ALC Special Education Intake Process (11/21/14 update)
A student with an IEP expresses interest in attending the ALC.
What was their previous school of attendance? A, B, or C?
A. “IN-DISTRICT” Regular High School B. “OUT OF DISTRICT” Regular High School
A. “IN-DISTRICT” Regular High School:
C. “OUT OF DISTRICT” ALC setting
sending school completes the process
-If unprocessed, the student is to return to their home school and inform the case manager of their interest in the ALC.
-Since the home school is where they are still enrolled, the home school case manager (cm) completes these
steps no less than 2 days before the next ALC New Student Informational Meeting date.
NOTE: New students MUST attend all 3 days of orientation classes during the week before the new term begins.
See ALC Calendar on website: http://www.district196.org/alc/
Step #1. Contact Dave S. (ALC Director) to notify him of their student’s interest
Fax or e-mail: Eval Report, IEP, Behavior data to ALC c/o Val Dare immediately.
Step #2. Set up an IEP mtg. with student, family, team and ALC Rep
Invite Dave.Schmitz@district196.org; Valerie.Dare@district196.org; Lisa.Brom@district196.org
We’ll decide later who will actually attend.
Step #3. Conduct the IEP meeting.
The home school cm conducts the meeting. The ALC Rep will describe the skills and behaviors needed to make progress
in the ALC setting and explain the level of special education services available at the ALC ( Level 2 is the maximum )
If ALC enrollment is the team decision, ALC completes the PWN and Significant Change paperwork using the (attached)
ALC Regular Service Grid Worksheet (white) or the TRIAL ENROLLMENT* Service Grid Worksheet (green).
Verbal Parent/Guardian Permission to proceed with the significant change is documented on the CS-99 meeting notes.
NOTE*If the transfer to the ALC involves a significant reduction of special ed. services or staff, the Significant
Change will be written for a 2 or 3 term “Trial Enrollment”. Following a trial term, the ALC Case Manager
initiates an IEP mtg. that includes the home high school rep. Trial Enrollment students must be able to meet
ALC expectations with the reduced level of spec. ed. services to remain enrolled. If unable, they must return to
the home high school where the full range of special ed. services needed are available.
Step #4. Transfer.
When the student begins attending the ALC, the Case Management changes over and the ALC will request the student’s
special education file and I-Plan access.
B. “OUT OF DISTRICT” Regular High School :
sending school completes the process
-Moved into District 196: The student is informed that they must register and enroll at their neighborhood home high
school, (see attendance boundaries: http://www.district196.org/District/EducationSchools/Boundary_Search.cfm,)
where their special ed. IEP will be addressed/ rewritten/ evaluated as needed. When completed, as a new “INDISTRICT” student, the home school case manager may then initiate the IN-DISTRICT procedure #1 (Steps 1-5).
-Living outside District 196: The student is informed that they must inform their home high school (ie:Burnsville,
Lakeville, Farmington) case manager of their interest in Dist. 196 ALC. Since they are still enrolled there, the home high
school cm will then initiate an IEP meeting, inviting a Dist. 196 ALC Rep., and complete steps #1-5 described above.
↓
C. “OUT OF DISTRICT” Area/Alternative Learning Center: receiving school completes process
(ie: the student was previously enrolled at an ALC in a different district or state)
- The student’s Special Ed. IEP and Eval Report is requested by the ALC from their previous school.
- The student is enrolled via “Trial Enrollment” procedures and assigned an ALC Case Manager.
- When the previous school spec. ed. paperwork is received, an IEP meeting, inviting the previous school Rep, and if
appropriate, a possible future school Rep, is initiated within 10 days by the ALC cm. A new District 196 IEP is written.
See below: sample “Trial Enrollment Monitoring Form”
For description of basic ALC expectations.
ALC SERVICE GRID WORKSHEETS FOR SPECIAL ED CASE MANAGERS
↓
New Student ALC Regular Service Grid Worksheet (white)
Student Name: ____________________________________________________________
Next ATR Date: ______________________ Next EVAL Date: _____________________
(9/24/14 update)
SPECIAL EDUCATION AND RELATED SERVICES TO MEET GOALS AND OBJECTIVES
Service
Instruction or service provided
Location
Freq.
Min. per session
Service provider
Advisory: (circle need )
-Transition
-Organization/ Study Skills
-Social/Emotional/Behavior
Spec. Ed.
x
Core: Reading/Writing
Direct
Start Date
5x/week
20min.
__________
Significant
Change
“
“
x
5x/wk
45
“
“
Core: Math
x
5x/wk
45
“
“
Core: Work Experience
x
5 x/wk
45
“
“
x
1 x/wk
“
“
x
___x/wk
(circle need )
-Transition
-Organization/ Study Skills
-Social/Emotional/Behavior
(circle need )
-Transition
-Organization/ Study Skills
-Social/Emotional/Behavior
Indirect
15 min
30
INTERAGENCY SERVICES
(Students in grades 11 or 12 only)
Students may apply for Minnesota Workforce/ Rehabilitative Services.
LEAST RESTRICTIVE ENVIRONMENT EXPLANATION
If the student is not able to participate full time with students without disabilities in the regular classroom and in extra-curricular and
non-academic activities, this statement explains the extent of nonparticipation:
X is enrolled in Core and Elective classes which combine both regular education and special education students throughout the
school day. With an identified disability and significant needs in the area of X, this student receives indirect and direct special
education services via the Advisory Class, Reading/Writing Class, Math Class, Work Experience Class, for approximately X minutes
per week, or X % of the school day, which is Federal Setting Level X. (Level 1: up to 21%, Level 2: 21-60%)
ALC School Day – 1450 minutes/week
Advisory Only (20): 100 min/wk = 7%
1 Core Class (45): 225min/wk = 15%
1 CC + Advisory: 325min/wk = 22% [LEVEL 1]
……………………………………………………………………………………………………………………………………….
