Alternative School Placements

Size: px
Start display at page:

Download "Alternative School Placements"

Transcription

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 chenry@horrycountyschools.net 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, chenry@horrycountyschools.net 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, chenry@horrycountyschools.net 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, chenry@horrycountyschools.net 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 chenry@horrycountyschools.net 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, chenry@horrycountyschools.net 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, chenry@horrycountyschools.net 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)

SPECIAL EDUCATION DISCIPLINE PROCEDURES AND MANIFESTATION DETERMINATION REVIEWS. Fall ICASE 2017

SPECIAL EDUCATION DISCIPLINE PROCEDURES AND MANIFESTATION DETERMINATION REVIEWS. Fall ICASE 2017 SPECIAL EDUCATION DISCIPLINE PROCEDURES AND MANIFESTATION DETERMINATION REVIEWS Fall ICASE 2017 Presenters: Monica Conrad Francesca Hoffmann MConrad@lewis kappes.com Hoffmann@Lewis Kappes.com Merrillville,

More information

Section 6 DISCIPLINE PROCEDURES

Section 6 DISCIPLINE PROCEDURES Section 6 DISCIPLINE PROCEDURES Area: DISCIPLINE - STUDENTS NOT YET ELIGIBLE FOR SPECIAL EDUCATION AND RELATED SERVICES Introduction: A student who has not yet been determined to be eligible for special

More information

Special Disciplinary Rules for Special Education and Section 504 Students

Special Disciplinary Rules for Special Education and Section 504 Students Special Disciplinary Rules for Special Education and Section 504 Students April 20, 2017 Presented by: Elizabeth A. Estes, Partner Peter E. Denno, Senior Counsel Cerritos Fresno Irvine Marin Pleasanton

More information

INDEPENDENT STUDY PROGRAM

INDEPENDENT STUDY PROGRAM INSTRUCTION BOARD POLICY BP6158 INDEPENDENT STUDY PROGRAM The Governing Board authorizes independent study as a voluntary alternative instructional setting by which students may reach curricular objectives

More information

My Child with a Disability Keeps Getting Suspended or Recommended for Expulsion

My Child with a Disability Keeps Getting Suspended or Recommended for Expulsion California s protection & advocacy system Toll-Free (800) 776-5746 My Child with a Disability Keeps Getting Suspended or Recommended for Expulsion November 2014, Pub. #5563.01 If your special needs child

More information

MADISON METROPOLITAN SCHOOL DISTRICT

MADISON METROPOLITAN SCHOOL DISTRICT MADISON METROPOLITAN SCHOOL DISTRICT Section 504 Manual for Identifying and Serving Eligible Students: Guidelines, Procedures and Forms TABLE OF CONTENTS INTRODUCTION. 1 OVERVIEW.. 2 POLICY STATEMENT 3

More information

DISCIPLINE PROCEDURES FOR STUDENTS IN CHARTER SCHOOLS Frequently Asked Questions. (June 2014)

DISCIPLINE PROCEDURES FOR STUDENTS IN CHARTER SCHOOLS Frequently Asked Questions. (June 2014) www.calcharters.org DISCIPLINE PROCEDURES FOR STUDENTS IN CHARTER SCHOOLS Frequently Asked Questions (June 2014) This document is intended to provide guidance to schools in developing student discipline

More information

Newburgh Enlarged City School District Academic. Academic Intervention Services Plan

Newburgh Enlarged City School District Academic. Academic Intervention Services Plan Newburgh Enlarged City School District Academic Academic Intervention Services Plan Revised September 2016 October 2015 Newburgh Enlarged City School District Elementary Academic Intervention Services

More information

ARLINGTON PUBLIC SCHOOLS Discipline

ARLINGTON PUBLIC SCHOOLS Discipline All staff members of the Arlington Public Schools have authority to maintain the orderly behavior of students. Students in Arlington Public Schools are expected to demonstrate responsibility and self-discipline

More information

CONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS

CONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS CONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS No. 18 (replaces IB 2008-21) April 2012 In 2008, the State Education Department (SED) issued a guidance document to the field regarding the

More information

Glenn County Special Education Local Plan Area. SELPA Agreement

Glenn County Special Education Local Plan Area. SELPA Agreement Page 1 of 10 Educational Mental Health Related Services, A Tiered Approach Draft Final March 21, 2012 Introduction Until 6-30-10, special education students with severe socio-emotional problems who did

More information

As used in this part, the term individualized education. Handouts Theme D: Individualized Education Programs. Section 300.

