SCEP Procedures
SCEP Program Manual
Assistance During Administrator's Absence 4 Classroom Budgets 4-5 Coordinating Staff Absence 5 Communication with External Individuals and Requests for Interviews 5 Communication with Facility and Other Agencies 5 Confidentiality 6 Copyright Laws 6 Delivery: Supplies, Equipment, etc. 6 Evacuation Procedures 6-7 Expense Accounts: mileage and purchase reimbursement 7 Facility Events 8 Forms and Correspondence 8 Health and Safety 8 Holiday Celebrations 8 Leave Information and Requests 8 Mailing and Shipping Procedures 9 Name Tags 9 "Please Post" 9 Production Requests 9 Professional Learning Community and SCEP Staff Meetings 9 Program Description 10 Severe Weather Days 10
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Staff Calendars 11 Staff Injuries 11 Substitute Information 11 Summer School Employees 12 Telephone and FAX System 13 Telephone Script Examples 13 Telephone Use and Procedures 14 Time Sheets 14 Visitors in the Classroom 15 Work Schedules 15
Student-Related Procedures
Class Schedules for Students Using AEA Curriculum
Classroom Learning Environment
Competent Private Instruction: Home Schooling 20 Continuous Improvement 20 End of Year Admissions 20 Expectations for Showing Movies on Fridays 21
21-23
Grade Reports
Harassment: Student-to-Student 23 High Enrollment in SCEP Classrooms 23 Intake Procedures 24 Internet in SCEP Classrooms 25 Iowa Assessments 26 Lesson Plans 26
15-16 17-19
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Mandatory Reporter Procedures
Reading Books in Classroom 28
Special Education
Student Absences 30
Student Data and Attendance
Student Health Concerns 31 Student Injuries 31 Student Motivation & Management Plans 32 Student Record Sharing and Transfer 32 Student Records 32 Student Reinforcements 32 Student Suspension 33 Student Threats 33 Student Transportation 33
Transition Procedures
Technology
32-33
Computer & Software Maintenance Procedures 34 Copiers 34 Equipment Repair 34 Software License 35 Technology Concerns and Policies 35 Technology Requests 35 Voice and Gmail Management 35
26-28
28-29
30-31
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Motivation and Management Plan
M & M Classroom Tips
PCDC
Attendance
Expectations
Confidentiality
General Information
Maintenance of a Safe Environment Mission Statements
Procedures to Correct Student Misbehavior
Procedures to Reinforce Responsible Student Behavior SCEP Classroom Procedures
Severe or Chronic Misbehavior-Due Process Procedures Student Time-Out
Assistance During Administrator's Absence
37-39
40-41 41-45 45 46-48 48-51 51-52 53-54
55--58 58-61 61-63 63-68
If the SCEP staff have administrative concerns, in the absence of the SCEP administrator, they should first call the administrative assistant or consultant, who will then contact an appropriate AEA director.
Classroom Budgets
SCEP teachers may be reimbursed for the cost of appropriate student reinforcements. Individual purchases exceeding $25 need prior approval from the SCEP administrator. Requests for reimbursement must be submitted within 30 days of the expenditure. Only reimbursable items should be included on the receipts retained by the employee. Office supplies, cleaning supplies, postage and instructional materials must be ordered through the SCEP office, unless authorized by the SCEP administrator. Teachers will not be reimbursed for unauthorized
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expenditures. Each SCEP teacher will have a classroom budget of $150 for the academic year. Authorized expenditures are for instructional materials. Examples include materials available from Iowa Public Television,www.pbs.org (SHOP PBS), or Heartland AEA that supplement the classroom curriculum. Materials that enhance the learning environment (charts, posters) may be purchased from the Learning Post or similar sites.
Coordinating Staff Absence
SCEP classrooms and services remain in operation during staff absences. A limited number of substitutes are available on any given day. It may be necessary on occasion to reschedule elective absences if possible when substitutes are not available. Notification to other team members of pre-scheduled OPL or sick leave is important. This will alert others in the building about possible staff shortages on those dates and help with planning optional leave requests. An electronic calendar indicating all known absences is available on line and should be reviewed prior to scheduling elective absences. Multiple leave requests on the same dates and times should be avoided wherever possible.
Communication with External Individuals and Requests for Interviews
Questions and requests for interviews from individuals or organizations must be referred to the SCEP administrator. SCEP staff are not to speak to the press, attorney's, or representatives of organizations without the knowledge and coordination of AEA administration.
Communication with Facility Staff and Other Agencies
• AEA staff members working to maintain ongoing, positive communication with facility staff regarding student and program needs is essential. This is accomplished through formal and informal meetings and written communication with facility staff.
• SCEP team members may be asked to attend facility team meetings. Student and classroom needs must take priority over attendance at facility meetings held during class time. In order for AEA staff to meet the needs of students, time away from class should be limited, with a maximum of 60 minutes out of class.
• AEA policy and federal law permits SCEP staff to share needed educational information about students with facility and other agency staff when prior parent/guardian release has been obtained by the facility or a court order is on file. Records may not be released to non-educational personnel without proper authorization. For details regarding legal requirements for the exchange of student information and records see the program manual section entitled "Student Record Sharing and Transfer".
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Confidentiality
Personal information about students residing in shelter and detention programs and their families is confidential. Teachers, associates, and substitutes should not discuss students' personal issues in class. Personal or family issues are privileged and should not be discussed in front of other students. Sharing information about the student/family with unauthorized agencies or individuals without written parental consent is illegal and contrary to AEA Board policy.
Educational information may be shared without written consent with schools or educational programs where the student was or will be enrolled. Forms for requests for student information from non-educational entities can be found on the Web IDEA website. Students should not write their full names on work displayed in public (walls, doors, bulletin boards) in order to protect their rights to privacy.
Copyright Laws
All SCEP staff members are required to follow copyright laws regarding the reproduction of instructional materials for classroom use. Software may not be downloaded by staff to AEA computers. The SCEP consultants must approve downloadingofanysoftwarebeforeitoccurs. Delivery:Supplies,Equipment,etc
The SCEP office will use the AEA van to deliver instructional supplies and materials whenever possible. SCEP staff assistance for pick-up and delivery of items may sometimes be necessary.
Evacuation Procedures
SCEP employees should follow the emergency procedures established by the facility in which they work. Emergency procedures established by the facility are considered current and are to take precedence over those described below if there are any discrepancies. These procedures must be posted in each classroom for student and staff use. Written procedures are included in each Student Motivation & Management Plan.
Polk County Detention Center Tornado Procedures
In the event of a tornado, Polk County Juvenile Detention Center team leaders will decide if the students remain in their classrooms and move under their desks or return to the wings. Facility staff will be responsible for returning students to the wings if necessary. If students remain in the educational wing, AEA and facility staff will jointly supervise the students in the classrooms. AEA teachers and associates will move to the office/copy room or either education wing bathroom if students are not in school.
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Polk County Detention Center Fire Emergency Procedures
When the fire alarm sounds, the educational staff will direct the students to remain calm and to evacuate the classroom in an orderly manner. An educational staff member will lead the students through the designated exit indicated in the facility’s emergency plan. An educational staff member will follow the students out and close the classroom door. All remain outside until safe to enter.
Rosedale Tornado Procedures
In case of a tornado warning, the facility staff and the educational staff will work cooperatively to move the students from the classrooms to a safe location in the building.
The prescribed plan is to move the students to the hallway between the recreation room and the classroom. SCEP staff should stay in the hallways with students until an all clear is given.
Rosedale Fire Emergency Procedures
When the fire alarm sounds, the educational staff will direct the students to remain calm and to vacate the classroom in an orderly manner. A SCEP staff member will lead the students through the west classroom door, go up the steps, and walk around the back of the building to the sidewalk on Seventh Street. An educational staff member will follow the students out and close the classroom door.
YESS Tornado Procedures
Remain in or go to the west classroom and shut the doors.
SCEP staff members are to stay in the west classroom with students until an all clear is given. Tornado emergency procedures will be included in student orientation.
YESS Fire Emergency Procedures
When the fire alarm sounds, the educational staff will direct the students to remain calm and to evacuate the classroom in an orderly manner. An educational staff member will lead the students through the courtyard door, turn left, and proceed to the north parking lot in front of the building. An educational staff member will follow the students out and close the classroom door. All remain outside until safe to enter again.
Expense Accounts: mileage and purchase reimbursement
Please refer to the Heartland AEA 11 Staff Handbook for requirements and procedures related to expenses.
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Reminder of Requirements for Expense Online Receipts
For purchases of supplies, employees are allowed to use the Expense Online system to claim reimbursement. If the purchase is less than $25, submission of the receipt is not required with the claim, but for audit purposes, employees must retain their original receipts until January following the end of the current fiscal year.
For purchases of $25 or more, please contact the SCEP Administrator for your request and a purchase order will be created upon approval.
Facility Events
SCEP staff members are expected to attend student events scheduled by the facility during the school day. Occasionally SCEP staff may need to provide instructional services to students not attending the events.
Forms and Correspondence
• Written educational communication to parents, schools, facility staff or other agencies must be written on the SCEP General Correspondence form. A copy should be placed in the student or teacher file, as appropriate.
• SCEP forms may be added to the programs online site throughout the year. The SCEP office may make changes at any time, and the current version of each form will be online.
• Completed time-out forms should be emailed to the SCEP administrator and SCEP administrative assistant.
Health and Safety
• First aid kits, cold packs, and first aid supplies are located in each SCEP site. A sign is posted to indicate the location of these supplies. The SCEP office will replace supplies upon request.
• Cleaning supplies and disinfectant for AEA classrooms should be purchased via a purchase request submitted by the SCEP administrative assistant.
Holiday Celebrations
All SCEP classroom holiday celebrations must be secular in nature. As a public agency, Heartland recognizes diversity among people and is respectful of individual beliefs. Please see related information in Heartland AEA 11's Staff Handbook.
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Leave Information and Requests
Please see Heartland AEA 11's Staff Handbook for information regarding leave. Your balance of available leave can be viewed on the employee dashboard.
Mailing and Shipping Procedures
• AEA teachers may submit a receipt for reimbursement on an expense account for the cost of mailing materials to a student, parent or school, if they are unable to send them on the van to the Johnston office for mailing.
• Large sized manila envelopes may be sent to the receptionist in Johnston for mailing in the US mail. A note must be attached to indicate the material should be mailed.
• Packages to be sent by UPS may be sent to the Johnston Warehouse, with instructions to call the SCEP administrative assistant for an account number.
Name Tags
Heartland AEA nametags are available for each SCEP employee. Each SCEP staff member may choose to use his or her first or last name on the name badge. Nametags should be worn when appropriate to professional events outside the assigned building.
"Please Post"
Each site may receive items from the SCEP office labeled "PLEASE POST". The contact person at each facility will route this information to other team members, including substitute staff members. Each team member is responsible for the content of the information received. Please Post items should be maintained in a file or notebook, accessible to substitutes, for at least one year
Production Requests
Production requests must be emailed (hard copies by van mail) to the SCEP office for processing. Staff does not have access to the account codes that need to be assigned to a request before the production department can process.
Professional Learning Community and Staff Meetings
• Attendance at PLC and staff meetings is required for regular SCEP staff, except for illness or emergencies.
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• Staff meetings will be used for professional development, program development and required AEA and SCEP training.
Program Description
What is the Shelter Care Educational Program (SCEP)?
It is an educational program for youth living in shelter and detention facilities.
Who operates the program?
Heartland AEA 11 provides the educational program and employs the teaching staff who serve the students. Funding is provided by local school districts and monitoring by the Iowa Department of Education.
How does this program help students?
As educators, we believe it is important for students to stay in school and work toward graduation. When a student enters the shelter, we call the guidance counselor or principal of the school last attended and ask the school to keep the student on their enrollment. This will help the child continue to earn credits toward graduation or advance in grade level. We ask for a list of the student's classes. As much as possible, we teach these same classes during school time at the shelter. We do not necessarily use the same books or materials as the student's home school, but the topics are similar. Upon leaving the shelter, the student has received comparable instruction to students in his/her home school.
What will be done when the student leaves the shelter?
When students leave the shelter, the grades for each class are sent to the home school and should be placed on the child's transcript.
Severe Weather Days
SCEP staff will follow agency procedures for severe weather cancellations with the following exceptions:
School Closings: Classes will not be held if the school district in which the classroom is located cancels school for the entire day, prior to the start of the SCEP employees' working day.
Delayed Starts: Classes will be held on schedule, if it is indicated by radio and TV stations that the start of school in a district will be delayed; as long as an adequate number of SCEP staff members are available to work.
Early Outs: AEA will provide a full day of school, as long as an adequate number of teachers and associates are available to work, if the district dismissed students before the end of the day due to severe weather.
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Exchange: Teachers and 199-day associates will complete an online calendar exchange, extending their working calendar at the end of the year due to a severe weather day. Hourly associates do not complete an online calendar exchange, but their scheduled days will also be extended at the end of the year. If a substitute is scheduled on a severe weather day, it will be a non-working day for him/her, and will not be made up later.
Leave: AEA full-time employees needing to arrive late or leave work early due to severe weather should notify the SCEP office and complete an online leave request for OPL or Sick/Family Weather. Part-time employees should notify the SCEP office if they need to alter their working hours.
Addendum: If a SCEP staff member is scheduled to attend a meeting or conference on a severe weather day and the meeting is held as scheduled, SCEP staff will be expected to work for addendum pay the day SCEP staff members are scheduled for a calendar exchange day.
Staff Calendars
SCEP staff working in the classrooms work the calendar established by the program. Classroom personnel do not have individual calendars.
Staff Injuries
Accidents or injuries involving SCEP staff that occur during working hours, should be reported to Juliette Housman, Benefits Specialist (270-0405 ext. 14385) and the SCEP office.
Substitute Information
Requesting a Substitute
The SCEP administrative assistant accepts the requests for substitutes. Between 8:00 a.m. and 4:00 p.m. call 270-0405 #18110 or email
a message to [email protected].
Requesting a Substitute after hours
Call Christina at 515-954-9518 before 8:00 p.m. or after 6:00 a.m. If a message is left during this time period it will be checked and a substitute will be assigned for
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your absence and recorded on the substitute calendar. Do not email your request for a substitute after hours. Email will not be accessed until the following day at 8:00 am.
Substitute Teacher Pay
Associates with a teaching license and associates with a substitute teaching license who have been hired to substitute for a SCEP teacher will be paid at the appropriate SCEP substitute teacher rate when asked to work for periods longer than one hour. Level II substitute pay will be paid to those employees who have worked 180 hours or more as a substitute teacher. Long-term substitute pay begins after 10 consecutive days in the same teaching assignment and remains for the duration of that particular assignment. The long-term pay rate will be based on the substitute's step on the AEA 11 salary schedule, not to exceed the pay rate for the regular classroom teacher. Substitutes return to their appropriate level (I or II) after the completion of a long-term assignment. Title I associates may not substitute as teachers during Title I working hours.
New Staff and Substitute Training
New staff will complete orientation activities provided by the agency and the SCEP program. When new staff arrive on-site all SCEP staff are responsible for training and orienting new staff members to the building and classroom procedures. The following should be included in new staff training: a tour of the facility, introduction to facility staff and administration, review of SCEP student intake and transition procedures, location of SCEP Time-out and Incident Report forms, completion of student orientation, operation and use of the telephone, fax, copier and computers; and location of first aid kits, weather radios, and emergency safety procedures. Each SCEP staff member is responsible for on-going training of new staff members, as needed.
Summer School Employees
All AEA summer employees are responsible for following procedures identified in the AEA Handbook, Board Policies, SCEP Program Manual, and the Motivation and Management Plan (for the site you serve). Questions should be directed to the program administrator, consultant, administrative assistant, or colleagues.
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Telephone and FAX system
• SCEP office staff can be reached at the Johnston office by calling 270-0405 or 1-800-255-0405. SCEP staff voice mail can be accessed as follows: Administrator (ext.18145), Consultants (ext.18109) and Administrative Assistant (ext. 18110). Messages can be left on voice mail 24 hours a day.
Instructions for Long Distance Phone Calls
• Dial + 9 + 1 + the area code + the number you are calling + 8100008 Fax Instructions for Long Distance
• Load paper as normal
• "Dial" the following all at once: area code + the number your are calling
• Press the "START/COPY" button.
Telephone Script Examples
Standard Message
Thank you for calling the Heartland AEA classroom at the Polk County Juvenile Detention Center. Classroom hours are 8 a.m. to 4 p.m. Monday through Friday. Please leave your name, number, and message and a SCEP staff member will return your call.
SCEP Meeting Days
Thank you for calling the Heartland AEA classroom at Polk County Juvenile Detention Center. SCEP staff members are in a professional development meeting and will return to the classroom on (date) at 8:00 a.m. Please leave your name, number, and message and a SCEP staff member will return your call.
Winter and Spring Breaks
Thank you for calling the Heartland AEA classroom at Polk County Juvenile Detention Center. The SCEP staff members will be out of the classroom for (Winter or Spring) break starting (day, month, year), and classes will resume on (day, month, year). Please leave your name, number, and message and a SCEP staff member will return your call.
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Interim Break (before summer school)
Thank you for calling the Heartland AEA classroom at Polk County Juvenile Detention Center. The SCEP staff members are out of the classroom on an interim break before the summer school session begins on (day, month, year). Please leave your name, number, and message and a SCEP staff member will return your call.
Summer School Message
Thank you for calling the Heartland AEA classroom at Polk County Juvenile Detention Center. The SCEP hours are (state hours), Monday through Friday. Please leave your name, number, and message and a SCEP staff member will return your call.
Telephone Use and Procedures
• Use of personal or agency telephones for personal reasons, should be restricted to times when class is not in session, except in the case of an emergency.
