prepared.

4.  Be prepared for Intake / other meetings involving students, parents, and home school staff.

5.  Effectively participate in the evaluation process.

6.  Work to improve overall performance as established through the evaluation process.

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Instruction / Students Services Procedures

Attendance

Purpose:

To provide a procedure to track student attendance.

Procedure:

1.  If a parent does not call to excuse a student, The Collaborative School Clerical Worker calls the parent. 

2.  The absence will be recorded as excused or unexcused. 

3.  Absences will be excused for the following reasons:

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Woodcock-Johnson III Test

Purpose:  To provide a comprehensive system for measuring general intellectual ability, specific cognitive abilities, scholastic aptitude, oral language, and academic achievement.

Procedures:

1. Students will be tested in the areas of reading, math, written language, and knowledge in the areas of general science, social studies, and humanities.
    

2. Scoring will be accomplished by using Compuscore, Profiles program, and Report Writer.
    

3. Teachers at The Collaborative School will use results of this test to better serve their students.
    

4. Depending on their scores, some students may be referred for further testing.

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Corrective Reading

Purpose:  To provide for those students who struggle with reading, a reading course that will improve fluency, decoding, and basic comprehension skills.

Procedures:  Corrective Reading teachers will instruct students in the following areas:

1.      Phonemic Awareness

2.      Phonics

3.      Fluency

4.      Vocabulary

5.      Comprehension

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Curriculum

Purpose: 

To provide a procedure to be followed in selecting curriculum that is aligned to the participating school districts and ensures that the PLATO software program follows the Show Me Standards of the state of Missouri.

Procedures:

1.  Each curriculum area will be aligned with one of the participating school districts:           

2.  PLATO 

3.  Textbook-based courses 

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Positive Behavior Support Program

Purpose:

To provide a positive behavior instructional support that will allow students to meet behavioral expectations.

Procedures:

Students are awarded coupons for work completed and good behavior.  Students can redeem these coupons each Friday for incentives such as magazines, food, drinks, or an extra break.

Students are rewarded daily for:

1. Respecting Learning
2. Respecting Themselves and Others
3. Respecting Property

Students are rewarded monthly for:

1. Most credits earned that month
2. Best attendance
3. Overall citizenship (chosen by the student body)

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Problem Solving Team

Purpose:

The Problem Solving Team consists of all staff members from The Collaborative School, a school psychologist and a behavior specialist from Special School District. The Team meets to problem solve and design supports and interventions for individual students who are not meeting learning or behavior expectations at The Collaborative School.

Procedures: 

1.  Every two weeks, staff and specialists meet to discuss the following:

·        Behavior issues

·        Social / emotional concerns

·        Essential curriculum vs. modified curriculum

2.  Behavior intervention plans are created.

3.  Essential curriculum is created.

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504 Accommodations

Purpose:

To establish procedures to identify those students who may qualify for a 504 accommodation, and identify a 504 team who will write the plan.

Procedures: 

1.  A student who may be protected under a 504 is one who:    

2.  A student who has a current IEP is not typically considered for a 504 plan.

3.  After it is determined that the student qualifies for 504 accommodations, a “504 plan” will be created.  The 504 plan will be developed by a team which may include: 

4.  The 504 plan is then signed by the Team and goes into effect immediately.

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MAP Testing

Purpose: 

To establish a procedure to provide MAP testing for those students who are unable to be tested at their home school.

Procedures:

1. A member of The Collaborative School staff will be designated as MAP Coordinator.
    

2. The MAP Coordinator from one of the participating districts will conduct a training for The Collaborative School MAP Coordinator and two other staff members.
    

3. The participating school districts will deliver tests as early as possible in order to give The Collaborative School Coordinator enough time to test all students.
    

4. If a student is absent, that student will finish his test upon his or her return.
    

5. Should a student be absent more than a few days, the home school test coordinator will be notified and a plan will be created to have the test completed including home visits if necessary.
    

6. After all tests are finished, The Collaborative School MAP Coordinator and the other two designated staff members will individually examine each test to determine if it is complete.
    

7. Upon completion of all tests, the home school MAP coordinator will be notified to pick up all tests.

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Grading

Purpose: 

To provide a procedure for reporting progress / grades for the student’s academics.

Procedures:

1. All Lead Teachers will keep up-to-date grades of those students on their academic caseload.
    

2. All Lead Teachers will complete a progress report form and send home to parents / guardians during the 5^th week of each quarter. See Appendix (page 53) for sample progress report form.
    

