THE WOODALL PROGRAM

The Woodall Program is a part of the Georgia Psychoeducational Network (GPN). This state-funded program was established to meet the needs of severely emotionally and behaviorally disordered and autistic students from birth through twenty-one years of age. Program services are offered to students, parents, schools, and other agencies.

The main center of the Woodall Program is located in Columbus, Georgia. The eight county service area includes the counties of Chattahoochee, Clay, Harris, Muscogee, Quitman, Randolph, Stewart, and Talbot. Satellite centers are located in Harris, Talbot, and Stewart counties. In Muscogee County, there are additional classes at Baker Middle School, Carver High, Hardaway High, and Shaw High.

Students referred to Woodall may exhibit a variety of presenting problems; however, in order to be considered for placement, it must be determined through the intake process and the placement committee meeting that the major presenting problems are emotional in nature, unless they are due to autism. Students accepted for placement in the Woodall Program are provided with academic instruction as well as social and behavioral intervention.

Students identified as socially maladjusted are not eligible for this program unless it is also determined that they are severely emotionally and behaviorally disordered. It must be shown that severe emotional and behavioral disorders have a significant impact on the student’s achievement and success in school in a lesser restrictive environment.

Placement in the program is made upon completion of an extensive intake process. Once a completed referral is accepted, data is collected from parents, teachers, and any other agencies or health care professionals involved with the student. Records are requested from doctors, counseling agencies and schools. Additional psychological and psychiatric testing may be done prior to the initial placement meeting. Woodall staff may also do classroom observations of referred students. After the parent intake is completed and all additional information is compiled and reviewed, a placement committee meeting will be scheduled. At the placement committee meeting, the eligibility status will be determined and the placement recommendation will be made. If it is determined that the student should be placed in the Woodall Program, and IEP will be developed and a target date for program entry will be decided.

With the new IDEA amendments in effect, all Woodall students have a Behavior Intervention Plan incorporated into their IEP. IEP goals and objectives are reviewed every grading period and an IEP progress report is sent home with the report card.

Life Skills classes are provided for students identified as autistic and developmentally disabled. They are also offered the opportunity to learn work skills and are given on-site job training at local businesses and churches.

Students at the main center who are not autistic or developmentally disabled, but who exhibit severe emotional and behavioral disorders, are under the PERCS (Prosocial Environmentally Reinforced Classroom Skills) Program. The PERCS Program focuses on the teaching and reinforcement of pro-social skills.

The main center provides computerized instruction for all students. All students receive academic instruction based on their level of functioning, according to the Quality Core Curriculum guidelines for the state of Georgia.

SPECIAL EDUCATION/REGULATIONS AND PROCEDURE

The Woodall Program adheres to IDEA regulations and procedures regarding children with disabilities. An explanation of the State Board policy is outlined herein.

STUDENTS WITH DISABILITIES

POLICY OF THE STATE BOARD

In recognition of the fact that disability is a natural part of the human experience which does not diminish the right of individuals to participate in society and of the fact that improving educational results for students with disabilities in an essential element of state policy for ensuring equality of opportunity, full participation in society, independent living, and economic self-sufficiency for individuals with disabilities, and in meeting the requirements of the Individuals with Disabilities Education Act, the Regulations thereunder and these rules so as to facilitate and ensure compliance with the requirements.

1. It is the policy of the State Board of Education that the term special education shall not be used to label students; rather, it is the policy of the State Board of Education that special education is a service for such students and not a place where they are sent or a label they wear.

2. It is the policy of the State Board of Education that students with disabilities have the right to be educated with their non-disabled peers, in a regular classroom alongside their regular peers to the maximum extent appropriate, including receiving their special education and Related Services, aids and supports in the regular classroom to the maximum extent appropriate and that before a school may conclude that a student with a disability should be educated outside the regular classroom in opposition to informed parental consent, it must consider whether supplemental aids and services, modifications and accommodations would permit satisfactory education in the regular classroom. Only when the student’s education can not be achieved satisfactorily, even with one or more of these supplemental aids and services, may the school consider placing the student outside of the regular classroom. This right extends to non-academic programs and services. This right shall not be diminished by administrative convenience or the unavailability of adequate aids, services, modifications or accommodations.