• Sound on cell phones must be turned off when students are in the classroom and when attending staff meetings.
• Employees should use personal cell phones, calling cards, make collect calls, or charge calls to their home phone to pay for personal long distance calls.
• When answering the SCEP/AEA classroom telephone, employees should identify themselves and indicate that the caller has reached the AEA classroom; i.e., "AEA classroom at Rosedale Shelter, this is Jane."
• SCEP staff is expected to change the voice mail message to reflect changes in the school schedule, due to staff meetings, holidays and breaks. It is important to leave the SCEP office phone number on the recording during breaks, when the SCEP office is open, for the benefit of parents, schools, and other agencies that may need information or have questions.
Time Sheets
All completed time sheets should be emailed to the SCEP administrative assistant on or before the 15th and the last day of the month. Late time sheets will not be processed for signature or forwarded to the payroll department for payment in current pay period. Time sheets must be received with the employee's PEID number and a signature date corresponding to the current pay period or the time sheet will be returned.
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Visitors in the Classroom
• To protect students' rights to privacy, it is important to obtain prior approval from the facility coordinator or director and the SCEP administrator for any individual or group wishing to visit AEA classrooms. Permission must be obtained for anyone not currently working in the facility or specific AEA classroom, except assigned substitutes. Visitors should be introduced to SCEP staff, facility staff, and students.
• Visitors being introduced to the students helps to create a safe environment for students and teaches appropriate social skills.
Work Schedules
• All SCEP employees have assigned working hours. Working hours may not be changed or altered at any time without prior approval from the SCEP administrator or another AEA director. Full time-employees are expected to be at work promptly at 8:00 a.m., take a 30-minute lunch, and remain in the classroom until 4:00 P.M.
• SCEP working hours for AEA meetings are 7.5 hours per day. Travel time is not included in those hours. Regular working hours should be recorded on time sheets.
• Requests for overtime and compensatory time by classified staff require prior approval from the SCEP director before hours are worked.
• SCEP teachers and associates are entitled to a 30-minute lunch break. The remaining time is to be used for team and instructional planning in the building.
• AEA staff members are expected to be in their assigned building during working hours. If a staff member does not notify the SCEP office before leaving the building, it will be assumed he/she is on personal time and must be recorded as Leave.
• On classroom planning afternoons, staff members may meet for a working lunch of approximately an hour in duration.
Class Schedules for Students Using AEA Curriculum
Students in AEA curriculum receive two periods of literacy and two periods of math instruction daily. The exception would be students who have met English and/or math requirements for graduation; are using home school curricula; or are not currently enrolled in a math or english class. Under those circumstances, a science or social studies course will be offered two periods daily or more as directed by the district.
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In rare circumstances, it may be necessary to offer elective courses if none of the previous options are available, if the district makes the request, and SCEP staff members and resources are available to teach those courses
PCDC
Teacher/Associate 8:00- 8:45- 10:05- 10:20- 11:40- 12:40- 2:00- 2:15- 3:35- 8:45 10:05 10:20 11:40 12:40 2:00 2:15 3:35 4:00
B.Brown/N.Miller
S.Geiger/C.Scott
D.Smith/A.Cox
K.Smith/J.Lawrence Planning Literacy K.VanSickel Title I) Planning Title I
BREAK BREAK BREAK BREAK BREAK
SS/Literacy Math Math Literacy Title I
LUNCH LUNCH LUNCH LUNCH LUNCH
SS/Literacy Science Science SS
Title I
BREAK BREAK BREAK BREAK BREAK
SS/Literacy Science Science SS
Title I
Planning Planning Planning Planning Planning
M.Rowe (Title I)
L.Howell/.Schossow (literacy)
D.May/S.Thomas (science-am & soc stud-pm)
C.Mund/A.Wheeler (math)
PCDC
Time
8:00-8:45 8:45 – 10:05 10:05 – 10:20 10:20 – 11:40 11:40 – 12:40
Content
Title I Title I BREAK
Content Title I
Content LUNCH Title I BREAK
Content Title I
LUNCH LUNCH LUNCH
Planning
K-5
(Grp 1) 9-12
(Grp 3) 6-8
(Grp 2)
Planning SS/Literacy Planning Math Planning Math
RS
Teacher/Associate 8:00- 8:40- 10:00- 10:15- 11:45- 12:45- 2:00- 2:15- 3:30- 8:40 10:00 10:15 11:45 12:45 2:00 2:15 3:30 4:00
C.Breit./E.MattinglyPlanning Core BREAK Core LUNCH Core BREAK Core Planning
YESS
Teacher/Associate 8:00- 8:40- 9:35- 10:30- 10:45- 11:40- 12:40- 1:30- 8:40 9:35 10:30 10:45 11:40 12:40 1:30 2:20
Planning Planning Planning
K-5
(Grp 1) 9-12
(Grp 3) 6-8
(Grp 2)
Subject
9-12 BREAK
(Grp 3)
6-8 BREAK
(Grp 2)
K-5 BREAK
(Grp 1)
6-8
(Grp 2) K-5
(Grp 1) 9-12
(Grp 3)
2:2 2:
9-12 BRE
(Grp 3)
6-8 BRE
(Grp 2)
K-5 BRE
(Grp 1)
Planning
Math / Language (80) Break (15)
Math / Language (80) Lunch / Planning
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3
12:40 – 2:00 2:00 – 2:15 2:15 – 3:35 3:35 - 4:00 320 minutes
RS
8:00 - 8:40 8:40 – 10:00 10:00 – 10:15 10:15 – 11:45 11:45 – 12:45 12:45– 2:00 2:00 – 2:15 2:15 – 3:30 3:30 – 4:00 320 minutes
YESS
Time
8:00 - 8:40 8:40 – 10:05 10:05 – 10:20 10:20 – 11:45 11:45 – 12:45 12:45 – 2:00 2:00 – 2:15 2:15 – 3:30 3:30 - 4:00 320 minutes
Math / Language (80)
Break (15)
Science / Social Studies (80) Planning
Subject
Time
Planning Language (80) Break (15)
Math (90) Lunch / Planning Language (75) Break (15) Science (75) Planning
Subject
Planning
Math / Language (85)
Break (15)
Math / Language (85)
Lunch / Planning
Math / Language (75)
Break (15)
Science / Social Studies (75) Planning
Classroom Learning Environment
SCEP staff work to ensure a positive classroom environment that is designed to enhance student learning, “bell to bell.” Detailed procedures are indicated in the “Motivation and Management Plan” for each SCEP setting. Additional ways SCEP staff will create an engaging learning environment are outlined in the guidelines for all SCEP classrooms below:
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Free Time
All class time is to be filled with planned instruction. SCEP does not have or allow “free time”.
Instructional Choice Time
Instructional Choice Time is defined as a student’s engagement in a pre-approved self-selected instructional activity.
Guidance for Instructional Choice Time includes:
• Time in SCEP classrooms is to be planned with “bell to bell” instructional activities. Instructional Choice Time is to occur rarely, be planned, and be educationally valuable to each student.
• Teachers will develop, and have available, a list of instructional activities that could be options for Instructional Choice Time.
• Instructional Choice Time should engage students in learning important Iowa Core standards, remediation of identified skill deficits, or providing instruction in subjects necessary for credit.
Some examples of activities that may be appropriate for Instructional Choice Time:
• Independent work in school subject areas
• Free Reading
• Choice of writing
• BrainPop
• Age/grade appropriate online resources that reinforce academic and transition skills
Instructional Choice Time should not be scheduled and should rarely be needed. Some examples of activities that are inappropriate for Instructional Choice Time include:
• Using educational websites that lack rigor
• Surfing the net
• Watching You Tube
• Entertainment games - non-instructional games
• Chatting with peers
• Coloring/crafts
• Listening to music with headphones
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Music
Music can be a powerful learning tool or problematic. SCEP completed a staff survey and analysis of the use of music in our classrooms during the winter of 2013. The following guidance is in effect for music in SCEP classrooms:
• Music must be instrumental, ambient, and played unobtrusively in the background
• Music is teacher selected rather than student selected
• Music that is part of a planned lesson is encouraged when appropriate
• Students are not allowed to use headphones for music (unless required by a
lesson plan)
Some examples of activities that are inappropriate uses of music in SCEP classrooms include:
• Individual student reward (unless a part of an IEP)
• As a “choice time” activity
• Student use of headphones when listening to music
• Playing music with lyrics
• Playing music with rhythm that may be distracting
Teaching with Movies
Movies may be used as a part of our Motivation and Management System and must also have an educational purpose. Netflix or other movie platforms should not be used.
Mandatory guidelines include:
• Teachers must use videos or DVDs exclusively for educational purposes. They will develop or use a lesson plan and engage students in instructional activities when using movies.
• Movie ratings and content will be appropriate for all ages in the classroom and be sensitive to the experiences of our at-risk population.
• The viewing of a movie must take place on Friday afternoon. Movies shall begin in the afternoon. Movies and related instruction will conclude at 3:30 to avoid non-instructional free time at the end of the day.