3. Lead Teachers will complete a grade report at the end of each quarter.  See page 56 for sample grade report form.
    

4. Progress and grade reports will be sent to the following people:
    

5. A copy of the above reports shall be filed with the student’s Lead Teacher and with the Director of The Collaborative School.
    

6. In addition to progress and grade reports, all Lead Teachers are expected to communicate frequently with those parents whose students are not progressing well.

   7.  Students who are not making appropriate progress completing courses should be referred to the Problem Solving
         Team for intervention assistance.

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The Collaborative School Summer School

Purpose: To allow students to finish credits during summer school.

Procedure:

1. Beginning in April of the current school year, interested students are encouraged to sign up for Summer School.  As with the regular school year, a percentage of the home school population determines how many students each district can send.  Those percentages are as follows: 

Since the total number of students in Summer School is limited to 25, the number of students for Brentwood is 2 students; Clayton will have 5 students; Kirkwood will have 11 students; and Ladue will have 7 students.

2.Should a district’s number of interested students exceed the allowed amount, priority will be given to: 

1.      Seniors who are not graduating

2.      Juniors who will be Seniors

3.      Sophomores

4.      Freshmen

Behavior and attendance is also considered when assigning students to summer school.

3. Due to the brevity of Summer School, a student is allowed only two absences.  Should a third absence occur, the student will forfeit his / her place.

4. Good behavior is essential; therefore if there is a serious discipline problem, the student(s) involved will be removed immediately from the program.

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Building Operations Procedures

Opening of School

Purpose:  To establish a procedure that will ensure a smooth transition to a new school environment for an incoming student and a safe and pleasant environment for the returning student.

Procedures:

1. Staff will return a determined number of days before the students in order to get the school ready.       This may include updating curriculum, loading software onto student’s computers, scheduling meetings with counselors in order to enroll new students. See Appendix (page 49) for school calendar.

2. New students will be notified as to when their intake meeting will take place. The meeting will be well planned and the student will leave with a strong sense of the school, the staff, and his/her curriculum. 

3. Returning students will receive a mailing that will indicate what session they will be in as well as an initial course of curriculum.

4. On the first day of school, all students will meet to discuss the Collaborative School rules and responsibilities for students. 

5. New students will meet with their Lead Teacher to talk about curriculum procedures as well as all–school procedures.

6. New students will then meet with the Director to learn the System of Discipline, while returning students will review the System with the Assistant Director. 

7.  Returning students will meet with their lead teacher to review status on currently assigned courses
and to revise course assignments if necessary.

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Emergency Procedures

Purpose:

To establish a procedure that will ensure the safety of all students and staff at The Collaborative School. A detailed Emergency Crisis Situation Response Plan can be found in the Appendix (pages 54-55).

Procedures:

FIRE  PROCEDURES 

1. Fire drills will be conducted at least once each month.
    

2. An announcement will be made for drill purposes. An alarm will sound in case of an actual fire.
    

3. All persons in the building are to leave the building in a quiet and orderly manner. A staff member will lead students out of the building.  Both exits will be used.  In cases of unsafe exits or blockage at a particular exit, a previously designated alternate exit will be used.
    

4. Walk briskly—Do Not Run.  There must be silence so that emergency instructions can be heard.
    

5. Move far enough away from the exits so that the last person out is at least 300 feet from the building.  The staging area will be next to the “pick-up/drop off” area in the parking lot.
    

6. Bathrooms will be checked in order to assure that all students are out of the building.
    

7. Attendance will be taken once all persons are out of the building.
    
8. All persons must stay in the safety area until the “All Clear” is given.

TORNADO / SEVERE WEATHER DRILL PROCEDURES

1. An announcement will be made.  Outside (EMA) sirens may sound as well.
2. All persons in the building will lie down on the floor, face down, with knees up under them, covering head and neck with arms (“Duck and Tuck” position).  Seek shelter in this position under a table if possible.
    

3. SILENCE is to be maintained while in the sheltered position in order for attendance to be taken and instructions can be given.
    

4. All persons must stay in the safety area until the “All Clear” is given.
    

5. Tornado drills will be conducted one time each month during tornado season.

BOMB THREAT PROCEDURES

1.  The person taking the call or reading a note shall inform the Director immediately.

2.  An announcement will be made.

3.  A designated staff member will call 911.

4.  All persons in the building are to leave the building in a quiet and orderly manner. Students will be led out of the building by  
     a staff member. Both exits will be used.  In cases of unsafe exits or blockage at a particular exit, a previously designated            alternate exit will be used.  

5.  Walk briskly—Do Not Run.  There must be silence so that emergency instructions can be heard.

6.  Move far enough away from the exits so that the last person out is at least 300 feet from the building.  The staging area will 
      be next to the “pick-up/drop off” area in the parking lot.