3. It is the policy of the State Board of Education that students with disabilities have the same rights as any other student to receive high quality public education consistent with all State education standards and policies to include but not be limited to a Free Appropriate Public Education as defined thereunder, the quality core curriculum, assessment and accountability, including appropriate accommodations and modifications as may be permitted by the Individuals with Disabilities Education Act, Section 504 of the Vocational Rehabilitation Act, the Americans with Disabilities Act, and in accordance with state law, rules or regulations.

4. It is the policy of the State Board of Education that students with disabilities shall be provided real and valid opportunities to learn through specialized instruction, supportive services, Related Services, supplemental aids and supports, including services and training for teachers, in order to ensure that all students have an opportunity to learn.

BEHAVIOR THAT IS CAUSED BY THEIR DISABILITIES

1. The IDEA Amendments of 1997

a. If a disciplinary action involving a change in placement for more than 10 days is contemplated for a child with a disability who has engaged in behavior that violated any rule or code of conduct of the LEA that applies to all children:

i. Not later than the date on which the decision to take that action is

made, the parents shall be notified of that decision and all procedural safeguards accorded under this section; and

ii. Immediately, if possible, but in no case later than 10 school days after the date on which the decision to take that action is made, a

review shall be conducted of the relationship between the child’s

disability and the behavior subject to the disciplinary action.

2. The IDEA Amendments of 1997

The review shall be conducted by the IEP Team and other qualified personnel.

i. “IEP Team” is defined as a group of individuals composed of:

(a) the parents of the child;

(b) at least one regular education teacher of the child (if the child

is, or may be, participating in the regular education environment);

least one special education provider of the child;

(d) a representative of the educational agency who is qualified to provide, or supervise the provision of, specially designed instruction

to meet the unique needs of children with disabilities; is knowledgeable about the general curriculum; and is knowledgeable

about the resources of the LEA;

(e) an individual who can interpret instructional implications of

evaluation results, who could be one of the educators already

listed;

(f) at the discretion of the parent or the agency, other individuals

who have knowledge or special expertise regarding the child,

including related services personnel as appropriate; and

(g) when appropriate, the child.

3. What are the standards for making this determination?

a. The IDEA Amendments of 1997

In carrying out a review, the IEP Team may determine that the behavior

of the child was not a manifestation of the child’s disability only if the

IEP Team:

i first considers, in terms of the behavior subject to disciplinary

action, all relevant information, including --

(a) evaluation and diagnostic results, including such results

or other relevant information supplied by the parents;

(b) observations of the child; and

ii then determines that --

(a) In relationship to the behavior subject to disciplinary be made

available to all children who have been suspended or expelled

from school.

(b) If the public agency initiates disciplinary procedures applicable

to all children, the agency shall ensure that the special education

and disciplinary records of the child with a disability are transmitted for consideration by the person or persons making

the final determination regarding the disciplinary action.

NO MATTER HOW DANGEROUS OR DISRUPTIVE A DISABLED STUDENT MIGHT BE, A SCHOOL AGENCY CANNOT UNILATERALLY BYPASS THE

PROCEDURES UNDER THE ACT FOR REMOVAL.

A SCHOOL AGENCY CAN GO TO A HEARING OFFICER TO OBTAIN AN ORDER TO TEMPORARILY EXCLUDE A DANGEROUS OR DISRUPTIVE DISABLED STUDENT FROM THE CURRENT PLACEMENT WHERE STAY PUT HAS BEEN INVOKED BY THE PARENT.

