Re-Entry Transition Planning

Transitions Between Public Schools and Special Purpose

Schools or Institutions in Maine

Amanda Vickerson

SED693

May 1, 2013

Project Focus

• This transitional program is designed for middle to high school level students who

are re-entering public schools from special purpose schools or institutions (ie:

Sweetser, Spring Harbor, Long Creek, etc.).

• While re-entry meetings are often planned for students returning from outside

placements, team members frequently do not make time to sit down and check-

in with the student about the transition, leaving the student feeling unsupported

and leading to more troubles in the future.

• Currently, there is no official protocol for students who are returning to public

schools after an extended absence. The goal is to provide a framework that the

student, school staff, and family can easily follow to ensure that the student is

supported throughout the time of transition.

Student Concerns

• When students return to public school from a special purpose school, they are often ill-equipped

to deal with the daily challenges of the environment. While youth may learn and demonstrate

improved interpersonal skills while in [private] care, youth may lack the confidence in establishing

or maintaining these skills in their home setting (Casey et al, 2010). Since many private purpose

schools are highly restrictive, the transition to a least-restrictive environment can be totally

overwhelming for a student. These feelings of being “lost” in public school can lead to a student

acting out behaviorally or seeming uninterested in academic work.

• The fear and anxiety around re-entering a public school can inundate a student’s every day life.

Simple tasks can seem insurmountable, and students need to be given as many supports as

possible. This starts with a re-entry team and a re-entry plan so that all parties are on level ground.

It is important to remember that the student is not the only one transitioning; the school must re-

engage with the student and family and the family must re-engage with the student and school.

Student Concerns

• School reentry for students should often be a gradual process (i.e.,

attending school for half-days before starting back on a full-day

schedule) so as not to overwhelm the student (Schilling & Getch,

2012). When a solid re-entry plan is in place, youth are empowered

to re-learn how to be a student and re-integrate into public school.

• Students also benefit from an identified adult support person in

the school. By asking the student who they trust most in the school

and including that adult on the re-entry team, the student has an

ally and an outlet during the transition process.

Family Concerns• Families are often fearful that their students will not receive appropriate

treatment during their transition back to public school. The process of returning a

child to school often adds additional stress to the already overwhelming situation

in which the child and family find themselves, and the parents may feel that the

child is too vulnerable to go out into the world (Sexson &Madan-Swain, 1993).

• It is important to keep the parents engaged in the re-entry plan in order to soothe

their fears and keep the lines of communication open. Typically, parents focus on

the academic benefits of school rather than the social and developmental

aspects, and families should be reminded of the multi-faceted purpose of schools.

Additionally, families who are involved in family therapy and treatment planning

help youth to make a smoother transition (Casey et al, 2010). Sometimes, parents

need to be taught how to be involved in therapy because they think medical

professionals can just “fix” everything (Clemens et al, 2011).

Educator Concerns• Teachers may feel overwhelmed, unsure of how to approach the child, uncomfortable

seeing information from the already stressed parents, and unable to deal with their own

feelings about the situation. On the other hand, teachers may be unable to recognize

true limitations and exert unrealistic expectations, which may lead to frustration and

discouragement (Sexson & Madan-Swain, 1993).

• Educators will obviously be part of the re-entry plan, but it is essential to educate the

wider staff, as well. Students who have been out of the public school for an extended

amount of time may be unfamiliar to staff members or may have grown physically,

emotionally and behaviorally. Certainly, teachers who are unaware of their students’

potential problems will be at a disadvantage in meeting the needs of these children

(Sexson & Madan-Swain, 1993). Staff may be fearful of a student returning from being

at a drug or alcohol rehabilitation facility or incarceration. Educating all members of the

staff will create greater understanding of the student’s needs and ease the transition

process for everyone.

Who Needs to be Involved?

• Transition Team:

– Student

– Family Members

– Case Manager & Special Education Teachers

– General Educators

– Social Worker

• Many people can be involved in the transition process. While the transition team should meet

when the student returns to the public school, there are other resources available to the student

that can be very helpful:

– Trusted adults the student identifies

– School nurse

– Peers

– Staff from special placement school (when possible)

– Outside counselors/therapists/psychologists

– School administrator

Roles & Responsibilities of the Transition Team Members

• The transition team is responsible for ensuring that the student’s re-entry

into public school is smooth and supported, and that all parties are

communicating effectively. The main focus should be to ensure that the

student comes first in all discussions while the transition is happening,

and also that the student has regular check-ins during the school year to

ensure that the transition has gone smoothly.

• While a student MAY have learned many of the self-awareness , self-

knowledge and self-determination skills necessary to advocate for

themselves during a transition, it is important that the team members

recognize when there are gaps in the student’s skills.