2 Core Class:
450min/wk = 31%
2 CC + Advisory: 550min/wk = 38% [LEVEL 2]
3 Core Class:
675min/wk = 46%
3 CC + Advisory: 775min/wk = 53%
……………………………………………………………………………………………………………………………………….
884 min/wk = 61% [LEVEL 3]
Extended School Year: Yes / No
New Student TRIAL ENROLLMENT Service Grid Worksheet (green)
Student Name: ____________________________
Next ATR Date: ___________________________
Next EVAL Date: ___________________________
* Status Check Dates: the week of
10/20/14,
F2
11/17/14,
F3
12/115/14,
W1
1/26/15,
W2
2/23/15,
W3
3/30/15,
S1
UPDATE: 9/24/14
4/27/15,
S2
5/26/15
S3
SPECIAL EDUCATION AND RELATED SERVICES TO MEET GOALS AND OBJECTIVES
Service
Service provided
Location Frequency Min. per session
Advisory: (circle need )
-Transition
-Organization/ Study Skills
-Social/Emotional/Behavior
Sped
x
Ind.
5x/week
Direct
20min.
Start Date
Duration (check)
*(circle) 1 2 3
Terms from Start Date:
________
(date) ______________________
“
Core: Reading/Writing
x
5x/wk
45
“
NOTE: CHOOSE A DATE FOR THE NEXT
IEP TEAM MEETING TO DISCUSS TRIAL
STATUS
“
Core: Math
______________________
x
_____
5x/wk
_________
45
_______
________
____________________________________
Core: Work Experience
x
5x/wk
45
“
NOTE: If Trial fails, IEP dates default
to the Home High School IEP dates.
“
“
x
1x/wk
30
x
1x/wk
(circle need)
-Transition
-Organization/ Study Skills
-Social/Emotional/Behavior
(circle need)
-Transition
-Organization/ Study Skills
-Social/Emotional/Behavior
_____
“
“
15
Interagency Services:
Students in grades 11 or 12 may apply for Minnesota Workforce/ Rehabilitative Services.
New LRE (Least Restrictive Environment) Statement for the ALC setting:
Due to a history of a “high level” of behavioral or academic need, this student will be placed on a “trial enrollment. In this setting, X is
enrolled in Core and Elective classes which combine both regular education and special education students throughout the school day.
With an identified disability and significant needs in the area of X, this student receives indirect and direct special education services
via the Advisory Class, Reading/Writing Class, Math Class, Work Experience Class, for approximately X minutes per week, or X % of
the school day, which is Federal Setting Level X. (Level 1: up to 21%, Level 2: 21-60%)
Given this significant reduction in services, the student must show consistent progress toward meeting the ALC expectations each 3
week term to exhibit that the ALC is an appropriate setting. The ALC expectations include: 1. Attend consistently, 2. Make Progress, 3.
Act Respectfully, 4. Act Safely (in accordance with the District 196 Student Handbook) If the student does not show progress toward
meeting the ALC expectations during the Trial Enrollment, the IEP Team will meet to plan the transfer back to the home high school, or
to consider other educational options where the student’s identified needs can be more appropriately addressed. NOTE: If Trial fails,
IEP dates default to the Home High School IEP dates.
Important: COPY/PASTE THE ABOVE LRE STATEMENT INTO THE “ADAPTATIONS” SECTION OF THE IEP, ALSO
ALC School Day – 1450 minutes/week
Advisory Only (20): 100 min/wk = 7%
1 Core Class (45): 225min/wk = 15%
1 CC + Advisory: 325min/wk = 22% [LEVEL 1]
……………………………………………………………………………………………………………………………………….
2 Core Class:
450min/wk = 31%
2 CC + Advisory: 550min/wk = 38% [LEVEL 2]
3 Core Class:
675min/wk = 46%
3 CC + Advisory: 775min/wk = 53%
……………………………………………………………………………………………………………………………………….
884 min/wk = 61% [LEVEL 3]
Extended School Year: Yes / No
TRIAL ENROLLMENT: Teacher Observation
Student: ___________________________
Case Manager: Val
Lisa
Student Information:
-This student is enrolled with us on a Trial Enrollment until the end of Term _________.
-Identified disability: ________________________________________________________________________
-Current IEP calls for ____ out of ____ periods per day of special education services in these areas:
__________________________________________________________________________________________
*During Trial Enrollment, the current IEP services are reduced and goals are temporarily suspended.*
Question: Can the student make academic progress at the ALC with reduced disability and support services?
Answer:
The ALC is an appropriate setting for those who are able to consistently meet Basic Trial Goals at
least half the time or more in every class. (Approximate Levels 3 or 2 )
Approximate Levels: 0 = rarely
Basic Trial Goals are to:
1. Attend:
2. Make Progress:
3. Act Respectfully:
4. Act Safely:
1 = 10 minutes per class
2 = 20 mpc (half the time)
3 = 30+ mpc
Be on time. Stay in class.
Willingly follow directions / Ask for help if needed/ Get assignments done.
Speak, listen and respond respectfully. Practice self-control. Manage emotions.
Help keep the ALC a safe place to be for all of us. Follow school rules.
Teacher:
Class:
Date:
General Level
1. Is student attending consistently and staying in class? If not, why?
0 1
2
3
2. Is student making academic progress by following directions, asking for help if needed
and getting assignments done? If not, why?
0 1
2
3
3. Is student speaking, listening to and responding to you and others appropriately?
If not, why?
0 1
2
3
4. Is student following the school rules? If not, why?
0 1
2
3
5. Other comments or concerns: