Group J: Clear Entry & Exit Criteria

Participants: Debbie Armendariz, Jeff Brown, Bob Goldman, Dan Havran, & Cameron Neal

Problem Statement: The lack of clear entry/exit criteria

Creates a lack of goal and objectives for progress and placement change.
Not recognizing when LRE is appropriate and inappropriate
Placement options are not defined criteria, known locations, curriculum, staffing.

Working Well:

Does Not Exist/Working Poorly:

Brochure/Matrix: there is no publication (written or online on PPS website) which provides a clear description of all placement options which includes a characterization of the specific placement and criteria for entry and exit of the specific placement. The description should also include all of the items listed in this heading.
Staffing descriptions, number of paraeducators, therapists, etc.
Curriculum Description
School Name / Location SLC - so that parents can see if an appropriate placement is in their local neighborhood.
School Focus
Relevant Service at school - would include services available at the specific placement.
e.g., sensory rooms.
Grade range. (ie- 3-5)
Quarterly Reviews by School Team
Family Advocate.

Recommendation: Upon entry into an SLC, develop individualized exit criteria/ expected timeline.

Provide specific evidence based target for exiting the program to a less restrictive environment.
Quarterly report on movement toward target submitted to building administrator for accountability. (“Plan For Discharge”)

Recommendation: Define entry and exit criteria for SLC rooms.

General Checklist for exit and entry to SPED and SLC
Individual Quarterly report submitted to building admin for accountability.
(review criteria)