Alternative School Placements

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1 Updated July 1, 2010 HORRY COUNTY SCHOOLS Office of Special Education Special Education Procedures Alternative School Placements When a student with a disability transfers from a base school to enter the Alternative School (HCEC): I. Following a Disciplinary Hearing and during the behavior manifestation determination (BMD) review, if the misconduct is determined to be not related to the student s disability, the student with a disability may receive the same discipline and for the same duration as nondisabled students, but must continue to receive a free, appropriate public education (FAPE). In order to provide FAPE, if the IEP Team determines that HCEC is the appropriate interim educational setting (IAES): (see Flow Chart for IAES for further information) A. The BMD/IEP Team, including the parent, will: Revise the IEP to reflect a current FBA; Develop a BIP for the misconduct or review/revise the current BIP so the misconduct/behavior does not recur; and, Determine the services the student will receive during the placement at HCEC. The length of the placement is determined on an individual basis by the IEP Team, but may be for the same length of time as non-disabled peers. Consideration should also be given to ensure that the student returns to the base school at a natural break time (i.e. between grading periods). B. If the student s Annual IEP Review and/or Reevaluation Review is due within 30 calendar days of this IEP meeting, then the Annual IEP Review and/or Reevaluation Review should be conducted at this time and the dates changed on the cover page of the IEP to reflect this Annual Review and/or Reevaluation Review. C. Immediately following the meeting, the DO Representative serving on the IEP/BMD Team will: Notify HCEC staff, via telephone, of the student s special education status and of his/her transfer to HCEC; and, Hand-deliver the student s base school, special education file to HCEC. D. The student s data that is maintained in EXCENT will continue to list the student s service school as the base school. HCEC will be listed as the special assignment school. The HCEC special educator becomes the new Case Manager. Immediately following the meeting, the base school case manager will notifying her of the student s movement to HCEC and the name of the new Case Manager. E. The following day, the parent and the student will report to HCEC for an intake meeting with the HCEC building administrator. If the parent and student fail to report as required, HCEC staff will enter the absences into the base school s SASI system. When the parent and student report to HCEC, HCEC staff will enter a new schedule into SASI to reflect the student s schedule at HCEC based upon a review of the student s schedule at the base school.

2 2 F. BMD/ IEP Team Member Responsibilities: The following persons must be in attendance at this IEP Team meeting. Conference call participation is acceptable. Base school special educator i. Make changes to the IEP/BIP in EXCENT during the meeting in collaboration with HCEC representative. Present levels of functional performance (behavioral) must be revised in EXCENT to reflect the student s current behavior which resulted in the HCEC recommendation. ii. Immediately following the meeting, notifying her of the student s movement to HCEC and of the new Case Manager. Base school regular educator Provide input to the IEP Team regarding the student s academic and functional performance in the general curriculum. School psychologist i. Assist with facilitating the discussion about the student s need for change in services and/or location. ii. Assist with the development of the FBA and BIP. LEA representative (Base school administrator/designee) ii. Ensure that the IEP is revised in EXCENT by the special educator and that the IEP reflects the changes made during the BMD meeting. iii. Assign a team member to complete the IEP/Staffing Meeting Summary (IEP-10) during the meeting. Ensure that Section D: Prior Written Notice is completed accurately to reflect the IEP Team s decision to move the student to HCEC. HCEC representative (may be the DO representative) i. Ensure a smooth, consistent transition to HCEC. ii. Review HCEC information with the parents and student. iii. Deliver the IEP record/file, including a copy of the IEP-10, to the special educator at the HCEC immediately following the meeting. iv. Provide the parent with the Notice of Intake Conference letter (A-1) stating that the student will report to the HCEC following an intake conference and that failure to do so will be considered an unexcused absence. II. Following a Disciplinary Hearing and during the behavior manifestation determination (BMD) review, if the misconduct is determined to be related to the student s disability, the student returns to the previous placement. A. The BMD/IEP Team, including the parent, will: Revise the IEP to reflect a current FBA; Develop a BIP for the misconduct or review/revise the current BIP so the misconduct/behavior does not recur; and, Determine appropriate services and supports the student will receive. i. The default placement for the student must be the placement prior to the disability-related misconduct unless the IEP Team and the parent