As used in this part, the term individualized education. Handouts Theme D: Individualized Education Programs. Section 300. Handouts Theme D: Individualized Education Programs These handouts are designed to accompany Modules 12-16. As used in this part, the term individualized education program or IEP means a written statement

More information

IEP AMENDMENTS AND IEP CHANGES

IEP AMENDMENTS AND IEP CHANGES You supply the passion & dedication. IEP AMENDMENTS AND IEP CHANGES We ll support your daily practice. Who s here? ~ Something you want to learn more about 10 Basic Steps in Special Education Child is

More information

The School Discipline Process. A Handbook for Maryland Families and Professionals

The School Discipline Process. A Handbook for Maryland Families and Professionals The School Discipline Process A Handbook for Maryland Families and Professionals MARYLAND DISABILITY LAW CENTER Maryland Disability Law Center (MDLC) is a private, non-profit law firm. MDLC is designated

More information

Natchitoches Parish School Board Special Education Progress Monitoring Procedures

Natchitoches Parish School Board Special Education Progress Monitoring Procedures Natchitoches Parish School Board Special Education Progress Monitoring Procedures The purpose of this process is for early identification of academic and/or behavior concerns that may lead to failure.

More information

Educational Quality Assurance Standards. Residential Juvenile Justice Commitment Programs DRAFT

Educational Quality Assurance Standards. Residential Juvenile Justice Commitment Programs DRAFT Educational Quality Assurance Standards Residential Juvenile Justice Commitment Programs 2009 2010 Bureau of Exceptional Education and Student Services Division of K-12 Public Schools Florida Department

More information

Identifying Students with Specific Learning Disabilities Part 3: Referral & Evaluation Process; Documentation Requirements

Identifying Students with Specific Learning Disabilities Part 3: Referral & Evaluation Process; Documentation Requirements Identifying Students with Specific Learning Disabilities Part 3: Referral & Evaluation Process; Documentation Requirements Section 3 & Section 4: 62-66 # Reminder: Watch for a blue box in top right corner

More information

Strategic Plan Update Year 3 November 1, 2013

Strategic Plan Update Year 3 November 1, 2013 Georgia Network for Educational and Therapeutic Support (GNETS) Strategic Plan Update Year 3 November 1, 2013 Introduction The Georgia Network for Educational and Therapeutic Support (GNETS) is comprised

More information

PUBLIC SCHOOL OPEN ENROLLMENT POLICY FOR INDEPENDENCE SCHOOL DISTRICT

PUBLIC SCHOOL OPEN ENROLLMENT POLICY FOR INDEPENDENCE SCHOOL DISTRICT PUBLIC SCHOOL OPEN ENROLLMENT POLICY FOR INDEPENDENCE SCHOOL DISTRICT Policy 423.1 This policy shall be administered in accordance with the state public school open enrollment law in sections 118.51 and

More information

PSYC 620, Section 001: Traineeship in School Psychology Fall 2016

PSYC 620, Section 001: Traineeship in School Psychology Fall 2016 PSYC 620, Section 001: Traineeship in School Psychology Fall 2016 Instructor: Gary Alderman Office Location: Kinard 110B Office Hours: Mon: 11:45-3:30; Tues: 10:30-12:30 Email: aldermang@winthrop.edu Phone:

More information

3.7 General Education Homebound (GEH) Program

3.7 General Education Homebound (GEH) Program 3.7 General Education Homebound (GEH) Program Any student who is served through the GEH program must meet the following three criteria: The student is expected to be confined at home or hospital bedside

More information

K-12 Academic Intervention Plan. Academic Intervention Services (AIS) & Response to Intervention (RtI)

K-12 Academic Intervention Plan. Academic Intervention Services (AIS) & Response to Intervention (RtI) K-12 Academic Intervention Plan Academic Intervention Services (AIS) & Response to Intervention (RtI) September 2016 June 2018 2016 2018 K 12 Academic Intervention Plan Table of Contents AIS Overview...Page

More information

Tamwood Language Centre Policies Revision 12 November 2015

Tamwood Language Centre Policies Revision 12 November 2015 Do More, Learn More, BE MORE! By teaching, coaching and encouraging our students, Tamwood Language Centres helps students to develop their talents, achieve their educational goals and realize their potential.