– Student

• A middle to high school level student will often have the tools to self-advocate. If this is the case, the

student is responsible for checking in with team members if s/he is feeling unsupported or stressed during

the time of transition.

– Family Members

• It can be helpful if the family members act as a liaison between the schools. Progress reports, completed

work, and teacher notes from the special purpose school are helpful in determining the student’s progress

and appropriate placement upon return.

• The family members share the responsibility of ensuring that a re-entry meeting is scheduled and also for

follow meetings to monitor the student during and after the transition.

– Case Manager & Special Education Staff

• The special education staff and case manager are responsible for the day-to-day check-ins with the

student and communications with other staff members about the student’s progress. Educational

technicians often spend the most time with students and will need to be aware of differences in the

student’s demeanor (positive or negative) and alert the team to any concerns.

• While the team will decide what the student’s day will look like (shortened or partial days, gradual increase

of in-class time, etc.), the case manager is the point person for all things related to the transition. S/he

must ensure that all proper documentation has been returned to the public school, that the family has

been informed about the re-entry plan, and that the student knows how to access the appropriate

resources in order to feel successful.



• General education teachers must learn and understand the student’s re-entry plan. Often, a student

will return with an alternate schedule in order to minimize stress and increase comfort levels, and the

general education teachers need to know which classes the student will or will not be attending, and

for how much time.

• Students may have completed course work during outside placement time, and general education

teachers will need to review the work and determine an appropriate re-entry point for the student.

– Social Worker

• The social worker will decide how much service time the student needs and will meet regularly with

the student to ensure that the transition is progressing successfully.

• Additional check-ins after transition time are necessary to prevent future problems.

• If there are concerns, the social worker will need to notify the transition team members in order to

make appropriate changes.

• Work with the student to create an answer to “Where were you?”

Natural Supports

• Peer support should not be underestimated when dealing with

transitions. Students re-entering school may experience social isolation...

[which] is problematic because social support is associated with academic

motivation and successful reintegration (Clemens et al, 2011). Involving

peers in the reentry process may help other students realize the role they

play in facilitating a successful re-entry experience both from a social and

academic standpoint (Schilling & Getch, 2012).

– When students can connect with others who have had similar experiences,

they may feel greater success upon returning to public school.

Natural Supports

• Students should identify natural supports in the community around them.

In addition to including professionals and service providers, it is essential

that person-centered planning teams include individuals who are familiar

with the abilities, interests, and needs of the young adult in work, school,

or social settings, and who are willing to help. These supportive

individuals can be family members, friends, neighbors, former teachers,

or other caring and knowledgeable individuals who know the young adult

(NCSET.org, 2007).

– When a student has a trusted adult to support them during the transition

process, life can seem more manageable.

Transition Assessments

http://www.abington.k12.pa.us/board/policies/policies/STUDENTS/

RE-ENTRY COORDINATION WITH COMMUNITY AGENCIES –

SUPERINTENDENT'S ADMINISTRATIVE PROCEDURE.pdf

This document from the Abington, Pennsylvania School District provides a format for an informal assessment of the student’s needs at the time of discharge.

While this document is not all-encompassing, it provides a narrative piece to the student’s time away from the public school.



Transition Meeting Guidelines

• This following 4 slides are a guideline to use to facilitate

the process of transitioning the student to school due to

homelessness, foster care/DHHS placement, correctional

facility placement and/or mental health crisis or psychiatric

facility. Information can only be shared with the guardian’s

permission. The information on the checklist is to be used

to promote discussion on the topics that are relevant to

the youth (Maine.gov, 2012).

Transition Meeting Guidelines• Academics at School

This is information school staff can share with staff from psychiatric

facilities to assist them in planning for the youth.

– Work completed in previous educational program

– Student’s learning style

– Suggestions for connection or re-integration to school (visits, meeting with teachers,

etc.)

– Suggestions for changes/modification of programming changes (expectations

regarding assignments, teaching techniques, modification of programming, changes in

“track” or level)

– Suggestions on what seems to motivate youth to succeed

– What are the student’s expectations or concerns for his/her vocational or academic

future?


• Emotional & Behavioral Issues

– What is the diagnosis*?

– Overall medication issues* (medication side effects, dispensing, responsibility

for dispensing)

– What are the behavioral/safety issues? (the crisis plan, what behaviors to

watch for to help prevent the crisis, what behaviors helped youth calm down)

– Participation in activities such as field trips

– Connection with peers

*This information requires specific authorization on a standard hospital release

with signatures of the parents/guardians and minor.

