Transition plan to outline the return from homebound instruction to receiving instruction

within the school building

November 8, 2016

Team Members:
Parents Mr. and Mrs. X
Student Student X
LEA J.P.
Regular Education Teacher I.M.
Special Education Teacher Carolyn Staffieri

This plan is to outline the steps that Student X and his educational team will take in order to
transition Student X from home bound instruction back to instruction within a school building.

Phase 1: Effective 11/10/16 , Student X will receive 5 hours of instruction per week (1 hour per
day) from the hours of 10:25 AM to 11:40 AM. The instruction will be provided by Teacher X. In
addition, Student X will also receive 15 minutes of instruction in coping skills and anxiety
management daily. The instruction will take place within the special education classroom at the
Freshman Center. In this phase, homework will not be assigned.

Criteria for progression to step 2: Student X will demonstrate the ability to use coping strategies,
show successful participation in the learning process, and complete work. Student X's input in
regards to his readiness to go to the next phase will be the primary determining factor.

Phase 2: Student X will begin to receive 10 hours of instruction per week (2 hours per day) from
the hours of 9:25 AM to 11:40 AM. The instruction will be provided by Teacher X. Student X
will continue to receive 15 minutes of instruction in coping skills and anxiety management daily.
The instruction will take place within the special education classroom at the Freshman Center.

The IEP team will convene at the end of Phase 2 and before the initiation of subsequent phases.
Phase 2 will continue to be implemented until there is agreement about the next steps of the plan.

Homework will not be assigned until all team members are in agreement that Student X feels
ready to cope with the demand.

In the event that Teacher X is absent, and a substitute is needed for the day, the parents will be
notified if possible.

The district will provide transportation based upon the agreed upon start and end times of
Student X's educational day.

Decisions about the progression to each next step will be made based upon data collection, team
agreement and student input. The team may decide that the transition plan can move more
quickly, or slowly as the case may be, based upon these same sources of data.
 Updated transition plan to outline the return to receiving instruction within the school
building
January 18, 2017

Team Members:
Parents Mr. and Mrs. X
Student Student X
LEA J.P.
Regular Education Teacher Carolyn Staffieri
Special Education Teacher Teacher X
Supervisor of Special Education I.M.

This updated plan is to outline the steps that Student X and his educational team will take in
order to increase the amount of instructional time Student X receives within the Freshman
Center.

When Student X attends school for 10 consecutive days in Phase 2, he will progress to Phase 3
of the transition plan (see below). This timeline may be expedited based upon team agreement, of
which Student X is a part of.

Phase 3: Student X will receive 3.5 hours of instruction per school day from the hours of 8:49
(start of 3rd period) to 12:30 (end of 5th period). During this time, Student X will receive 15
minutes of instruction in coping skills and anxiety management daily. All of Student Xs
instruction will take place in the special education classroom in either 1:1 instruction with the
special education teacher or as part of group instruction in the special education classroom.

Criteria for progression to Phase 4: Student X will proceed to Phase 4 once he has attended
school for 10 consecutive days and the educational team is in agreement that Phase 4 is
appropriate.

Phase 4: - Student X will receive 5.5 hours of instruction per day from the hours of 8:49 (start of
3rd period) to 2:10 (end of the instructional day). During this time, Student X will receive 15
minutes of instruction in coping skills and anxiety management daily. All of Student Xs
instruction will take place in the special education classroom in either 1:1 instruction with the
special education teacher or as part of group instruction in the special education classroom.

The IEP team will convene at the end of 10 consecutive days of attendance in Phase 4 in order to
outline increasing instructional time. Phase 4 will continue to be implemented until there is
agreement about the next steps of the plan.

Homework will not be assigned until all team members are in agreement that Student X feels
ready to cope with the demand.
In the event that Teacher X is absent, and a substitute is needed for the day, the parents will be
notified if possible.

The district will provide transportation based upon the agreed upon start and end times of
Student X's educational day.

Decisions about the progression to each next step will be made based upon data collection, team
agreement and student input. The team may decide that the transition plan can move more
quickly, or slowly as the case may be, based upon these same sources of data.