More information

Creating a Safe, Positive Learning Environment: Student Discipline Policy

Creating a Safe, Positive Learning Environment: Student Discipline Policy Creating a Safe, Positive Learning Environment: Student Discipline Policy Purpose The purpose of the Quail Run Student Discipline Policy is to create a safe and positive learning environment by teaching

More information

STUDENT SUSPENSION 8704

STUDENT SUSPENSION 8704 STUDENT SUSPENSION 8704 The Board of Trustees offers a program of education to prepare youth for citizenship and to create an awareness of the individual's responsibility for his/her own actions in accordance

More information

ADULT VOCATIONAL TRAINING (AVT) APPLICATION

ADULT VOCATIONAL TRAINING (AVT) APPLICATION Attention Education Department AVT 2468 West 11 th Eugene, OR 97402 ADULT VOCATIONAL TRAINING (AVT) APPLICATION The following documents or information will be required to complete the application: Documents

More information

BY-LAWS of the Air Academy High School NATIONAL HONOR SOCIETY

BY-LAWS of the Air Academy High School NATIONAL HONOR SOCIETY BY-LAWS of the Air Academy High School NATIONAL HONOR SOCIETY ARTICLE I: NAME AND PURPOSE Section 1. The name of this chapter shall be the Air Academy High School National Honor Society Section 2. The

More information

Contract Language for Educators Evaluation. Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4)

Contract Language for Educators Evaluation. Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4) Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4) Evidence Used in Evaluation Rubric (5) Evaluation Cycle: Training (6) Evaluation Cycle: Annual Orientation (7) Evaluation Cycle:

More information

Department of Education School of Education & Human Services Master of Education Policy Manual

Department of Education School of Education & Human Services Master of Education Policy Manual Department of Education School of Education & Human Services Master of Education Policy Manual Prepared by: Dr. Stacey Brown-Hobbs Elizabeth C. Monahan, PDS Liaison Edited by: Carolyn L. Cook, Director

More information

Instructional Intervention/Progress Monitoring (IIPM) Model Pre/Referral Process. and. Special Education Comprehensive Evaluation.

Instructional Intervention/Progress Monitoring (IIPM) Model Pre/Referral Process. and. Special Education Comprehensive Evaluation. Instructional Intervention/Progress Monitoring (IIPM) Model Pre/Referral Process and Special Education Comprehensive Evaluation for Culturally and Linguistically Diverse (CLD) Students Guidelines and Resources

More information

VIRTUAL LEARNING. Alabama Connecting Classrooms, Educators, & Students Statewide. for FACILITATORS

VIRTUAL LEARNING. Alabama Connecting Classrooms, Educators, & Students Statewide. for FACILITATORS ACCESS VIRTUAL LEARNING Alabama Connecting Classrooms, Educators, & Students Statewide POLICY MANUAL for FACILITATORS alabama department of education michael Sentance, State Superintendent of education

More information

July 28, Tracy R. Justesen U.S. Department of Education 400 Maryland Ave, SW Room 5107 Potomac Center Plaza Washington, DC

July 28, Tracy R. Justesen U.S. Department of Education 400 Maryland Ave, SW Room 5107 Potomac Center Plaza Washington, DC Tracy R. Justesen U.S. Department of Education 400 Maryland Ave, SW Room 5107 Potomac Center Plaza Washington, DC 20202-2600 RE: Notice of Proposed Rulemaking for Assistance to States for the Education

More information

New Student Application. Name High School. Date Received (official use only)

New Student Application. Name High School. Date Received (official use only) New Student Application Name High School Date Received (official use only) Thank you for your interest in Project SEARCH! By completing the attached application materials, you are taking the next step

More information

State Parental Involvement Plan

State Parental Involvement Plan A Toolkit for Title I Parental Involvement Section 3 Tools Page 41 Tool 3.1: State Parental Involvement Plan Description This tool serves as an example of one SEA s plan for supporting LEAs and schools

More information

DISTRICT ASSESSMENT, EVALUATION & REPORTING GUIDELINES AND PROCEDURES

DISTRICT ASSESSMENT, EVALUATION & REPORTING GUIDELINES AND PROCEDURES SCHOOL DISTRICT NO. 20 (KOOTENAY-COLUMBIA) DISTRICT ASSESSMENT, EVALUATION & REPORTING GUIDELINES AND PROCEDURES The purpose of the District Assessment, Evaluation & Reporting Guidelines and Procedures

More information

Personnel Administrators. Alexis Schauss. Director of School Business NC Department of Public Instruction

Personnel Administrators. Alexis Schauss. Director of School Business NC Department of Public Instruction Personnel Administrators Alexis Schauss Director of School Business NC Department of Public Instruction Delivering Bad News in a Good Way Planning Allotments are NOT Allotments Budget tool New Allotted

More information

EMPLOYEE CALENDAR NOTES

EMPLOYEE CALENDAR NOTES Page 1 of 5 DEFINITIONS REGULAR HOURS: EMPLOYEE CALENDAR NOTES (For the 2017-18 School Calendar) The number of hours an employee normally works each regular work day. EXTENDED-HOUR DAY: For non-teaching