• Teachers may elect to not show a movie.
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Competent Private Instruction: Home Schooling (redirected from Competent Private Instruction - Home Schooling)
• Students whose parents have received official school district approval to provide "Competent Private Instruction" in their home may continue with subjects appropriate for a public school setting while attending AEA classrooms.
• When a student is not legally registered as a "Competent Private Instruction" student, SCEP teachers will follow the curriculum indicated by the student's resident school district until the district approves "Competent Private Instruction" registration.
Continuous Improvement
• The Iowa Department of Education has instructed all school districts to adopt a cycle of school improvement. The purpose of this initiative is to establish a common vocabulary and equality of services across Iowa school districts. It is also designed to focus efforts on student achievement.
• School Improvement is an on-going cycle, which includes the following: identifying needs of students, expectations for students, goals and plans to meet student needs, implementation, evaluation, and reporting of progress toward meeting the goals.
• The Shelter Care Educational Program has the goal to continually work to improve the quality of instruction and student learning in all SCEP classrooms.
End of Year Admissions
Guidelines for Admitting Students Into SCEP Classrooms at Year End
The following students must attend SCEP classrooms until the end of the year:
• Students who are enrolled in SCEP will finish the SCEP school year, even if their home school year ends earlier. Students who transfer between SCEP sites stay enrolled until the SCEP year ends.
• Students whose schools have ended do not attend SCEP. (If a student enrolls on their last day of their home school they will attend until the SCEP school year ends.
• Students who have “extended year services” on their IEP’s
The following students are not accepted in SCEP classrooms The Following Students are NOT Accepted into the Classroom:
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• Students who have graduated
• Students who have or are working on a GED
• Students who's school is currently not in session including students who have
been out to Des Moines schools
Showing Movies on Friday
Expectations for showing movies on Friday
1.) explain how the movie connects to the curriculum on your weekly lesson plans 2.) describe what student engagement strategies will be interwoven within the time frame of the movie on your lesson plans.
Grade Reports
• The SCEP teacher's responsibility is to assure SCEP grade report procedures are completed for each student, including proofing/editing each grade report. Grade reports with major errors will be returned for correction and re- distribution.
• Grades of A, B, C, D, or "Inc." should be used to indicate student progress on the SCEP Grade Report. Elementary students may be given a "pass" if applicable to their school and grade level. SCEP social behavioral and academic standards and benchmarks must be used to report student progress on official grade reports. Teachers may elect to add additional comments to further define student progress in AEA classrooms.
• Students completing online education from their home schools can be coded "NA" with a comment explaining their work.
• Physical Education (PE) is recorded on each student's semester and final grade reports, and school progress reports. One hour per school day is the time provided per facility.
• Instructional hours should be calculated for high school students; i.e., "11 hours." If students are attending more than one period per subject, the comment section of the grade report should state (Two periods daily) at the end of the subject Standards and Benchmarks.
• Student refusal to attend school should be documented under the “Social Behavioral” comments. For example, “Student refused school 4 of 6 days”.
• If SCEP students remain in the AEA classroom for the summer school session, summer school final grade reports are sent upon discharge and include only SS hours for dates enrolled in the AEA classroom.
• When attending summer school, the student’s grade placement during the previous academic year is used on all reports and records. Summer School Grade Reports are sent upon discharge, or on the final day of summer school, if the student is still in residence.
• Each student’ grade report or progress report must be proofread by AEA teachers to ensure that calculations of instructional hours are consistent with SCEP classroom attendance dates.
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• Student attendance dates on School Progress or Semester Grade Reports should indicate the date the student entered the classroom and "Current" if the student is still enrolled in a SCEP classroom; i.e., 7-13-04 to "Current."
• Grade reports should be sent to each of a student’s custodial parents, as long as both have legal rights to educational records.
• Consulting with the home district upon entry to the AEA classroom to determine subject or course titles used in that district is important. Specific course titles, as given by the district, should be reflected on SCEP grade reports.
• If student completes the required number of instructional hours needed to complete a course before he/she is discharged, AEA staff should contact the district to substitute a course for the one course that was completed.
• SCEP teachers are responsible for proofreading each student grade report for accuracy and quality prior to distribution. SCEP teachers are also responsible for assuring that grade reports are distributed to the appropriate resident school district, receiving educational placement, and the legal parent or guardian. When a court-ordered "No Contact Order" is in place, grade reports should not be sent to the individual named in the order, unless it is legal to do so. *DHS workers and Juvenile Court officers may need to be contacted for that information.
• If the student's subsequent educational placement is unknown, and information is not available from facility staff, ”To be determined” should be listed on the grade report form.
Grade Reports Instruction
Grade Reports – "Bumped" Detention Center Students
• Final Grade Reports must be completed for "bumped" students (those moved from PCDC to another detention center or jail in Iowa), once they are officially discharged from PCDC.
• Students who have been "bumped" and are attending school in another detention facility at the time the Semester or Trimester Grade Report is due, should have the grade report completed for the days the student was in the AEA 11 classroom and distributed to the parent, home school district, and present educational program.
Grade Reports – End of Semester and End of Year
• Check with the contact person at the student's school to see when the school needs the semester grade report.
• Send a semester grade report to the school by the school's due date.
• Students attending the AEA classroom after the Semester Grade Report has been sent, should have a Final Grade Report sent when they exit. This Final
Grade Report includes all hours from the time of entry to the last day the
student attended the AEA classroom.
• Staple a copy of the Semester Grade Report to the Final Grade Report when
the student is discharged. If the student is still in the facility when the Final Grade Report is completed (summer school) or the Subsequent Educational Placement is unknown, put "To be determined" on the Final Grade Report.
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Grade Reports – Forms
• SCEP Final Grade Reports must be completed for all students attending the AEA classroom for three or more school days, including time in the Intake room. All instructional hours earned are important to include in the student's record.
• Distribution of SCEP Final Grade Reports is a way to advocate for students and to show the value of the educational program. Grade reports returned due to an insufficient address should be placed in the student's SCEP file.
• Whenever possible grade reports should be created and distributed to the appropriate subsequent placements (i.e. resident district, subsequent placement, parent/guardian) within three business days of student discharge.
Summer School Grade Reports
Summer school grade reports should indicate the grade the student completed in the previous academic year, rather than the grade they will be enrolled in the following school year.
Harassment: Student-to-Student
SCEP staff members who believe they have witnessed incidents of student-to- student harassment should contact the facility director as soon as possible. A SCEP Incident Report form must be completed and distributed to both the facility coordinators and SCEP director by the end of the working day.
High Enrollment in SCEP Classrooms
SCEP classrooms should accommodate all students in the classroom setting by adding chairs when needed.
On rare occasions, it may not be possible to seat all students in the classroom.
If funds are available, additional staff may be considered for unusual situations and periods of high enrollment as follows:
PCDC RS YESS
When the student count reaches 40 w/o GED When the student count reaches 12
When the student count reaches 33 w/o GED
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Intake Procedures
• AEA 11's policy and belief is that students must be served as soon as the facility provides the appropriate intake form, and the next class period begins. At that time, SCEP personnel will begin the following procedures:
o Start intake sheet
o Call school for class schedule
o Student completes online orientation program o Student is administered intake assessments
§ Reading, math, writing and transition
o Begin intake assessments and schedule reviews by teacher for
instructional planning
o Teachers are expected to interpret each screening and record
comments in the Student Data System
Additional Considerations:
• There must always be assessment results entered into Student Data at intake. The results entered will usually be from a new assessment. If a student has been assessed in another SCEP setting within the past 2 weeks, staff may enter the assessment results from the previous assessment. If the previous assessment is more than 2 weeks prior to intake, a new assessment must be completed.
• AEA teachers should notify the SCEP administrator prior to the student's entry in the AEA classroom if the previous educational history indicates an immediate concern for the safety of students or staff. When appropriate, a preventative management plan will be developed with assistance from facility staff members and the SCEP consultant.
• A resident school district for each student is determined by the address of the legal parent or guardian. If the legal guardian is DHS, parental rights have been terminated; and parents no longer have rights to educational records, no resident school district is identified for special education students. For SCEP record keeping purposes, the resident district should be listed as "Other" and "No Resident District" recorded for the special education student. For general education students, whose parental rights have been terminated and DHS is the guardian the home school is the last district where he/she attended. Final Grade Reports should be sent to the DHS guardian for both general and special education students when parental rights have been terminated, and to parents/guardians who have legal access to educational records.
• A school counselor, classroom teacher, special education teacher, at-risk teacher, or building principal can provide useful information about the student. When unable to locate these staff members, AEA regional offices or the local superintendent's office may be of assistance.
• Resident school districts and the AEA collaborate to determine the most appropriate educational program for each student placed in SCEP classrooms. Local schools can ask that the student continue to use textbooks and
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assignments provided by the resident district or they may agree that AEA
"parallel" curriculum is appropriate.
• Students who have been suspended or expelled from the public school may
attend the AEA classroom upon entry to the facility. The student's home school district administration will be notified that the student is attending an AEA shelter or detention classroom.