7.  Bathrooms will be checked in order to assure that all students are out of the building.

8.  Attendance will be taken once all persons are out of the building.

9.  All persons must stay in the safety area until the “All Clear” is given.

10.Bomb threat drills will be conducted one time per quarter.

 

THREAT OF INTRUDER

1.  At the first sight of, or warning of, a possible intruder, students and staff will be notified to take cover.

 2.  A designated staff member will call 911.  Another will speak to the intruder.

 3.  If the intruder will allow evacuation of the others, all students will be led from the building by remaining staff members. If    
      not:

4.  Intruder drills will be conducted one time per quarter.

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Accident / Incident Reports

Purpose: 

To establish a procedure for accurately reporting an accident or incident involving a student or staff member.

Procedure:

An Accident/Incident Report will be completed by all persons involved, if possible. See sample form on page 44 in the Appendix. This form should be completed as soon as possible and kept on file.

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Visitors

Purpose:

To provide a safe environment for all students and staff.

Procedures:

1. All doors will be locked at all times.

   2. Should a visitor come to the South door, he/she will be given entrance only if a staff member can      
  identify the person.

3. Anyone trying to enter through the North door will be asked to enter through the South door.

4. All visitors will remain in the front area until their meeting begins.

5. Regular visitors (itinerant teachers, Board members, Home School administrators, Home School  
    counselors, etc) shall be granted access to the building as soon as they enter.

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Field Trips

Purpose:

To provide a procedure to ensure a safe and organized educational trip outside of the school building.

Procedures:

1. A permission form will be required for all students, regardless of their age.

2. Students under the age of 18 must have their parent or guardian sign their permission form.

3. Students 18 and over may sign their own form, but parents of those students will be notified as to the
    Field Trip location.

4. Students must adhere to all school rules while on the trip.

5. First Aid kits as well as student emergency information forms will be taken on the trip.

6. A designated staff member will take a list of parent and emergency phone numbers for all
    students and staff on the trip.

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Transportation

Purpose:

To provide a means to allow all students to safely arrive and depart from The Collaborative School.

Procedures:

1. Staff members will be outside on duty to monitor students before the session begins.

2.  Students who ride transportation provided by VTS will be dropped off at the designated drop-off area. 

3.  Students who drive their own vehicles will park in the designated student parking area.

4.  At the end of school, staff will escort students to their individual means of transportation    and supervise students until they leave the campus.

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Call Lists

Emergency Numbers

Webster Groves Police Department                  963-5400

Lt. Michael Nelson                                           963-5418

Owen Development                                          963-3477

Home Schools

Brentwood High School                                    962-3837

Brentwood Middle School                                962-8238

Clayton High School                                         854-6600

Wydown Middle School                                   854-6400

Kirkwood Schools                                           213-6100...follow prompts

Special Programs                                              213-6106

Ladue High School                                           993-6447

Ladue Middle School                                       993-3900

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Collaborative School Referral and Placement Procedures For Students with IEP

A referral to the Collaborative School may be appropriate for students with disabilities when:

1. A major disciplinary infraction has occurred which the student’s IEP team has determined is not a manifestation of the student’s disability.

2. The student’s IEP team determines that the student would benefit educationally from an alternative type of school environment such as is available at the Collaborative School.

The following procedures should be used by school district staff and IEP teams when considering a referral to the Collaborative School.

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Alternative Assignment during Long Term OSS

1. Upon notification of a long term (10 days or more) suspension recommendation for a student with an IEP, the student’s Special Education Case Manager will convene the student’s IEP team, per district procedures, to determine if the behavior was a manifestation of the student’s disability.

2. If the behavior is a manifestation of the disability, the IEP team must modify the student’s IEP and change services or placement to address the behavior concerns identified.

3. If the behavior is found to not be a manifestation of the disability, the recommended OSS will be assigned and an alternative, educational program developed for the period of suspension.  A referral to the Collaborative School may be appropriate.

4. If the IEP team determines the Collaborative School is an appropriate placement during the OSS period, the IEP case manager should complete a Collaborative School Referral Form and submit it to the school building coordinator for the Collaborative School.  This person, typically the school counselor or assistant principal, will contact the Home School Liaison to initiate the referral.

5. The Home School Liaison will determine if openings are available for new OSS based assignments to the Collaborative School.  If there are openings, the district liaison will notify the Collaborative School Site Director that the referral has been approved for placement.  The school building coordinator or student’s counselor will arrange for an intake meeting with the student, parents, Collaborative School Site Director and appropriate Collaborative School staff at a time which is convenient for all required participants.  Although the referring sped teacher does not typically participate in the intake conference, the counselor should consult with her/him on convenient times so the meeting to revise the IEP can be scheduled immediately following the intake meeting.  Intake meetings will occur at the Collaborative School and typically take 1 hour.

6. Prior to the student’s first day of attendance, the IEP must be revised to address the student’s need for sped services in the Collaborative School assignment.  In most cases, this IEP meeting will occur immediately following the intake conference at the Collaborative School.  The referring special education case manager is responsible for scheduling and facilitating this meeting and completing all required IEP paper work related to this IEP as described in Attachment A.

 7. In some cases, the IEP team may determine that an appropriate program for the student will require special education/related services to be provided beyond the 3 hours normally scheduled for the Collaborative School participants.  Provision of such services is the responsibility of the Special School District Staff and should be described within the IEP.

8. If the student is not accepted into the Collaborative School, either because no openings currently exist or due to concerns identified during the intake procedure, the IEP team will need to work with the referring school’s administration to determine how the student will access the general education curriculum and receive special education services during the length of the suspension.

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Alternative Assignment due to Educational Needs

1. A student’s need for an alternative school environment could be identified by any person knowledgeable about the student’s school performance including classroom teachers, special education teachers, parents, school counselors, school administrator, or the individual student.  Any person who believes such an assignment should be considered should contact the student’s IEP case manager and request an IEP meeting be convened to consider the appropriateness of a referral to the Collaborative School.

2. The IEP team should include the referring person, the parents, student, school counselor and principal/assistant principal, special education teacher and any other person believed to be knowledgeable and necessary for evaluating the student’s need for an alternative school assignment.

3. The IEP team must consider the student’s present level of performance in the current educational setting and confirm that all necessary and appropriate special education goals and services are being provided.  Additional goals and special education services or a change of placement to a more restrictive special education program should be considered as well as referral to the Collaborative School.  Collaborative School referrals should not be made when an IEP revision/placement change is the most appropriate action to address the present concerns.  A Collaborative School referral would be appropriate for students who: 

a.       Have significant difficulty maintaining attendance and completing school work in a traditional school setting;

b.   Are considered highly at risk for dropping out of school due to minimal progress on credits needed for graduation, or environmental/life stressors which make school participation difficult or unlikely;

            c. Require a highly structured learning environment;

            d.  Have sufficient learning and behavioral skills to work independently on computer-based lessons for 3 hours per
               day and an additional 15 hours per week in a community service or career related activity outside of school.

4. If the IEP team confirms the need for a referral to the Collaborative School, the IEP case manager should submit the completed referral to the school building coordinator for the Collaborative School.  The building coordinator will add this student’s name to the current referral waiting list in the priority of need established by the building.

5. Upon notification of a Collaborative School opening, the building coordinator will contact the referring special education teacher to determine if the referral is still requested prior to forwarding the application to the Home School Liaison.

6. If the placement is still needed, the Home School Liaison will contact the Collaborative School Site Director when the referral has been approved for placement.  Referral application materials will be sent to the Site Director.  The school building coordinator or student’s counselor will arrange for an intake meeting with the student, parents, Collaborative School Site Director and appropriate Collaborative School staff at a time which is convenient for all required participants.  Although the referring sped teacher does not typically participate in the intake conference, the counselor should consult with her/him on convenient times so the meeting to revise the IEP can be scheduled immediately following the intake meeting.  Intake meetings will occur at the Collaborative School and typically take 1 hour.

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Transitioning from the Collaborative School to the local district’s High School/Middle School

1. The IEP process should be used to return a student to the local high school or middle school:

            a. After a student completes a long term suspension;

            b. When the staff of the Collaborative School believes the student is ready to return to a more traditional school
                environment;

            c. When the student is no longer benefiting from the Collaborative School environment and a different assignment
                should be considered. IEP procedures as described in Attachment A should be used for students transitioning from 
                the Collaborative School.

2. The IEP team may choose to specifically plan transition programming or activities to provide for a smooth return of the students to services in their home school.  Such transition plans should include part time enrollment in both schools, continuation of collaborating social work support during the transition period, continuation in the community service volunteer/career exploration component of the Collaborative School program for academic credit.

3. The returning student’s IEP will be held at the district school building with the Collaborative School SSD teacher chairing the meeting.  The persons in attendance should be the Collaborative School SSD teacher, receiving district’s SSD case manager, the school counselor, the social worker from the Collaborative School, the student, parents and any other administrative staff that may be helpful in developing a transition plan/IEP

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ATTACHMENT A

Designated IEP Case manager responsibilities for special education students transitioning for the Local School District to the Collaborative School and back again. 

FROM THE LOCAL SCHOOL DISTRICT TO THE COLLABORATIVE SCHOOL

Sending Teacher                                   *Chairperson of IEP (invites, etc.)

(High/Middle School)

SSD Teachers                                      * Chairs IEP Conference

* Prepares Present Level

* Prepares suggested goals/objs. or targeted goals/obj. areas

 * Evaluates previous goals/objs.

 * Provides input for adaptation and modifications, level of service and minutes

                                                             * Completes the IEP document

                                                             * Completes PDF and transfers file through their region secretary/area to 
                                                                coordinator make necessary caseload changes

Receiving Teacher                                 * Attends IEP

(Collaborative School
Resource Teacher)                               * With input from sending teacher, finalizes goals/objs., adaptations and modifications
                                                                of service, minutes

Note:

1. Sending and receiving teacher may collegially decide on any necessary changes to the IEP at the IEP meeting/transition meeting.

2. If a student is due for reevaluation, it is the responsibility of the IEP chair to initiate and gather necessary data for the reevaluation to occur.

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FROM THE COLLABORATIVE SCHOOL TO THE LOCAL SCHOOL DISTRICT

Sending Teacher                                   * Initiated Transition Meeting

(Collaborative School
Resource Teacher)                               * Chairperson of IEP (invites, etc.)

                                                            * Chairs IEP Conference

                                                             * Prepares Present Level

                                                             * Evaluates previous goals/objs.

                                                             * Provides input for adaptation and modification, level of service and minutes

 * Completes the IEP document

 *Completes PDF and transfers file through their region secretary/area coordinator

   to make necessary caseload changes

Receiving Teacher                                * Attends IEP

(High/Middle School
SSD Teachers)                                    * With input from sending teacher, finalizes goals/objs., adaptation and modifications,
                                                               level of service, minutes

Note:

For continuation IEPs with no change in service, the Collaborative School SSD teacher invites representation from the LEA to the IEP conference.

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Procedures for the Assignment of a Special Education Case Manager

There are currently two types of students with Individual Education Plans attending The Collaborative School; those referred to as Collaborative School Students and those referred to as Local School District Students. Collaborative School Students are defines as students who attend The Collaborative School and will not be returning to their local school district, and/or senior level students who have entered The Collaborative School on a long-term suspension and are expected to complete credits from The Collaborative School. Local School District Students are placed at The Collaborative School for a long-term suspension and are expected to return to their home school after the suspension has been served, or students who are dual-enrolled.

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Intake Procedures for Collaborative School Students

Local school district (or case manager) initiates the IEP meeting and any re-evaluations (if necessary) and writes the IEP
Local school district IEP case manager “hands off” the IEP to the special education teacher at The Collaborative School. The special education teacher at The Collaborative School becomes the IEP case manager and ensures that an IEP is scheduled through the *Collaborative Contact at the local school district. The special education teacher at The Collaborative School will also ensure that graduation information pertaining to The Collaborative School is given to the student.

Encore Procedures:

Special Education teacher at The Collaborative School completes folder school transfer, case manager change, provider changes, service minutes changes, after intake.

Special Education case manager at The Collaborative School is responsible for writing the IEP if needed any time other than during intake.

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Intake Procedures for Local School District Students

Local school district IEP case manager initiates and chairs the IEP meeting and completes the IEP document
No “hand-off” occurs, the special education teacher at the local school district remains the case manager. The case manager at the local school district ensures that an IEP is completed during the student’s attendance at The Collaborative School if needed, schedule any evaluations/re-evaluations if necessary and will receive progress on the student’s present level and IEP goals from the special education teacher at The Collaborative School. Both the special education teacher at the local school district (case manager) and the special education teacher at The Collaborative School will work together to draft new IEP goals if needed.

Encore Procedures:

Folder school remains the same; no changes are necessary in Encore
Local school district case manager will need to indicate new attending school and new service providers within Encore
Local school district case manager completes the IEP document.

General Guidelines:

*Collaborative Contact is defined as a special education teacher at the local school district that the Special Education teacher at The Collaborative School contacts for all meetings and reports out to on student’s progress while attending The Collaborative School.

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Intake Meeting Agenda   

I.                    Introductions 

II.                 Reason for Placement

a.       Student

b.      Parent

c.       Home School Counselor

d.      CS Director

e.       CS Social Worker/Counselor 

III.               Coursework Assignment

a.       Student

b.      Parent

c.       Home School Counselor

d.      CS Lead Teacher 

IV.              Expectations of The Collaborative School

a.       Student

b.      Parent

c.       CS Director

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