More information

IDEA FEDERAL REGULATIONS PART B, Additional Requirements, 2008

IDEA FEDERAL REGULATIONS PART B, Additional Requirements, 2008 IDEA FEDERAL REGULATIONS PART B, Additional Requirements, 2008 Final Rule December 1, 2008 Federal Register, Vol. 73, Number 231 http://www.wrightslaw.com/idea/law/fr.v73.n231.pdf Implementation Date:

More information

College of Arts and Science Procedures for the Third-Year Review of Faculty in Tenure-Track Positions

College of Arts and Science Procedures for the Third-Year Review of Faculty in Tenure-Track Positions College of Arts and Science Procedures for the Third-Year Review of Faculty in Tenure-Track Positions Introduction (Last revised December 2012) When the College of Arts and Sciences hires a tenure-track

More information

PROGRAM SERVICE CODE

PROGRAM SERVICE CODE 9/9/2013 PROGRAM SERVICE CODES SECTION 52 FTE SECTION 53 FTE RESIDENCY CODES DATA ELEMENT FIELDS AFFECTING SPECIAL EDUCATION PUPIL REPORTING Dianne Easterling, Department of Education Office of Special

More information

(2) GRANT FOR RESIDENTIAL AND REINTEGRATION SERVICES.

(2) GRANT FOR RESIDENTIAL AND REINTEGRATION SERVICES. Code: IDDF (18) 160-4-7-.18 GRANTS FOR SERVICES. (1) AUTHORIZATION. (a) The State Board shall have authority to provide grant funds for the implementation of other educational programs or additional personnel

More information

Somerset Academy of Las Vegas Disciplinary Procedures

Somerset Academy of Las Vegas Disciplinary Procedures Somerset Academy of Las Vegas Disciplinary Procedures Somerset Academy of Las Vegas has established the following discipline plan for the progressive discipline of pupils and on-site review of disciplinary

More information

CHILDREN ARE SPECIAL A RESOURCE GUIDE FOR PARENTS OF CHILDREN WITH DISABILITIES. From one parent to another...

CHILDREN ARE SPECIAL A RESOURCE GUIDE FOR PARENTS OF CHILDREN WITH DISABILITIES. From one parent to another... A RESOURCE GUIDE FOR PARENTS OF CHILDREN WITH DISABILITIES CHILDREN ARE SPECIAL From one parent to another... Learning that your child has or even may be suspected of having a disability is difficult.

More information

FUNCTIONAL BEHAVIOR ASSESSMENT

FUNCTIONAL BEHAVIOR ASSESSMENT FUNCTIONAL BEHAVIOR ASSESSMENT Student Name: School: Grade: Date completed: Participants in developing plan: School Administrator: Parent/Guardian: General Education Teacher: Behavioral Consultant: School

More information

Application for Fellowship Leave

Application for Fellowship Leave PDF Fill-In Form: Type On-Screen, then Print for Signatures and Chair Approvals Brooklyn College (2018-2019 Academic Year) Application for Fellowship Leave Instructions for Applicant: Please complete Sections

More information

Pierce County Schools. Pierce Truancy Reduction Protocol. Dr. Joy B. Williams Superintendent

Pierce County Schools. Pierce Truancy Reduction Protocol. Dr. Joy B. Williams Superintendent Pierce County Schools Pierce Truancy Reduction Protocol 2005 2006 Dr. Joy B. Williams Superintendent Mark Dixon Melvin Johnson Pat Park Ken Jorishie Russell Bell 1 Pierce County Truancy Reduction Protocol

More information

Disability Resource Center (DRC)

Disability Resource Center (DRC) DISABILITY RESOURCE CENTER & DEAF AND HARD OF HEARING SERVICES College of Southern Nevada Disability Resource Center (DRC) Prospective Student General Information Packet NORTH LAS VEGAS OFFICE SORT CODE

More information

District English Language Learners (ELL) Plan

District English Language Learners (ELL) Plan 2016-2019 District English Language Learners (ELL) Plan Contact Person: Ms. Sheila Labissiere LEA: _FAMU Developmental Research School_ Email: Sheila.Labissiere@famu.edu Phone: 850-412-5821 or 850-412-5930

More information

Academic Advising Manual

Academic Advising Manual Academic Advising Manual Revised 17 July 2013 1 Academic Advising Manual Table of Contents I. Academic Advising Mission Statement. 3 II. Goals and Responsibilities of Advisors and Students 3-5 III. Characteristics

More information

Collaborative Classroom Co-Teaching in Inclusive Settings Course Outline

Collaborative Classroom Co-Teaching in Inclusive Settings Course Outline Collaborative Classroom Co-Teaching in Inclusive Settings Course Outline Course Description The purpose of this course is to provide educators with a strong foundation for planning, implementing and maintaining

