Program Information

Program Placement

Students Served

Through Public Act 451 of the State of Michigan, each local education agency must provide "a full continuum" of special education services for eligible handicapped students living within that district. When possible and convenient, local education agencies may formulate cooperative agreements to provide programs serving various handicapped populations. These cooperative agreements are often made on an intermediate-wide basis. Such is the role of the program for severely emotionally impaired students at Sheldon Pines School.

The Program at Sheldon Pines School operates as a "segregated site", serving students determined by the student's individualized education plan (IEP) to be so severely impaired that they require placement in a segregated facility.

Student Entry

A formal Severely Emotionally Impaired (SEI) Screening Committee meeting will be held for all students entering the Sheldon Pines School. The committee will recommend for or against the placement of the student in Sheldon Pines School. If the recommendation is for placement at Sheldon Pines School, an IEP team will convene to consider a change in the student's program and/or placement. Prior to placement, the student and parents will be offered a visit to the program and will meet the potential receiving teacher. Whenever possible, the potential receiving teacher will also be given the opportunity to observe the student in his or her current placement.

This process is meant to serve as an effective screening procedure to assist in placement recommendations for the SEI program. It is in no way meant, nor should be construed, as a means to circumvent the provisions of the Michigan Special Education Rules, amended in August 1983. In all cases where there is a question, the rules amended in August 1983, will supersede this process.

Parallel Placement

If a student moves to the area and last attended a similar program, they would be considered for a parallel placement. In this situation, a "30-day transfer" would be completed along with all enrollment forms. A similar program would be provided and an IEP meeting will be held within 30 school days.

Program Format

Level System

A guide to the levels system is available in the office. All staff should review the level requirements and share with each student on the first day of school. Please see the Director if you have additional questions regarding this area. Levels meetings will be held Thursday to discuss the previous week's behaviors and academic progress.

Level I

Prerequisites:

  • Enrollment at Sheldon Pines School
  • The student will average 70% or above, with 2 or more excused absences, could "earn" an even week
  • Must have 3 out of 4 "up weeks" to move to Level I

Responsibilities:

  • Follow all classroom rules
  • Must take point sheet home to parents
  • Must be within 3 feet of staff at all times (escorted)
  • Will use restroom or drinking fountain during break time
  • Must complete assigned homework
  • No items from home
  • Lunch break, must remain with class and sit in an assigned seat.
  • P.E. equipment may be used with supervision
  • Staff will carry point sheet and folder during transition times

Privileges:

  • Have free time in a seat when work is completed
  • Computer for academic purposes

Level II

Prerequisites:

  • The student will average 70% accuracy to maintain Level II
  • To progress to Level III the student will average 80% accuracy for 3 out of 4 weeks
  • To drop to Level I, a student will have 3 out of 4 weeks at less than 70% accuracy (down weeks)

Responsibilities:

  • Same as Level I
  • Must be within 3 feet of staff at all
  • Must complete assigned homework
  • Staff will carry point sheet and folder during transition times

Privileges:

  • Same as Level I
  • May use a computer during free-time when academic assignments are completed
  • Out of seat free time with 80% of points at lunch/break
  • Buy candy with 80% of points, prior day score

Level III

Prerequisites:

  • The student will average 80% accuracy to maintain Level III (even week)
  • To progress to Level IV the student will average 90% accuracy for 5 out of 7 weeks
  • To drop to Level II, students will have 3 out of 4 weeks at less than 80% accuracy (down weeks)

Responsibilities:

  • Same as Level II
  • Must be within sight of staff

Privileges:

  • Same as Level II
  • May attend off-campus activities (with 4 out of 6 weeks)
  • May run supervised errands (with hall passes)
  • May help classroom staff with simple tasks
  • May bring items from home with staff permission
  • May carry point sheet and folder during transition times
  • May use activity room with staff supervision

Level IV

Prerequisites:

  • The student will average 90% accuracy to maintain level IV (even week)
  • To progress to level V, the student will average 95% accuracy for 7 out of 10 weeks (up week)
  • Must display C average or better academic performance
  • To drop to Level III, the student will have 3 out weeks at less than 90% accuracy (down weeks)
  • Major behavior problems may result in a drop of progress or level(s) per administrative approval

Responsibilities:

  • Same as Level III
  • May seek to move to a less restrictive environment per written request to classroom staff and program supervisor
  • May be without staff escort with approval
  • Model appropriate behavior to staff and peers
  • A weekly rotation of lunchroom set-up or clean-up

Privileges:

  • All Level III privileges
  • May participate in assigned odd jobs: retrieving audiovisual
  • May use activity room without staff supervision
  • May use library without staff supervision

Level V

Prerequisites:

  • Student will average 95% accuracy, after a minimum of 2 weeks may be considered for outside programming
  • Must display a C average or better academically
  • Student may carry point sheet and folder during transition times
  • Major behavior problems may result in a drop of progress or level per administrative approval
  • Student must have absences excused, and average 95% accuracy to maintain Level V (even week)

Responsibilities:

  • Same as Level IV
  • Must complete assigned homework
  • Encourage appropriate peer behaviors
  • May be without staff escort with approval
  • Participate in planning return to homeschool
  • Weekly rotation of lunchroom set-up or clean-up

Privileges:

  • All Level IV privileges
  • Model appropriate behaviors for staff and peers