• SCEP Course Confirmation is sent to resident school districts, upon their request. This serves as the approved "course of study" for the student while attending the SCEP classroom.
• SCEP Student Intake and Transition information must be completed on the appropriate form for each student entering the AEA classroom. AEA teachers are responsible for the completion of these procedures for each student.
• Refer to End-of-Year procedures
At YESS...
• Keep mixed gender enrollment groups and keep the grade spans as K-5, 6-8 and 9-12. Use grades 6 and 9 to balance enrollment—when other factors are equal.
• Intake assessment will be administered in three parts: math, language, computer in the corresponding classrooms (computers in SS/Sc).
The SCEP administrator is available to assist SCEP staff in working with the local schools to ensure students receive credit for time spent in AEA classrooms.
Internet in SCEP Classrooms (redirected from Internet in SCEP Classroom)
• Each SCEP classroom has Internet availability. The SCEP Acceptable Use Policy (AUP) for students must be posted in each classroom, included in student orientation, and reviewed with students on a regular basis. The policy and form are located on the SCEP Wiki.
• Students may not "surf" the Internet, access personal websites, or send personal e-mail from AEA equipment. SCEP teachers, associates and substitutes are responsible for using book-marked sites and for providing supervision if students are using the Internet during school. Students are not allowed to turn on the "private" function on a Web browser. Checking the "History" on each computer will not always indicate sites students have visited during class. If a student is found to have accessed an inappropriate site or used the private function, he/she will be denied use of the Internet as determined by the teacher. Any SCEP staff member who finds an inappropriate site listed in the History must notify the teacher or sub responsible for that student on that date.
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• Each new student must sign the Acceptable Use Policy for Students to acknowledge understanding and agreement.
Iowa Assessments
School districts are responsible for completing the Iowa Assessments of students attending SCEP. It is the responsibility of the district to be aware of the student's placement in shelter or detention (SCEP contacts the sending district when a student arrives). When contacted by a district about how to complete the Iowa Assessments, SCEP will cooperate with district efforts to assess a student by:
• Notifying the district when the student is discharged so the district can complete a make-up assessment.
• Cooperating with a district designee to administer the assessment in the facility.
• Cooperating with an independent provider provided to administer the assessment for the district. The administrative assistant serving Home Schooling maintains a list of independent providers at Heartland AEA 11.
Lesson Plans
• Weekly lesson plans should be uploaded to Google by 8:30 every Monday. Lesson plans may be reviewed and discussed with teachers during classroom visits by the SCEP consultant and administrator or sent for periodic review.
• SCEP teachers are responsible for preparing daily and weekly lesson plans any time a substitute teacher is needed.
• Lesson plans should reflect maximum use of each class period for instruction. Student "free time" must be restricted and used intermittently so as not to interfere with instructional time.
Mandatory Reporter Procedures
• Any SCEP staff member who has a reasonable belief that any child under age 18 has been abused by a person responsible for the care of the child, as defined by law, shall report the suspected abuse verbally to the Department of Human Services (DHS) within 24 hours. A written report must be mailed to DHS within 48 hours.
• The SCEP Wiki contains a form that can be downloaded to use for reporting child abuse. It is advised that employees keep a copy in a personal file at home.
• AEA staff may choose, but are not required, to inform or ask assistance from the SCEP director and/or facility staff members. SCEP staff members are not obligated by law to report child abuse to facility or SCEP administration. The SCEP administrator is available, however, to assist with reporting procedures, upon request by a SCEP staff member.
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Mandatory Reporter Instructions
To Make A Report
• Call your county Department of Human Services
• Outside of regular business hours, call 1-800-362-2178 • Follow-up by making a written report within 48 hours
Oral Report
• Write down a simple, clear statement - what you saw, what you heard • Write down the name of the person with whom you spoke
• Make a note of the date and time the call was made
• Keep the information as documentation for yourself
• If you have questions, call and ask for CPI supervisor
Report Information
• Names and home address of child and child's parents or other persons • Child's whereabouts
• Child's age
• Nature and extent of child's injuries
• Names, ages and conditions of other children in same household • Any other information you think might be helpful
• Identity of the person or persons responsible for any injuries
• Name and address of person making the report
Send written report within 48 hours to the appropriate DHS county offices
Iowa Department of Human Services
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Child Protective Investigation Unit Hoover State Office Bldg
E. 13th and Walnut
Des Moines, Iowa 50319
Imminent Danger
If you see a child that is in imminent danger of harm or injury, immediately contact law enforcement and then call the Department of Human Services. The SCEP coordinator and facility staff may be contacted for assistance with the report, if needed.
Mandatory Reporter phone numbers & addresses
Polk County DHS
1200 University
Des Moines, Iowa 50314 800-652-9516
Reading Books in Classroom
Story County DHS
126 S. Kellogg Ames, IA 50010
515-292-2035
Students may select developmentally appropriate reading books from the AEA classroom selection only. Library books and personal reading materials should be used after school hours. Adult content materials are not appropriate for student use and are not permitted in any AEA/SCEP classroom. Books/magazines that are purchased for classroom use by the AEA are the only materials that may be used by students during school.
Special Education
• Concerns about identified special education students served in AEA classrooms should be addressed to the AEA Primary Contact.
• Concerns about the academic or behavioral performance of students not currently identified in need of special education services should be addressed to the AEA Primary Contact.
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• Any SCEP Request for Services form generated during placement must be attached to the student's Final Grade Report and sent to the home school and subsequent placement.
• IEP's: During the academic year, SCEP staff must transfer special education students onto their roster by the third day after entering the AEA classroom. SCEP staff members may contact the SCEP administrative assistant for assistance when needed.
• SCEP teachers should contact resident district special education teachers directly to obtain copies of rubrics, behavioral plans, etc. developed by the LEA and listed on the IEP, if that information is not included with the IEP.
• IEP progress reports must be completed as indicated in the IEP and sent to the parent(s) or legal guardian(s) at the prescribed intervals.
• Rights transfer from the parents to the student when the student is 18 years old. The student must be given a final Transfer of Rights notice when he/she turns 18 years old. A copy of this notice goes to the student, parents or legal guardian, SCEP student file, and resident district. IEP monitoring procedures are not implemented during summer school, unless a student has been placed on "extended year" programming. Teachers must review IEP's to determine if extended year programming is to be provided.
At YESS...
• Wednesday PM schedule will be three 20-minute periods for probes, Door to the Future and independent work and/or reading. Having a designated weekly time for probes will allow more flexibility during class sessions for Specially Designed Instruction (SDI).
• Equitable distribution of IEPs by 1st teacher, 2nd teacher, 3rd teacher, etc. as students enter the program
• Probes will be administered as follows: math by math teacher, reading by literacy teacher and writing by social studies teacher.
• Intakes will be dispersed in the same manner as IEPs for homeroom assignment/record keeping.
Student Absences
The SCEP administrator must be contacted when a student refuses to attend school in the AEA classroom more than one school day or six consecutive class periods. A SCEP problem-intervention team will be formed, if needed, to address the concerns. Refusal to attend school is documented next to the Social-Behavioral Standards on the SCEP Grade Report; * i.e., "John refused school four of six days."
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Excused Absences
• All SCEP students will be excused from attending AEA classes when absence is due to facility request. Student will be counted "in attendance" for class when they have outside appointments or are ill. Students are also recorded as "excused" when out of class as part of the SCEP Student Management and Motivation Plan or facility behavioral procedures. Students are counted as in attendance all day on Wednesday class preparation days and BLT meeting days, when class is in session in the a.m. Students will receive credit on both the grade report form and student data/attendance report for any absence.
• Students are not counted in attendance on holidays, weekends, or SCEP/AEA full-day staff meeting days.
• Students with an excused absence for a full day or any part of a day are awarded 100% of points/cells in the "Behavioral Performance" screen of student data.
Unexcused Absences
There are 3 places a "student refusal to attend school" needs to be documented
• On the SCEP Class Behavioral Performance screen: the time out of class due to refusal is the actual number of hours refused (real time). If it is part of an hour, use the conversion chart on the pull-down menu for the decimal part of the hour. Here we document how much time the student missed class.
• On the SCEP Daily Attendance that is submitted each day, the 1.00 would be changed to the part of the day the student attended. The time is entered as .25, .50, or .75, or the part of the day the student was in school. Here we document the amount of time the student attended class. On the SCEP Grade Report under Social-Emotional Comments: "Student refused to attend school 3 or 5 days" or "Student refused to attend school a total of 65 minutes in his/her 10 day stay".
The "Total Instructional Hours" section of the SCEP Grade Report is the one place we do NOT document student refusals. Students refusing school earn the same number of instructional hours as those attending school every day and never refusing. This is true for all students. It is consistent with public school procedures for semester attendance. We inform the schools about the student's refusals by recording comments on the grade report. Schools can choose how they want to use that information when they receive it.
Student Data and Attendance
• Each classroom associate will be responsible for entering the daily student data and attendance information in SCEP's Student Data System. The information must be entered before or after class each day.
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• Students are "entered" in the student data the date they begin in the AEA classroom and are "exited" the last day they attend school in the SCEP classroom. Students attending the AEA classroom for only part of a day should be listed in the SCEP student data program and given credit for the time they attended the SCEP classroom. Complications will arise with the Student Data system if a student enters another SCEP classroom prior to being exited from the previous SCEP classroom.
• Entering student data/attendance as accurately as possible is essential. The data generated is used in the annual SCEP Claim for Reimbursement from the Iowa Department of Education, for federal Title I reports, and for AEA 11 records. Errors in calculation could affect funding received for SCEP classrooms.
Student Health Concerns
• Each SCEP/BLT has available a Communicable Disease Chart from the Iowa Department of Public Health Specific questions or student health concerns should be addressed to the SCEP director, facility nurse, or AEA nurse consultant.
• Students are able to return to class shortly after treatment (or exclusion from school) for most cases of childhood illness or infectious disease. Students will be given access to the educational program as soon as advised by health officials.
• The SCEP administrator will work with facility and Heartland AEA staff to ensure that safeguards are provided to protect the health of SCEP staff and students. SCEP teachers should notify facility staff of students who are ill in school. No form of medication may be distributed to students by AEA staff, including aspirin, Chap Stick, lip balm, or cough drops.
• No nuts, peanuts, peanut butter, or any food item containing these ingredients should be given to students at any time.
• Head lice procedures:
1. Refercasesofheadlicetoafacilitystaffpersonornursefortreatment
2. Studentswithheadlicewillnotbeexcludedfromschool.Theymaybe
separated from other students within the classroom and should not share personal items with others (e.g. headphones). For specific rationale and recommendations, review the Iowa Department of Public Health fact sheet on lice.
3. Followroutinecleaninganddisinfectingprocedures
4. Consultwithfacilitystafftoensureyouareawareoftheirpolicyand
procedure related to head lice.
Student Injuries
Accidents involving students, which occur during school hours, must be reported immediately to the SCEP director and facility administrator. This includes injury or
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use of restraint by AEA employees. A SCEP Incident Report form must be filed immediately with the facility and SCEP administrator.
Student Motivation and Management Plans
Student Motivation & Management Plans are developed for each site. Changes to procedures or content of the plan require prior approval from the SCEP administrator.
Student Record Sharing and Transfer
• AEA policy and federal law allows the transfer of records of regular and special education students to other educational programs upon request and to those educational placements where the student intends to enroll.
• Educational records may be shared with a Juvenile Court appointed guardian ad litem per the Department of Education supervisory order dated 9-21-2012 [Guardian ad Litem]. A guardian ad litem must show evidence of their appointment by the court for a student prior to the dissemination of educational records. SCEP personnel may release records created by SCEP and should refer to guardian ad litem to the appropriate educational program for records not created by SCEP.
• Federal law allows educational records and communication about classroom performance to be shared with DHS and Juvenile Court officials who have access to a student's "case permanency plan". The Iowa Department of Education Q&A about the Uninterrupted Scholars Act discusses this law. Follow SCEP procedures for releasing records to those individuals.
• Federal law does not permit sharing student records with non-educational agencies (e.g. facility workers) or individuals without parent release or a court order. Ensure you have parental release before exchanging information. Parental release forms should be kept in the SCEP student folder.
• In Des Moines Public Schools, student records can be obtained by calling the home school, special education office, or the DMPS records department (242- 7656).
Student Records
AEA staff will keep SCEP student records on file in the classroom until the student turns 18, or age 21 for a special education student. All student records containing confidential information or student names must be shredded before disposal.
Student Reinforcements
• SCEP teachers may purchase student reinforcements for classroom use for reimbursement on monthly expense accounts.
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• Teachers must be aware of individual student allergies or diabetes before distributing food or drink to students.
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Student Suspension
• Heartland's suspension policy states that the SCEP administrator may evoke a suspension when a student commits a physical act, which causes, or has the potential to cause pain or injury to staff, other students, or him/herself. If this behavior occurs in class, SCEP staff must follow the Motivation/Management Plan and call the SCEP administrator immediately.
• The SCEP staff member must complete a detailed SCEP Incident Report as soon as possible after an incident occurs and e-mail it to the SCEP administrator that same day. Copies should be placed in the SCEP student file and distributed to the facility coordinator.
• The SCEP administrator and staff member will discuss the incident, and the SCEP director will determine if and when a suspension conference should be held. The facility staff, student, SCEP administrator and staff member, and other relevant individuals will attend the conference. A written record of the meeting, with recommendations, will be distributed to facility staff and filed in the SCEP office and student file.
Student Threats
Facility staff and the SCEP director must immediately be notified verbally when a student appears to be a danger to themselves or others, initiates inappropriate sexual comments or actions, or needs medical assistance. A written SCEP Incident Report must be completed and distributed to the facility and SCEP administrator by the end of that school day.
Student Transportation
Heartland AEA 11 policy does not permit the transportation of students in the personal vehicles of AEA employees.
Transition Procedures
• SCEP staff must contact a student's subsequent educational placement, when known, as soon as a student is discharged from the facility. The purpose of this procedure is to share educational information that will assist the next placement in meeting the student's educational needs. Telephone contacts to subsequent placements must be recorded on the student's phone log and placed in the SCEP file.
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• SCEP teachers are required to contact receiving teachers in subsequent educational programs for students with SCEP intervention plans or who have been enrolled in the AEA classroom more than 60 school days.
TECHNOLOGY
Computer and Software Maintenance Procedures
• Regular maintenance of computers in each classroom is a shared responsibility of teachers and associates.
• All software requests and usage must be approved by the SCEP consultants.
• Teachers and associates may take computers home. Agency computers are to
be used for agency work only.
• Substitutes will use the designated "substitute" computer assigned to each
classroom while subbing for an absence. Substitute computers are not to be removed from the assigned classroom.
Copiers
Copiers automatically lock at 4:30 p.m. each evening and on weekends. All SCEP copiers are on a "pay per copy" basis. AEA staff will notify the SCEP administrative assistant when repair, or maintenance of copiers is needed. Toner will be monitored by the associate and ordered by the SCEP administrative assistant.
Equipment Repair
• Equipment being sent to the AEA for repair should have a detailed note attached explaining the problem and the name of your facility.
• The AEA technology staff will remove all AEA/SCEP software when a computer is disposed. Program licenses may be transferred to a replacement computer.
• SCEP staff assistance may be needed to deliver and/or pick up equipment from the Johnston office, when the director, consultant or administrative assistant are not able to do so.
Software License
CD's protected by copyright law may not legally be installed on more than one computer unless a license has been purchased to do so or the company grants permission. Personal software may not be loaded on AEA classroom computers
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Technology Concerns and Policies
• All AEA equipment is for professional use and should be available in the classrooms during each school day.
• If you have technology questions or issues please call or email contact Cheryl Graham at 515-689-2940 or [email protected].
• Technology passwords are set for security purposes and may not be given to students or facility staff or changed by SCEP staff.
Technology Requests
SCEP teachers should contact the SCEP consultant when technology or equipment is needed to enhance teaching and learning in the classroom. The consultant will confer about the rationale for the request and forward this information to the SCEP administrator for review.
Voice and GMail Management
• It is important that a SCEP staff member listens to voice mail messages immediately each morning, and throughout the day, as appropriate.
• GMail messages should be read daily, preferably at the beginning and end of the school day. Each SCEP teacher, associate, and substitute, has a personal GMail address.
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M&M Plans
Motivation and Management Classroom Tips SCEP’s Behavioral Standards
•Be Responsible
•Cooperate with others
•Do your best
•Treat everyone with dignity and respect
Why Do Students Misbehave?
In general there are two reasons students misbehave or act inappropriately: 1.Attention getting - To get attention or to gain power, control, and revenge 2.Escape - To get out of doing something or avoid something
Work as a team in class – Teacher and Associate work together in classroom management
Work with facility staff – use point sheets and communicate regularly with specific examples
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Giving Feedback
• Do so frequently
• Be positive (ratio 4:1)
• Give feedback to correct behavior
• Give constructive feedback privately and positive feedback publicly
De Escalating Behavior
• Be empathetic
• Offer Choices if possible
• Clarify messages
• Respect personal space; keep non-verbal cues non-threatening
• Be aware of body position
• Permit verbal venting when possible
• Set and enforce reasonable limits
• Avoid overreacting; ignore challenges
Corrective Behaviors
1. Plannedignoring-forminormisbehavior
2. Proximity-Ifplannedignoringisnotworkingwithmildbehaviors,try
hovering near potential problem or stand, sit or work near the student
3. ThinkTime-Example:“Sherman,pleaseopenyourfolderandgetstartedon
your work.” If the student just sits an doesn’t open his folder and get started, then say to the student, “I’ll be back in one minute and see if you have any questions.”