More information

Rules and Regulations of Doctoral Studies

Rules and Regulations of Doctoral Studies Annex to the SGH Senate Resolution no.590 of 22 February 2012 Rules and Regulations of Doctoral Studies at the Warsaw School of Economics Preliminary provisions 1 1. Rules and Regulations of doctoral studies

More information

Argosy University, Los Angeles MASTERS IN ORGANIZATIONAL LEADERSHIP - 20 Months School Performance Fact Sheet - Calendar Years 2014 & 2015

Argosy University, Los Angeles MASTERS IN ORGANIZATIONAL LEADERSHIP - 20 Months School Performance Fact Sheet - Calendar Years 2014 & 2015 SCHOOL PERFORMANCE FACT SHEET CALENDAR YEARS 2014 & 2015 On Time Completion Rates (Graduation Rates) Calendar Year Number of Students Who Began the Program Students Available for Graduation Number of On

More information

NDPC-SD Data Probes Worksheet

NDPC-SD Data Probes Worksheet NDPC-SD Data Probes Worksheet This worksheet from the National Dropout Prevention Center for Students with Disabilities (NDPC- SD) is an optional tool to help schools organize multiple years of student

More information

SAMPLE AFFILIATION AGREEMENT

SAMPLE AFFILIATION AGREEMENT SAMPLE AFFILIATION AGREEMENT AFFILIATION AGREEMENT FOR USE WITH A FOREIGN STUDY PROGRAM W I T N E S S E T H and WHEREAS, cordial relations exist between the United Stated of America and France; WHEREAS,

More information

Bethune-Cookman University

Bethune-Cookman University Bethune-Cookman University The Independent Colleges and Universities of Florida Community College Articulation Manual 2012-2013 1 BETHUNE-COOKMAN UNIVERSITY ICUF ARTICULATION MANUAL GENERAL ADMISSION PROCEDURES

More information

ST PHILIP S CE PRIMARY SCHOOL. Staff Disciplinary Procedures Policy

ST PHILIP S CE PRIMARY SCHOOL. Staff Disciplinary Procedures Policy ST PHILIP S CE PRIMARY SCHOOL Staff Disciplinary Procedures Policy Policy confirmed by the Governing Body of St Philip s CE Primary School on: Date: January 2016 Signature: (Chair of Governors) To be reviewed

More information

Frequently Asked Questions and Answers

Frequently Asked Questions and Answers Definition and Responsibilities 1. What is home education? Frequently Asked Questions and Answers Section 1002.01, F.S., defines home education as the sequentially progressive instruction of a student

More information

THE UNIVERSITY OF THE WEST INDIES Faculty of Medical Sciences, Mona. Regulations

THE UNIVERSITY OF THE WEST INDIES Faculty of Medical Sciences, Mona. Regulations THE UNIVERSITY OF THE WEST INDIES Faculty of Medical Sciences, Mona Regulations MB BS Medical Undergraduate Programme (including the degree of B Med Sci) 1. Entry Requirements...5 2. Qualifications for

More information

IN-STATE TUITION PETITION INSTRUCTIONS AND DEADLINES Western State Colorado University

IN-STATE TUITION PETITION INSTRUCTIONS AND DEADLINES Western State Colorado University IN-STATE TUITION PETITION INSTRUCTIONS AND DEADLINES Western State Colorado University Petitions will be accepted beginning 60 days before the semester starts for each academic semester. Petitions will

More information

IUPUI Office of Student Conduct Disciplinary Procedures for Alleged Violations of Personal Misconduct

IUPUI Office of Student Conduct Disciplinary Procedures for Alleged Violations of Personal Misconduct IUPUI Office of Student Conduct Disciplinary Procedures for Alleged Violations of Personal Misconduct Preamble IUPUI disciplinary procedures determine responsibility and appropriate consequences for violations

More information

Port Jefferson Union Free School District. Response to Intervention (RtI) and Academic Intervention Services (AIS) PLAN

Port Jefferson Union Free School District. Response to Intervention (RtI) and Academic Intervention Services (AIS) PLAN Port Jefferson Union Free School District Response to Intervention (RtI) and Academic Intervention Services (AIS) PLAN 2016-2017 Approved by the Board of Education on August 16, 2016 TABLE of CONTENTS

More information

QUEEN BEE SCHOOLS, DISTRICT BLOOMINGDALE ROAD GLENDALE HEIGHTS, IL MIDDLE SCHOOL CODE OF CONDUCT AND DISCIPLINE SYSTEM

QUEEN BEE SCHOOLS, DISTRICT BLOOMINGDALE ROAD GLENDALE HEIGHTS, IL MIDDLE SCHOOL CODE OF CONDUCT AND DISCIPLINE SYSTEM QUEEN BEE SCHOOLS, DISTRICT 16 1560 BLOOMINGDALE ROAD GLENDALE HEIGHTS, IL 60139 MIDDLE SCHOOL CODE OF CONDUCT AND DISCIPLINE SYSTEM REVISED NOVEMBER, 2006 REVISED APRIL, 2004 REVISED, JUNE, 1998 REVISED,

