When effective programming is in place and staff gains confidence, returning students placed out of district becomes plausible. Our team will review student files and conduct school visits/observations of students placed out of district (including residential settings). Based upon our findings, we will develop a comprehensive re-entry plan. Furthermore, a feedback meeting will be conducted and the consultant will attend all PPT meetings. Finally, we will provide training and environmental accommodations necessary to facilitate a smooth transition to ensure success. Re-entry planning is best described by the following: Phase 1: Prioritize We will prioritize students to begin re-entry planning based upon age, grade, diagnosis, current placement and “sensitive” cases. Prioritizing students will allow for groups of students to return that are compatible. Phase 2: Evaluation We will evaluate each student to determine feasibility of returning back to district. Evaluations will include: File review – previous testing, IEPs, progress reports, report cards, etc. Observation at school – visit out of district placement to determine factors that may prevent student from being re-entered Team meeting – meet with school personnel and parents to evaluate barriers for successful re-entry planning Reprioritize – develop final list of students to return back to district Phase 3: Re-Entry Planning We will develop a transition plan outlining areas to be addressed at out of district placement as well as proposed placement, including: Modifying goals to address specific target areas to be addressed at school before re-entry begins Developing Functional Behavior Assessment (FBA) and Behavior Intervention Plan (BIP) Communicating with current school to ensure staff are addressing “priority areas”, defined by skills required for re-entry Meet with team at proposed school placement to facilitate proactive planning and communications Providing training to the team, including behavior management strategies to support BIP Developing materials, visual supports, behavior programs, program books, etc. Attend PPT and provide comprehensive report supporting school team and decision to re-enter school. In addition, identify resources necessary to ensure success Phase 4: Re-Entry to Public School Prepare physical classroom environment to meet the new group of students’ needs, including: Environmental accommodations such as classroom arrangement, curriculum materials, and supplies Classroom behavior intervention plans as well as student behavior intervention plans will be developed Provide 1:1 support to student and model strategies Provide hands on training, as well as conduct professional development trainings in relevant areas, to support the schools’ team