Another example of giving the student time to think is asking a question. “Are you sure you want to do that? Think about it.” This gives the student some time to think and puts the ownership back on the student.
4. Choice-Providingstudentswithchoicesisaneffectivewayofteachingself- control. Combine with time to think. Providing choices prevents power struggles
5. ChairTime
• This is a form of “time-out”
• The student is not sent out of the classroom
• This is brief -three to five minutes
• Student sent to a chair
o Usually faces the wall
o You face toward the other students and observe them involved in their
work
6. Mildreprimand-Verbalwarningsormildreprimand,orreminders,let students know a behavior is unacceptable. Combining with time to think can
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prevent a student from escalating misbehavior. Putting directions or
instructions in the form of requests are more effective than demands 7. Talkoutsideofclass
• This prevents drawing attention of peers
• It allows the student to “save face”
• Students could be asked, “What is it that you need?”
• Could be followed with journaling
• Could be used with “Choice” or “Think Time”
8. Teachcopingstrategies
• Need to be taught to students
• Individualized based on need
• Prompt to Use Coping Strategy
• Prompting or cueing the use of a skill that has been PREVIOUSLY taught can
help the student consciously think about using it.
9. Journaling-Allowingthestudenttobreakfromthetaskathandandtakea few minutes to journal may provide the student with an opportunity to express feelings.
10. Time Outs –
There are three steps to time-outs
• Leaving the classroom
• During the time-out
• Returning from time-out
Time Out Length
• Reasonable
• Serve a legitimate educational purpose
• 10-15 minutes is most effective
• Beyond 55 minutes call SCEP Program Leader
• Document on Incident Report Form
o Found on wiki
o Fill out completely
o Documentation of prior interventions - this is very important o Documentation of efforts to get student back to class
During Time Outs
• Facility staff monitors student (if SCEP staff monitors, it becomes chair time)
• Student may:
o Journal
o Complete a behavior contract o Draw a picture
o Complete mediation essay
o Do nothing
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Time out Return to class
• Returning to class is determined by SCEP staff
• Professional judgment to determine readiness
o Talk with student
o Asking student back to classroom o Observation of student
11. Clear Classroom
Board policy prohibits physical restraint by SCEP staff
If a student refuses to leave it may be necessary to initiate a “room clear”
PCDC ATTENDANCE Excused Absences
An excused absence is any absence for which there is a legitimate reason provided by adult caregivers; i.e., illness and appointments. The student shall not be penalized for excused absences. Make-up work may, however, be required by the teacher.
Therapeutic Responses
Teachers may suggest or allow students who are emotionally upset for personal reasons to take a short break from class to cool down or calm down. This is considered an excused absence and does not require completion of a time-out form.
Students may return to the classroom as soon as they are under instructional control. "Cool downs" teach students to remove themselves from difficult situations when they feel unable to control their actions or behavior.
Student Illness Policy
Students may be excused from AEA/SCEP classes under one or more of the following circumstances:
• Fever greater than 100°
• Vomiting or diarrhea: students may return to class upon medical release and/or after 24 hours
• Strep throat: students may return to class 24 hours after beginning antibiotics
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Head lice: students with head lice will not be excluded from school.
SCEP Head Lice Procedures
1. Refer cases of head lice to a facility staff person or nurse for treatment
2. Students with head lice will not be excluded from school. They may be separated from other students within the classroom and should not share personal items with others (e.g. headphones). For specific rationale and recommendations, review the Iowa Department of Public Health fact sheet on lice .
3. Follow routine cleaning and disinfecting procedures.
4. Consult with facility staff to ensure you are aware of their policy and procedures related to head lice.
Unexcused Absences
Leaving Class Without Permission:
Students may only leave class with teacher permission. If a student leaves the classroom without permission, this will be considered a time-out for not following directions.
Refusal to Attend School: Refusal to attend school is considered an unexcused absence. If a student refuses school, the teacher or associate will check with the student regularly throughout the day to invite the student to return to school. Teaching staff will assure the student that he/she is welcome and encouraged to return to class.
If the student continues to refuse school, assignments can be given to the student, with approval from facility staff. Teaching staff will correct student work and make additional assignments, as appropriate.
The SCEP administrator must be notified by e-mail when a student has been absent more than six consecutive class periods. The administrator may meet individually with the student. If a pattern of school refusal develops, the SCEP consultant and/or administrator will meet with the teaching staff and facility staff to develop an intervention plan to increase school attendance.
School refusal is documented on the student's Daily Behavior School Report, SCEP student data, SCEP grade report, the Social/Behavioral comment section, and IEP, when appropriate.
The SCEP teacher will meet with the student to determine the student's readiness to return to school and to prepare the student for successful re-entry into the classroom.
Runaways:
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All runaways will be "unexcused" until they return to class or are discharged from the facility.
EXPECTATIONS
Expectations are goals set for students and for adults. When expectations are clear, students know what is expected, and there is more consistency among teaching staff when dealing with students.
Expectations are stated in positive terminology so students know what to do rather than what not to do. Teaching staff members focus on the opportunities to observe students doing the right thing.
Expectations are relevant to adults, as well as students. The example adults set gives them credibility, allows students to hear and see what is expected, and learn it is possible to do what is expected.
Students will be taught what is expected, and misbehaviors which fall short of expectations will be viewed as opportunities to teach the student acceptable behavior.
SCEP Social/Behavioral Standards
All SCEP staff will work together to keep students focused on SCEP standards. These standards will be taught and reinforced with students on a consistent basis. These standards will be utilized when reinforcing responsible behavior and when correcting misbehavior. They provide the foundations for all expectations, including classroom rules, procedures, routines, social skills, etc. A detailed explanation of these standards is included in the student orientation document.
The SCEP standards are:
• Be responsible
• Give best effort
• Cooperate with others
• Treat everyone with dignity and respect
Classroom Rules
Each teacher will develop classroom rules consistent with the philosophy and beliefs of the SCEP Motivation/Management Plan. Each student will receive ongoing instruction about the rules.
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Following are the classroom responsibilities. Classroom responsibilities are presented during orientation of each student. They are then reviewed and reinforced as needed by teacher/student modeling in class, during teacher/student interactions and teacher/student interviews. In order to collaborate and cooperate with facility staff, AEA classrooms use goals, which correlate to facility program goals. General student goals are:
Be responsible
Cooperate with others
Do your best
Treat everyone with dignity and respect More specific student responsibilities include: Entering the Classroom
• Walk in with hands behind back and without talking
• Avoid touching other students
• Go to your seat and follow your teacher's instructions
Individual Work Time
• Work without talking
• Raise your hand and wait for teacher recognition if you need help or have a
question
• Ignore distractions or negative behaviors of others
• Begin work immediately and stay focused on task
• Remain seated
Group Work
• Ask questions and make comments that are relevant to the topic
• Disagree in a calm tone of voice
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• Ignore distractions and negative behaviors of others
• Actively participate
• Raise your hand to gain attention or wait until another person is done speaking
• Listen quietly and respectfully when not participating
Computer Use
• Handle equipment carefully
• Work on assigned program
• Raise your hand and wait for teacher recognition if you have a question or need help
• When you are finished, let your teacher know
• Ask permission to use the Internet
• Teacher must be present to use the Internet
• Use only sites approved by the teacher
• Inappropriate use of computers or Internet will result in consequences
Leaving the classroom
• Listen for instructions
• Line up in the library when given instructions by facility staff to do so
• Stand in line without talking
• Keep your hands behind your back
Social Skills
Social skills are behaviors taught to students to help them interact with others in socially acceptable ways. Alternatives to unacceptable behaviors must be taught in order to provide youth with socially acceptable skills.
Social skills are taught to provide students with situationally appropriate ways to behave in a variety of settings. Compliance social skills and coping skills are taught
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at the Polk County Juvenile Detention Center. The school program then reinforces these skills by modeling during classroom interactions and student/teacher interviews. Describing, modeling, practice and feedback, independent practice and generalization teach these skills. Listed below are some of the social skills reinforced in the classroom:
• Following directions
• How to make a request
• How to accept feedback
• How to accept a consequence
• How to accept "no" for an answer
• How to disagree appropriately
• How to participate in a discussion
• How to accept a compliment
TEACHER AND STUDENT RESPONSIBILITIES TO ONE ANOTHER
Teacher Responsibilities Student Responsibilities
• Be on time
• Be prepared
• Tell, model how to do tasks
• Give assistance
• Give feedback
• Encourage efforts
• Monitor progress
• Recognize effort
• Respect everyone
• Teacher has the right and responsibility to
teach
• Be on time
• Be prepared
• Follow directions
• Stay on task
• Attend class
• Accept others for who they are
• Respect others
• Always do your best
• Have pride in what you accomplish
• Have a positive attitude
• Complete and hand in assignments
• Students have the right and responsibil
learn
CONFIDENTIALITY
Student names, personal information, and court records are strictly confidential and may not be discussed outside the facility setting.
SCEP staff members' personal information is also confidential and cannot be shared without permission.
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ity
PCDC-GENERAL INFORMATION
HEARTLAND AEA SHELTER CARE EDUCATIONAL PROGRAM
The Shelter Care Educational Program is administered by Heartland Area Education (AEA). The following AEA staff members provide program assistance:
Director..................................Sheila King................270-0405 Ext. 14386 SCEP office..............................FAX..........................270-5383
SCEP Admistrator.....................Leanne Chapman-Thill.............270-0405 / 800-255-0405 Ext. 18111
SCEP Consultant..........Cheryl Graham..........270-0405 / 800-255-0405 Ext. 11809
SCEP Math Consultant..............LaVon Goodrich...........270-0405 / 800-255-0405 Ext. 11809
SCEP Administrative Assistant.......................Christina Allen.............270-0405 / 800-255-0405 Ext. 18110
INTRODUCTION
Heartland Area Education Agency 11 is required by state law to assure the provision of educational programs of youth placed into residential shelter care and detention facilities. Students attend their home school, or the Shelter Care Educational Program (SCEP) classroom located within the facility. The educational staff members at the shelter care facility are provided by Heartland AEA. AEA staff members facilitate students' continual learning through the completion of home school subjects or by providing an individualized instructional program.
Heartland AEA 11 operates classrooms in shelter and detention facilities located at three different sites throughout central Iowa. The primary purpose of the Shelter Care Educational Program is to meet the individual educational needs of students enrolled in AEA shelter/detention classrooms.
The purpose of the SCEP Student Motivation and Management Plan is to identify the practices and procedures used in the classrooms that encourage and teach responsible behavior. SCEP classrooms are designed to ensure that all students will be successful. Students achieve when the classroom environment is predictable, structured, safe, positive and supportive.
The SCEP Student Motivation and Management Plan will be made available to the Iowa Department of Education, AEA administration, and facility administration where the educational program is located.
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FACILITY INFORMATION
Polk County Juvenile Detention Center (PCJDC) is a facility for youth in crisis. It is a temporary detention facility for youth requiring secure custody pending court ordered disposition and placement. Youth are supervised 24 hours a day. They range in age from 11 through 17.
Classroom Description
The school program consists of five classrooms and an Intake/Transition room. Subjects include social studies, language arts, math, science, GED, or high school diploma courses. Each class provides students with the opportunity to learn and interact in groups, as well as to individually learn new skills and concepts. Students are assigned to classrooms after completing an orientation in the Intake/Transition room.
BOARD POLICIES AND ADMINISTRATIVE PROCEDURES
Heartland AEA 11 staff members responsible for conducting the Shelter Care Educational Program are required to follow AEA Board of Directors' Policies and Administrative Procedures.
The policies for maintenance of orderly conduct are stated in sections: 503 Maintenance or Orderly Conduct
503.1 Use of Tobacco, Alcoholic Beverages, or Controlled Substances 503.2 Breach of Discipline and Authorized Sanctions (Time-out)
503.4 Suspension of Students with Disabilities
503.5 Suspension of Students from the Shelter Care Educational Program 504 Maintenance of a Safe Classroom Environment
508 Student Complaints
To maintain a safe, secure, and orderly learning environment SCEP administration and teaching staff must implement these policies.
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MOTIVATION AND MANAGEMENT PLANNING
Establishing a plan that promotes student responsibility and self-discipline is an ongoing process. The information in this plan will not ensure effective discipline or student responsibility. It will, however, facilitate the process. To continue this process, the SCEP Motivation and Management teams will seek input from SCEP and facility staff and students and meet annually, or as needed, with SCEP administration to revise and adapt procedures.
CURRICULUM AND INSTRUCTIONAL STRATEGIES
An important component of motivating students is the curriculum. Every attempt is made to individualize the curriculum to fit student needs. SCEP staff members utilize available resources to identify curriculum and instructional materials, strategies, and assessments that best meet the needs of shelter care and the youth.
Instructional strategies are designed to address student needs, learning styles, and skill levels. A variety of strategies, such as small-group instruction, one-on-one instruction, use of technology and other alternate materials, and ongoing assessment of progress for making instructional decisions are used. By continually monitoring student progress, timely instructional decisions can be made and feedback to students provided. In situations where specific concerns are identified, the problem- solving process is utilized to identify potential solutions.
EVALUATION PROCEDURES
The PCDC Motivation and Management Plan is intended to be a functional document that reflects best educational practice.
Building teams will review the document annually. The SCEP administrator, consultant and appropriate facility staff will work with the teams when changes to the plan are needed.
MAINTENANCE OF A SAFE ENVIRONMENT
Every attempt will be made to provide a safe, secure, and effective learning environment for all students.
Facility Support in Threatening Situation
At least one youth service worker is stationed in the educational wing during school hours. They monitor classrooms by observing actions occurring in the classrooms. When facility staff determines there is a problem in the classroom, they lend their
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support to the SCEP staff with whatever means necessary to maintain a safe environment.
Management of Classroom Disturbances
If an unmanageable disturbance occurs within the classroom that threatens the safety of the teaching staff and students, the SCEP staff shall:
• Immediately notify facility staff.
• Take action to protect the students and SCEP staff members who are not involved. Specific action will depend upon the circumstances. It is important for the teaching staff to: remain calm; keep the problem from escalating; keep non-involved students calm; separate the non-involved students from the problem student by either having the facility staff remove the problem student from the room or by taking the non-involved students out of the room.
• Supervise or assist in supervising the non-involved students by keeping them from becoming involved in the disturbance and by assisting them to respond appropriately during the incident.
• SCEP teaching staff will continue class, if possible. If class must be discontinued, school will resume when deemed appropriate by SCEP staff, in consultation with facility staff.
• If class must be discontinued and students must be evacuated from the classroom, SCEP staff will use a designated signal to direct students to exit the classroom or to a safe place within the classroom. When a classroom is evacuated, the teacher will check to make sure all staff members and students have been evacuated. The teacher will be the last person out of the classroom. The SCEP staff members not directly involved with the classroom disturbance will assist facility staff with moving the students to a safe location and maintaining a calm environment.
• SCEP staff must complete and distribute the SCEP Incident Report form as soon as possible on the day of the disturbance.
• SCEP staff must contact the SCEP administrator as soon as possible that day to inform him/her of the classroom disturbance.
Physical restraint and forcible removal of students from the classroom is the responsibility of facility staff or the police. SCEP staff may intervene when deemed necessary to protect others or self.
Classroom Safety Practices
If class must be discontinued and students must be evacuated from the classroom, facility youth service workers will be notified.
SCEP staff must be aware that student use/access to classroom materials and supplies must be monitored to ensure safety of all students and staff.
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Building keys and "fobs" are checked in and out daily from the key cabinet. Keys and "fobs" must be out of sight of students at all times.
Scissors are used in sight of the teachers. Scissors must be accounted for when students are finished using them.
Pencils are given out by the teachers or associates at the beginning of class.
Students must show they have returned their pencils at the end of the class period.
Purses and other valuables are to be left in a cupboard in the teachers' office.
When entering or leaving locked doors, staff must be aware of student proximity to the doors. Avoid holding doors open. Walk quickly through and immediately close door.
Emergency Procedures
Emergency procedures will be included as part of the student orientation.
Each classroom has an intercom to alert facility staff of emergency classroom concerns.
Fire Emergency Procedures
In the case of an actual fire, the PCJCDC Control Center will use the intercom to direct all staff where to go in the building. Until directed, teachers and students should stay in the classroom area. Facility staff will move students to designated areas. SCEP staff should follow students and facility staff to the designated area.
During fire drills, students and teachers will always move as directed by the Control Center. SCEP staff in the Intake room will ensure that all SCEP staff leave the educational wing and go to the designated area. Facility staff will be responsible for moving students to the designated area and supervising them.
Tornado Emergency Procedures
In the event of a tornado, PCJDC team leaders will decide if the students remain in their classrooms and move under their desks or return to the wings. Facility staff will be responsible for returning students to the wings if necessary. If students remain in the educational wing, SCEP and facility staff will jointly supervise the students in the classrooms.
SCEP teachers and associates will move to the office if students are not in school.
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Intruder Procedures
If an intruder enters the facility, posing a potential threat to students and SCEP staff, SCEP staff will:
•Immediately close all doors to the classroom and lock them. •Direct students to the safest location in the classroom.
•Call the facility office area to inform them.
•If there is immediate or imminent danger, call 911.
A phone or intercom must be accessible at all times in a designated classroom at each site.
MISSION STATEMENTS
Heartland AEA 11
To provide essential services and leadership, in partnership with families, schools and communities, that improve the learning outcomes and well being of all children and youth.
Shelter Care Educational Program
Mission
To provide an effective learning environment to meet the educational needs of shelter and detention youth.
Beliefs
• We believe the future will be better for those who know how to learn and desire to continue to learn and desire to continue to learn.
• We believe every individual has value
• We believe every child deserves a safe, stable, and caring environment with
the opportunity for growth and success
• We believe that every child has the potential to learn and learn most
effectively in an educational setting that addresses his/her needs
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