Transition Meeting Guidelines• Social Re-adjustment/Extracurricular

– Suggestions for in-school support (peer helpers, social work/guidance

support, social skills group, amended schedule)

– Suggestions for participation in extra-curricular, co-curricular

activities (is there a new interest?, modification of participation)

– Suggestions for teachers regarding what to say/not to say to student,

what to expect/not expect from student and how to explain the

student’s absence to other students (the message teachers give

should be consistent with the message the student is conveying to

others)


• Other

– Suggestions for contact/consultation/coordination with

community support services (who should school personnel be

in contact with and what is the school’s role with these people)

– What does the team look like that is supporting the student?

– What is the parent’s role in re-entry to school?

– Is an IEP meeting needed?

– Confidentiality

Transition Program Timeline

• While the previous slides detailed information that should be included in all

transition meetings, it does not specify when these meetings should happen.

• Often times, students return to school unannounced, and the school must

scramble to determine appropriate placement. Because of this, students are often

not given a proper transition meeting. While many students are quite resilient and

can self-advocate, many are not as skilled and need the structure of an on-going

monitoring process.

• In the following slides, a timeline is proposed for the student, educators, and

family so that the student is not lost during transition.

• Bear in mind: These are rough estimates for an ideal transition process, and not all

meetings will happen as planned!

Transition Program Timeline: Week 1

• As soon as the student returns to school, a re-entry meeting needs to be called. While many

educators assume that this meeting will consume a large amount of time, it is not necessary to

hold an hour-long meeting. This time is an opportunity for the student to begin acclimating to the

school culture and to be introduced to all her/his available resources.

• At this meeting, the transition team will put the student first in all conversations.

• The main goals of the initial transition meeting are as follows:

– Student

• How is the student feeling about the transition?

• What supports would s/he like during the transition time?

• Who are the student’s natural supports?

• How will the student explain her/his prolonged absence?

– Educators

• What will the student’s day look like?

• Who will be doing daily check-ins?

• How will the student’s progress during transition be assessed?

– Family

• What supports are needed at home?

• Who will be the main contact person between home and school?

• How will the family check-in with the student every night?

Transition Program Timeline Weeks 1 & 2: Team Responsibilities

• During the first two weeks, each team member has different responsibilities:

– Student

• Daily check-in with case manager (concerns, difficulties, needs, or successes)

• Meeting with social worker (can include case manager and another trusted adult if the student is comfortable)

• Honest informal assessment interview about student’s return

• Create trusted adults and natural supports list

– Family Members

• Nightly check-in with student about transition

• Call/meet with case manager to describe home behavior during transition


• Daily check-in with student (conversation, journals, blogs, videos, collages or other artwork, etc.)

• Informal assessment interview with student about how the first week has been (can be completed by social worker)

• Have student create a list of trusted adults and natural supports in case crisis arises again

• Call/meet with family at the end of the week to report on student progress, determine if community resources are needed

• Notify general educators of student’s return, transition meeting time, and how the student is describing her/his absence


• Modification of curriculum to include student at the highest level possible

• Communication with case manager about missing work and plan for student to catch up

– Social Worker

• With case manager, determine how student will describe her/his absence to peers

• Meet with student to determine how the first week has been and ask student if other supports are needed

Transition Program Timeline Weeks 3 & 4:

• During the third and fourth week of transition, the student has likely settled into a routine. It is still important for

all team members to communicate about the student’s progress.

– Student

• Check-in with case manager every other day (every day is ideal)

• Communicate needs or obstacles

• Reflection piece on first two weeks since return

– Family Members

• Check-in with case manager weekly

• Check-in with student nightly


• Check-in with student every other day (every day is ideal)

• Informal assessment interview at the end of week 4 to determine how transition is progressing

• Have student complete reflection on first two weeks (permanent product – journal, video, blog, collage, etc.)

• Communication with general education teachers about how the student is making up work


• Communication with case manager about work completion and class participation

– Social Worker

• Meet with student weekly about progress

Transition Program Timeline Ongoing Monitoring:

• After about 4 weeks, the student should be mostly re-integrated into the school setting. If

monitoring stops here, the team loses the insight into the student’s experience and may miss cues

that the student is struggling or feeling unsupported. It is important to note that the transition

team is also there to celebrate the student’s successes. Monitoring should continue for the rest of

the school year on an every-other-week basis.

– Student

• Check-in with case manager 2-3 times a week (every day is ideal)

• Communicate needs or obstacles

– Family Members

• Check-in with case manager every other week

• Check-in with student nightly


• Check-in with student 2-3 times a week (every day is ideal)

• Informal assessment interview at the end of week 6 to determine how transition is progressing

• Communication with general education teachers about how the student is making up work


• Communication with case manager about work completion and class participation

– Social Worker

• Meet with student every other week about progress

Transition Assessments

• For students who are transitioning back to public schools, assessment

interviews and questionnaires can be incredibly helpful in determining the

student’s progress. Informal interviews can pull questions from the

Maine.gov guidelines to check-in with the student (refer to slides 14 – 18)

• Permanent products (journals, blogs, videos, art pieces) can also be useful

tools to assess student progress.