3 agree that a change of placement to HCEC is required to implement modifications to the BIP. (see Flow Chart for IAES Placements) B. All procedures set forth in I. B F above shall apply. III. If a hearing/bmd is not held prior to the student attending HCEC (i.e. parent request for transfer), an IEP Team meeting must be held at the base school to place the student at HCEC. All Procedures specified in the HCS IEP Process Manual must be followed. A. The student s IEP, including an existing BIP, must be reviewed by the IEP Team and revised in EXCENT at the meeting. If a student s Annual IEP Review and/or Reevaluation Review is due within 30 days of the student s transfer to the HCEC, the Annual Review of the IEP and/or the Reevaluation Review must be done prior to the student transferring to HCEC. The dates must be changed on the cover sheet of the IEP to reflect this Annual Review and Reevaluation Review. B. The following persons must be in attendance at the IEP meeting when HCEC placement is being considered. HCEC representation may occur by conference call. Base school special educator i. Make changes to the IEP in EXCENT during the meeting in collaboration with HCEC representative. ii. Immediately following meeting, notifying her of the student s movement to HCEC and of the new Case Manager. b. Base school regular educator - Provide input to the IEP team regarding the student s academic and functional performance in the general curriculum. School psychologist - Assist with facilitating the discussion about the student s need for change in services and/or location. LEA representative (Base school administrator/designee) ii. Ensure that the IEP is revised in EXCENT by the special educator and that the IEP reflects the changes made during the IEP meeting. iii. Assign a team member to complete the IEP/Staffing Meeting Summary (IEP-10) form. iv. Ensure a smooth, consistent transition to HCEC. v. Review HCEC information with the parents and student. vi. Deliver the IEP record/file, including the IEP-10, to the special educator at the HCEC immediately following the meeting. vii. Provide the parent with the A-1 letter stating that the student will report to the HCEC following an intake meeting and that failure to do so will be considered an unexcused absence. C. The student s data that is maintained in EXCENT will continue to list the student s service school as the base school. HCEC will be listed as the special assignment school. 3

4 D. As soon as an intake meeting can be scheduled, not to exceed two (2) school days, the parent and the student will report to HCEC for an intake meeting with the HCEC building administrator. If the parent and student fail to report as required, HCEC staff will enter the absences into the base school s SASI system. When the parent and student report to HCEC, HCEC staff will enter a new schedule into SASI to reflect the student s schedule at HCEC based upon a review of the student s schedule at the base school. When a student with a disability transfers from the HCEC to re-enter a base school: I. When an IEP Team placement of a student at HCEC is expiring, at least two (2) weeks prior to the expiration date, HCEC staff will contact the base school administrator to inform him/her of the student s impending return. During this conversation, staff will compare the student s current services, grades, successful interventions at HCEC in relation to the services needed for the student to be successful back in the base school. A tentative date for the IEP Team meeting will also be secured at this time. Telephone conference call participation by the base school is appropriate. II. HCEC staff will schedule and conduct an IEP Team meeting as per the HCS IEP Process Manual. A. The following persons must be in attendance at the IEP meeting when re-entry to a base school is being considered. HCEC special educator i. Immediately following the meeting, notifying her of the student s movement from the HCEC to the base school and of the new Case Manager. ii. Make changes to the IEP in EXCENT during the meeting in collaboration with the base school representative. HCEC regular educator Provide input to the IEP Team regarding the student s academic and functional performance in the general curriculum. School psychologist (when needed) Assist with facilitating the discussion about the student s need for change in services and/or location. LEA representative (HCEC administrator/designee) ii. Ensure that the IEP is revised in EXCENT by the special educator and iii. that the IEP reflects the changes made during the IEP meeting. Assign a team member to complete the IEP/Staffing Meeting Summary (IEP 10) form. Base School representative i. Ensure a smooth, consistent re-entry to the base school. ii. iii. Review base school information with the parents and student. Deliver or arrange for the delivery of the IEP record/file to the special educator at the base school. 4

5 5 iv. Provide the parent with a form letter stating that the student will report to the base school following an intake meeting and that failure to do so will be considered an unexcused absence. See form A-2 for a sample form letter. B. On or before the date of the student s transfer from HCEC to the base school, the HCEC special educator will notifying her of the student s movement back to the base school along with the name of the new Case Manager C. The day following the IEP Team meeting, the parent and the student will report to the base school for an intake meeting with the base school building administrator. If the parent and student fail to do so, this will be counted as an unexcused absence. Upon review of the student s schedule at the HCEC, a new schedule will be established in SASI at this time. When an HCEC student with a disability changes placement to Home-based (HBA) or Homebound (HBO) while in attendance at the HCEC: If, for any reason, an HCEC student with a disability is recommended for home-based or homebound placement, an IEP meeting must be held at HCEC prior to the student s change of placement. Homebound placements must follow the Medical Homebound procedures. A. The student s IEP, including the BIP, must be reviewed by the IEP Team and revised in EXCENT at the meeting. The initiation and duration dates of the IEP must reflect the duration of the homebound/home-based services. B. The following persons must be in attendance at the IEP meeting when home-based or homebound placement is being considered : HCEC special educator i. Make changes to the IEP in EXCENT during the meeting. ii. Immediately following meeting, notifying her of the student s change of placement to HBA or HBO. The HCEC special educator remains the Case Manager. iii. Secures the HBO or HBA instructor. HCEC regular educator i. Provide input to the IEP Team regarding the student s academic and functional performance in the general curriculum. School psychologist i. Assist with facilitating the discussion about the student s need for change in services and/or location. ii. Immediately following the meeting, notify the base school HOBO Coordinator to enter the request for HBO services into HOBO; enter the request into HOBO if home-based (disciplinary) services are recommended; and notify the DO HOBO Coordinator if home-based (non-disciplinary) services are recommended. LEA representative (HCEC administrator/designee)

6 ii. Ensure that the IEP is revised in EXCENT by the special educator and that the IEP reflects the changes pertinent to the HBA or HBO services. iii. Assign a team member to complete the IEP/Staffing Meeting Summary (IEP-10) form. iv. Ensure that the HCEC special educator secures the HBO or HBA instructor and provides the materials and consultation necessary for the student s HBO or HBA services. Base School representative (may participate via conference call) i. Communicate with the base school HOBO Coordinator to ensure she/he is aware of the student s change of placement. C. Student data in EXCENT is maintained as base school and the special assignment school remains the HCEC. The student s placement history is changed to reflect HBA or HBO. The HCEC special educator remains the Case Manager. D. Upon completing HBA or HBO services, the HCEC special educator will schedule an IEP meeting to determine whether HBA/HBO services should continue or whether another setting is warranted. This IEP meeting will be held at HCEC and the process identified in #2 above shall apply. 6 When a student with a disability has not satisfactorily completed HCEC requirements and an extension of the student s placement at the HCEC is being considered: If a student with a disability at the HCEC is reaching the end of his/her placement at the HCEC and the student has not satisfactorily met the requirements for this placement, an IEP meeting must be held at HCEC prior to the ending date of the student s placement. This IEP meeting will be held for the purpose of reviewing the student s current IEP and to determine appropriate placement and services. A. The student s IEP must be reviewed by the IEP Team and revised in EXCENT at the meeting. If a student s Annual IEP Review and/or Reevaluation Review is due within 30 days of the meeting date, the Annual Review of the IEP, including the BIP, and/or the Reevaluation Review should be done at this time and dates changed on the cover sheet of the IEP to reflect this Annual Review and Reevaluation Review. B. The following persons must be in attendance at the IEP meeting: HCEC special educator i. Make changes to the IEP in EXCENT during the meeting. ii. Go to New IEP and import the previous IEP to make all appropriate changes. All sections must be reviewed and revised and a new document printed out for the parent at this meeting. Following the meeting, the base school case manager must validate and mark it IEP Complete. iii. Immediately following meeting, notifying her if the student s placement is changed from the HCEC. HCEC regular educator

7 i. Provide input to the IEP team regarding the student s academic and functional performance in the general curriculum. School psychologist i. Assist with facilitating the discussion about the student s need for change in services and/or location. LEA representative (HCEC administrator/designee) ii. Ensure that the IEP is revised in EXCENT by the special educator and that the IEP reflects the changes made by the IEP team. iii. Assign a team member to complete the IEP/Staffing Meeting Summary iv. (IEP 10) form. Immediately following the meeting, communicate with the base school administrator regarding the IEP team decision. Other school/district personnel (i.e. Learning Specialist, Base School Representative, counselor/mental health provider) may need to attend this meeting, depending upon the individual needs of the student. C. If the decision is to extend the student s placement at HCEC, the student data in EXCENT is maintained at base school with HCEC as the special assignment school. The HCEC special educator remains the Case Manager. 7 NEW 2010 When a student with a disability transfers from DJJ to Horry County Schools: When a student with a disability re-enters HCS after being served by DJJ, the student must follow the District s registration and transfer process at the student s base school. Upon completion of the enrollment documents, the base school registrar will inform the school psychologist that the student is an eligible student with a disability. A. The school psychologist/speech clinician will review the information to determine if the most recent multidisciplinary evaluation information/review is current (i.e. completed within the last 3 years); and a current IEP is in place. a. If all information is current, then an IEP/Staffing Team will be convened immediately to accept the information and to develop an HCS IEP in EXCENT. i. The base school special education case manager will develop the IEP and will add the HCEC special educator as a team member. b. If all information is not current, then consent to evaluate will be obtained by the base school psychologist and an HCS IEP will be developed based upon the DJJ IEP until the reevaluation results are available. i. The reevaluation and subsequent Staffing in this case will be conducted by the base school psychologist in consultation with the HCEC school psychologist. ii. When the results are available, the IEP team will be reconvened at a mutually agreed upon location depending upon the student s placement at the time. A new HCS IEP will be developed at that time. B. Following the IEP meeting, the base school psychologist will contact the HCEC school psychologist and/or guidance counselor to inform them that a student with a disability has re-entered HCS from DJJ and will be attending HCEC. Students that have committed a criminal infraction will be assigned to HCEC as per District policy.

8 C. The base school guidance counselor will create a schedule in PowerSchool for the student based upon the review of records from DJJ, the IEP and previous school information. D. HCEC will accept/revise the student s class schedule and access the student s IEP in EXCENT following the student s intake meeting at HCEC. 8 Forms: Flow Chart for IAES for Students with Disabilities Homebound/Home-based Instruction Form (HBO-1 or HBA-2) IEP IEP/Staffing Meeting Summary (IEP-10) Behavior Manifestation Review (BMD) Notice of Intake Conference Appointment (A-1 or A-2)

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