The Reintegration Process
We strongly believe that all children should be educated in an environment that meets their needs and is the least restrictive possible. To that end, we are determined to collaborate with all referring school districts to support the reintegration of students back into public school and/or less restrictive settings. Successful reintegration depends on a number of factors:
- A Strong Relationship Between our Program and the Public School: Representatives from both programs must team together with the student and family to plan and coordinate every step of the reintegration process. A collaborative team ensures that the student feels supported throughout the process and welcomed in his or her new school.Student reintegration specifically follows the standards and procedures established by the student’s home school. We believe these procedures are critical in maximizing each student’s chances of success.
- Preparation of the Student and Family for Reintegration: Structure, procedures, and expectations for students vary from school to school. It is critical that we appreciate these differences and work closely with each transitioning student on the specific skills that he or she will need to be successful the new school placement.
- A Carefully Articulated Transition Plan for Reintegration: Reintegration is a stressful process for students and their families. A gradual transition to a new school environment allows for continued support and stability by the original school program while the student experiences new challenges in the receiving school.
- Appropriate Transportation: In order to maintain a consistent transition schedule, transportation must be available to move students between sites as planned.
- Feedback and Communication During the Transition Period: Frequent communication between both school programs is essential for monitoring progress to quickly identify and solve problems.
- Flexible Resources: Flexibility is necessary to respond to challenges encountered during the transition. Given that the needs of transitioning students vary across situations and over time, resources and supports must be easily accessible at both school sites.
Our programs include reintegration facilitators dedicated to supporting student transitions. The facilitator establishes relationships with the sending school by meeting with the principals and case managers in each building. He or she will maintain these relationships through follow-up phone contacts and meetings based on the schedules of home school staff. The reintegration facilitator is committed to working closely with schools and students, and will strive to make reintegration a smooth process for all involved. Activities will include walking students through their home schools in preparation for reintegration and helping students meet with their home school staff and other site personnel critical to the transition process.
Collaborative relationships between our program and schools that we serve are essential to meeting the reintegration goals established by the school district. Genuine working relationships are built over time on a foundation of open, frequent communication coupled with a spirit of trust and shared goals. Our team contribute to this process by responding quickly and effectively to the schools’ needs, providing accurate and timely feedback,, and working to actively problem-solve any challenges that arise.