More information

COURSE SYLLABUS HSV 347 SOCIAL SERVICES WITH CHILDREN

COURSE SYLLABUS HSV 347 SOCIAL SERVICES WITH CHILDREN COURSE SYLLABUS Term: Fall 2015 (2015-1) HSV 347 SOCIAL SERVICES WITH CHILDREN Instructor Name Office Number: Phone Number: Email: Other Contact : Hours Available: Instructor Information: LaConyea Pitts-Thomas,

More information

Information Packet. Home Education ELC West Amelia Street Orlando, FL (407) FAX: (407)

Information Packet. Home Education ELC West Amelia Street Orlando, FL (407) FAX: (407) Information Packet Home Education ELC 8 445 West Amelia Street Orlando, FL 32801 (407) 317-3314 FAX: (407) 317-3211 www.schoolchoice.ocps.net Orange County Public Schools Home Education Program (HEP) Revised

More information

Laura A. Riffel

Laura A. Riffel Laura A. Riffel laura.riffel@yahoo.com Behavior Doctor Seminars www.behaviordoctor.org Ann P. Turnbull turnbull@ku.edu Beach Center on Disability www.beachcenter.org Incorporating Positive Behavior Support

More information

DISCIPLINARY PROCEDURES

DISCIPLINARY PROCEDURES DISCIPLINARY PROCEDURES Student Misconduct & Professional Conduct Policy and Procedures The School s disciplinary procedures are currently under review and we are in the process of consulting with staff

More information

Santa Fe Community College Teacher Academy Student Guide 1

Santa Fe Community College Teacher Academy Student Guide 1 Santa Fe Community College Teacher Academy Student Guide Student Guide 1 We believe that ALL students can succeed and it is the role of the teacher to nurture, inspire, and motivate ALL students to succeed.

More information

Policy Manual Master of Special Education Program

Policy Manual Master of Special Education Program Policy Manual Master of Special Education Program Director Dr. Eric Michael Warfield Hall - Room 309 717-262-3109 eric.michael@wilson.edu Web Address http://www.wilson.edu/master-special-education Program

More information

Agreement BETWEEN. Board of Education OF THE. Montebello Unified School District AND. Montebello Teachers Association

Agreement BETWEEN. Board of Education OF THE. Montebello Unified School District AND. Montebello Teachers Association Agreement BETWEEN Board of Education OF THE Montebello Unified School District AND Montebello Teachers Association 2013-2016 (including 2014-2015 Updates) ARTICLE NO. TABLE OF CONTENTS PAGE I. PREAMBLE

More information

The Sarasota County Pre International Baccalaureate International Baccalaureate Programs at Riverview High School

The Sarasota County Pre International Baccalaureate International Baccalaureate Programs at Riverview High School 2016/2017 The Sarasota County Pre International Baccalaureate International Baccalaureate Programs at Riverview High School See Page 8 for explanation APPLICATION FOR ADMISSION 2016/2017 1 Ram Way Sarasota,

More information

The ABCs of FBAs and BIPs Training

The ABCs of FBAs and BIPs Training The ABCs of FBAs and BIPs Training Tawanna Robertson Behavior Specialist Greer Powell Behavior Specialist Tawanda Jenkins-Brown Behavior Specialist Training Goals By the end of this training you will be

More information

Parent Information Welcome to the San Diego State University Community Reading Clinic

Parent Information Welcome to the San Diego State University Community Reading Clinic Parent Information Welcome to the San Diego State University Community Reading Clinic Who Are We? The San Diego State University Community Reading Clinic (CRC) is part of the SDSU Literacy Center in the

More information

Sacramento State Degree Revocation Policy and Procedure

Sacramento State Degree Revocation Policy and Procedure Sacramento State Degree Revocation Policy and Procedure California State University Sacramento s 1 award of academic credit and Degrees constitutes its certification of student achievement. However, a

More information

ESE SUPPORT & PROCEDURES ESE FTE PREPARATION ESE FUNDING & ALLOCATIONS

ESE SUPPORT & PROCEDURES ESE FTE PREPARATION ESE FUNDING & ALLOCATIONS Office of Exceptional Student Education and Student Support Miami-Dade County Public Schools ESE SUPPORT & PROCEDURES ESE FTE PREPARATION ESE FUNDING & ALLOCATIONS Ava Goldman, Administrative Director

More information

MANAGEMENT CHARTER OF THE FOUNDATION HET RIJNLANDS LYCEUM

MANAGEMENT CHARTER OF THE FOUNDATION HET RIJNLANDS LYCEUM MANAGEMENT CHARTER OF THE FOUNDATION HET RIJNLANDS LYCEUM Article 1. Definitions. 1.1 This management charter uses the following definitions: (a) the Executive Board : the Executive Board of the Foundation,

More information

Field Experience and Internship Handbook Master of Education in Educational Leadership Program

Field Experience and Internship Handbook Master of Education in Educational Leadership Program Field Experience and Internship Handbook Master of Education in Educational Leadership Program Together we Shape the Future through Excellence in Teaching, Scholarship, and Leadership College of Education

More information

OPEN-ENROLLMENT CHARTER CONTRACT RENEWAL APPLICATION

OPEN-ENROLLMENT CHARTER CONTRACT RENEWAL APPLICATION OPEN-ENROLLMENT CHARTER CONTRACT RENEWAL APPLICATION Section I. Current Information in Charter School Tracking System Charter Holder Name: Charter School Name: Neighborhood Centers Inc. RIPLEY HOUSE CHARTER

More information

Bullying Fact Sheet. [W]hen a school knows or should know of bullying conduct based on a student s

Bullying Fact Sheet. [W]hen a school knows or should know of bullying conduct based on a student s Fact Sheet When a child with a disability is bullied by another strudent or by school staff, there are two ways parents may be able to help. One way is through the Individualized Education Plan (IEP) or

More information

Summary of Special Provisions & Money Report Conference Budget July 30, 2014 Updated July 31, 2014

Summary of Special Provisions & Money Report Conference Budget July 30, 2014 Updated July 31, 2014 6.4 (b) Base Budget This changes how average daily membership is built in the Budget. Until now, projected ADM increases have been included in the continuation budget. This special provision defines what

More information

Definitions for KRS to Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties

Definitions for KRS to Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties 158.842 Definitions for KRS 158.840 to 158.844 -- Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties of committee -- Report to Interim Joint Committee on

More information

Updated: 7/17/12. User Manual v. 2

Updated: 7/17/12. User Manual v. 2 Updated: 7/17/12 User Manual v. 2 Table of Contents Introduction to IndianaIEP PCG Overview................................................ Security....................................................

More information

(2) "Half time basis" means teaching fifteen (15) hours per week in the intern s area of certification.

(2) Half time basis means teaching fifteen (15) hours per week in the intern s area of certification. 16 KAR 7:010. Kentucky Teacher Internship Program. RELATES TO: KRS 156.101, 161.028, 161.030, 161.048, 161.095 STATUTORY AUTHORITY: KRS 161.028(1)(a), 161.030 NECESSITY, FUNCTION, AND CONFORMITY: KRS 161.030(5)

More information

COURSE SELECTION WORKSHEETS

COURSE SELECTION WORKSHEETS COURSE SELECTION WORKSHEETS The worksheets on the following pages may be used by parents/guardians and students when planning next year s class schedule; however, these worksheets are not the final form

More information

Delaware Performance Appraisal System Building greater skills and knowledge for educators

Delaware Performance Appraisal System Building greater skills and knowledge for educators Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Assistant Principals) Guide for Evaluating Assistant Principals Revised August

More information

DATE ISSUED: 11/2/ of 12 UPDATE 103 EHBE(LEGAL)-P

DATE ISSUED: 11/2/ of 12 UPDATE 103 EHBE(LEGAL)-P TITLE III REQUIREMENTS STATE POLICY DEFINITIONS DISTRICT RESPONSIBILITY IDENTIFICATION OF LEP STUDENTS A district that receives funds under Title III of the No Child Left Behind Act shall comply with the

More information

Table of Contents PROCEDURES

Table of Contents PROCEDURES 1 Table of Contents PROCEDURES 3 INSTRUCTIONAL PRACTICE 3 INSTRUCTIONAL ACHIEVEMENT 3 HOMEWORK 4 LATE WORK 5 REASSESSMENT 5 PARTICIPATION GRADES 5 EXTRA CREDIT 6 ABSENTEEISM 6 A. Enrolled Students 6 B.

More information

Hiring Procedures for Faculty. Table of Contents

Hiring Procedures for Faculty. Table of Contents Hiring Procedures for Faculty Table of Contents SECTION I: PROCEDURES FOR NEW FULL-TIME FACULTY APPOINTMENTS... 2 A. Search Committee... 2 B. Applicant Clearinghouse Form and Applicant Data Sheet... 2

More information

HIGHLAND HIGH SCHOOL CREDIT FLEXIBILITY PLAN

HIGHLAND HIGH SCHOOL CREDIT FLEXIBILITY PLAN HIGHLAND HIGH SCHOOL CREDIT FLEXIBILITY PLAN TABLE OF CONTENTS Overview 1 Eligible Credit Flexibility Plans 2 Earned Credit from Credit Flexibility Plans 2 Student Athletes 3 Application Process 3 Final

More information

Sig Rogich Middle School Disciplinary Procedures

Sig Rogich Middle School Disciplinary Procedures Sig Rogich Middle School Disciplinary Procedures 2017-2018 Sig Rogich Middle School has established the following discipline plan for the progressive discipline of pupils and on-site review of disciplinary

More information

Georgia Department of Education

Georgia Department of Education Georgia Department of Education Early Intervention Program (EIP) Guidance 2014-2015 School Year The Rubrics are required for school districts to use along with other supporting documents in making placement

More information

Enrollment Forms Packet (EFP)

Enrollment Forms Packet (EFP) Enrollment Forms Packet (EFP) Based on r student(s) grade and applicable circumstances, complete one enrollment package and review the information below to determine what should submit for each student

More information

Doctoral Programs Faculty and Student Handbook Edition

Doctoral Programs Faculty and Student Handbook Edition Doctoral Programs Faculty and Student Handbook 2017-2018 Edition Ingram School of Nursing PhD Program Manual Revised November 2017 1 CONTENTS Mission of McGill University... 1 Mission of the Ingram School

More information

College of Education Department of Educational Psychology SYLLABUS

College of Education Department of Educational Psychology SYLLABUS College of Education Department of Educational Psychology SYLLABUS Course: EPSY 6310.01R Ethical & Legal Issues in School Psychology Term: Summer I 2015 Day/Time: Tuesdays/Thursdays 5:00-10:15pm Location:

More information

Department of Political Science Kent State University. Graduate Studies Handbook (MA, MPA, PhD programs) *

Department of Political Science Kent State University. Graduate Studies Handbook (MA, MPA, PhD programs) * Department of Political Science Kent State University Graduate Studies Handbook (MA, MPA, PhD programs) 2017-18* *REVISED FALL 2016 Table of Contents I. INTRODUCTION 6 II. THE MA AND PHD PROGRAMS 6 A.

More information

BEST PRACTICES FOR PRINCIPAL SELECTION

BEST PRACTICES FOR PRINCIPAL SELECTION BEST PRACTICES FOR PRINCIPAL SELECTION This document guides councils through legal requirements and suggested best practices of the principal selection process. These suggested steps are written with the

More information

SCHOOL PERFORMANCE FACT SHEET CALENDAR YEARS 2014 & TECHNOLOGIES - 45 Months. On Time Completion Rates (Graduation Rates)

SCHOOL PERFORMANCE FACT SHEET CALENDAR YEARS 2014 & TECHNOLOGIES - 45 Months. On Time Completion Rates (Graduation Rates) SCHOOL PERFORMANCE FACT SHEET CALENDAR YEARS 2014 & 2015 On Time Completion Rates (Graduation Rates) Calendar Year Number of Students Who Began the Program Students Available for Graduation Number of On

More information

PELLISSIPPI STATE TECHNICAL COMMUNITY COLLEGE MASTER SYLLABUS. PROFESSIONAL PRACTICE IDT 2021(formerly IDT 2020) Class Hours: 2.0 Credit Hours: 2.

PELLISSIPPI STATE TECHNICAL COMMUNITY COLLEGE MASTER SYLLABUS. PROFESSIONAL PRACTICE IDT 2021(formerly IDT 2020) Class Hours: 2.0 Credit Hours: 2. PELLISSIPPI STATE TECHNICAL COMMUNITY COLLEGE MASTER SYLLABUS PROFESSIONAL PRACTICE IDT 2021(formerly IDT 2020) Class Hours: 2.0 Credit Hours: 2.0 Laboratory Hours: 0.0 Revised: Spring 04 NOTE: This course

More information

Academic Intervention Services (Revised October 2013)

Academic Intervention Services (Revised October 2013) Town of Webb UFSD Academic Intervention Services (Revised October 2013) Old Forge, NY 13420 Town of Webb UFSD ACADEMIC INTERVENTION SERVICES PLAN Table of Contents PROCEDURE TO DETERMINE NEED: 1. AIS referral

More information

School Year 2017/18. DDS MySped Application SPECIAL EDUCATION. Training Guide

School Year 2017/18. DDS MySped Application SPECIAL EDUCATION. Training Guide SPECIAL EDUCATION School Year 2017/18 DDS MySped Application SPECIAL EDUCATION Training Guide Revision: July, 2017 Table of Contents DDS Student Application Key Concepts and Understanding... 3 Access to

More information