• For middle to high school students, it is good practice to use transition

assessments, since they are not only for re-entering the school setting,

but for looking to the future educational, vocational, and academic

desires of the student.

Barriers• Uncooperative team members

– General educators are often resistant to being involved in transition meetings. They feel that

they have little say in how the plan should look, or are frustrated that a student will have an

alternative schedule.

• Encourage general educators to be active participants. Ask their opinion about the student’s

capabilities and what a reasonable re-entry plan could look like in a general education classroom.

– Some students may be resistant to assessments or check-ins with educators or family

members. Students might not like the attention focused on them during the transition time

and may want to blend in with their peers.

• Discuss with the student the importance of the student’s well-being to the team and the greater

school community at large.

– Students may feel uncomfortable describing their time away from the public school.

• Work with the case manager, social worker and another trusted adult to help the student plan what

s/he is going to say to staff or students when asked about her/his absence

– Students may feel they have no natural supports or allies at school.

• Brainstorm a list of trusted individuals that the student can turn to when problems arise. Include

unconventional adults: custodians, coaches, cafeteria workers, etc.

– Family members are often uncommunicative about the student’s progress at home.

• While the team’s goal is for the student’s re-entry to be successful at home as well as at school, if

family members are not volunteering information, the team must focus on school success.

Barriers• The student appears to have fully re-integrated to the school setting

– Team members may believe that the student has made a successful re-entry to the school setting.

Unfortunately, students are good at hiding when things are wrong.

• Long-term monitoring must be in place in order to catch any issues before they arise.

• The student may not share when s/he is feeling unsupported

– Students can feel shame around their time away from school or may feel that they can make it on their

own.

• Weekly meetings with the social worker are important to let the student know that her/his time away is not a cause

to be ashamed. Working with a trusted adult may also ease the shame a student feels.

• Students should absolutely be encouraged to advocate for themselves and practice their self-determination skills.

Remind the student that everyone needs help at some time, and that the supports are in place in order to create

the best school environment for the student.

• Time

– Many team members do not take the time to ensure that an appropriate re-entry plan is in place. This

could be due to the fact that students often show up unannounced after an absence, or because there

are no formal guidelines to follow.

• When the process has structure, team members will be able to more efficiently monitor the student’s progress and

create a rhythm for future students.

• Team members MUST make it a priority to schedule re-entry meetings as soon as possible! Administrative support

can be very helpful in this realm. Express to administration how vital it is that a team meeting occur promptly.

Resources

• Abington School District. (September 2003.) Re-Entry Coordination with Community Agencies.

Retrieved from http://www.abington.k12.pa.us/board/policies/policies/STUDENTS/_RE-

ENTRY_COORDINATION_WITH_COMMUNITY_AGENCIES_SUPERINTENDENT’S_ADMINISTRA

TIVE_PROCEDURE.pdf

• Casey, Kathryn, et al. (29 April 2010). The Transition Status of Youth Departing Residential Care.

Child Youth Care Forum, 39:323–340.

• Clemens, Elysia V, Laura E Welfare, & Amy M Williams. (2011.) Elements of Successful School

Reentry After Psychiatric Hospitalization. Preventing School Failure, 55(4), 202-213.

• Maine.gov. (2012.) Transition Meeting Checklist. Retrieved from

http://maine.gov/doe/counseling/guidelines/teammeeting.html

• National Center on Secondary Education and Transition. (2007). Person-Centered Planning: A Tool

for Transition. Retrieved from http://www.ncset.org/publications/viewdesc.asp?id=1431

• Schilling, Ethan J & Yvette Q Getch. (2012.) Getting My Bearings, Returning to School. Teaching

Exceptional Children, 45(1), 54-63.

• Sexson, Sandra B & Avi Madan-Swain. (February 1993.) School Reentry for the Child with Chronic

Illness. Journal of Learning Disabilities, 26(2), 115-125.

http://www.abington.k12.pa.us/board/policies/policies/STUDENTS/_RE-ENTRY_COORDINATION_WITH_COMMUNITY_AGENCIES_SUPERINTENDENT%E2%80%99S_ADMINISTRATIVE_PROCEDURE.pdf







http://www.ncset.org/publications/viewdesc.asp?id=1431

http://www.ncset.org/publications/viewdesc.asp?id=1431

Documents

Re-Entry Transition Planning