4. The IDEA Amendments of 1997

a. If a child carries a weapon to school or to a school function or knowingly

possesses or use illegal drugs or sells or solicits the sale of a controlled

substance while at school or a school function, school officials can:

i. Move the child to an appropriate interim alternative educational

setting for the same amount of time that a child without a

disability would be subject to discipline, but for more than 45 days.

b. In order to move a child to an alternative setting, however, the following must

be done either before or not later than 10 days after the movement to alternative

setting:

i. If the LEA did not conduct a functional behavioral assessment and

implement a behavioral intervention plan for such child before the

behavior that resulted in the discipline occurred, an IEP meeting

must be convened to develop an assessment plan to address that

behavior; or

ii. If the child already has a behavioral intervention plan, the IEP Team

shall review the plan and modify it, as necessary, to address the behavior.

c. The interim alternative educational setting must be:

i. Determined by the IEP Team (which includes the parents and a regular

education teacher);

ii. Be selected so as to enable the child to continue to participate in the

iii. general curriculum, although in another setting, and to continue to receive those services and modifications, including those described in the child’s current IEP, that will enable the child to meet the goals set out in that IEP, and

iii. Include services and modifications designed to address the behavior

that lead to movement to the alternative educational setting.

d. Other requirements related to movement to an alternative educational setting for

more than 10 school days include:

i. Not later than the date on which the decision is made to move the child

to the alternative setting, the parents shall be notified of the decision and

of all procedural safeguards under this section; and

ii. Immediately, if possible, but in no case later than 10 school days after

the date on which the decision to take that action is made, a review shall

be conducted as to the relationship between the child’s disability and the

behavior subject to disciplinary action.

CONFIDENTIALITY

Local School Systems (LSSs) must maintain records and reports on students with disabilities. These records and reports contain confidential data. Each LSS should provide instructions to persons collecting or using personally identifiable information . This instruction should inform LSS personnel of policies and procedures for maintaining confidential records.

Each local school system must allow all parents to inspect and review periodically, and not more than 45 days after the request has been made, any educational records relating to their child which are collected, maintained or used by the agency. Upon request, parents may obtain copies of all data for a duplication fee; however, if they provide ample evidence of inability to pay such fees, all documents will be provided free of charge. Access to records, if requested, is the right of each parent and will not be denied by the school system due to physical limitation or geographical considerations.

Each local school system should presume that the parent has the authority to inspect and review any information relating to his or her child unless the system has been advised that the parent does not have the authority under applicable state law governing such matters as guardianship, separation or divorce. Each local school system must keep a record of parties obtaining access to information collected or maintained, including the name of the party, the date access was given and the purpose for which the party, the date access was given and the purpose for which the party was authorized to use the data. If any record includes information on more than one student, the parent(s) of those individuals have the right to inspect and review only the data relating to their child or to be informed of that specific information. Upon request, the system must provide parents a listing of the types and locations of information collected , maintained or used by the agency. The parents have a right to have a representative inspect and review the records and may request reasonable explanation and interpretation of records.

When all personally identifiable information related to special education placement is no longer needed to provided educational services for the student, this information should or may be destroyed at the request of the parent, according to the policies of the local education agency and the current Special Education Rules and Regulations.

A permanent record consisting of a student’s name, address, phone number, grades, attendance records, classes attended, grade level and year completed may be maintained without time limitation.

Prior to destruction of data, reasonable efforts should be made to notify parents their right to be provided a copy of any data which have been obtained. Whenever a student with disabilities has attained 18 years of age, all rights contained in this situation may be transferred from the parents to the students after taking into consideration the student’s type of severity of disability.

EXTENDED SCHOOL YEAR:

FACTORS TO CONSIDER

What is Extended School Year (ESY)?

Extended School Year is the extension of special education and related services beyond the normal 180-day school year as determined by the Individualized Educational Program (IEP) committee.

Woodall summer school is typically for enrichment and/or enhancement of students’ educational programs. However, Woodall summer school can be utilized to meet the ESY needs for students determined by the IEP committee. The IEP goals and objectives which are to be extended as well as the amount and type of service(s) are specified on the current IEP. ESY service(s) will be provided.

1. Each local school system should develop policies and procedures related to consideration of ESY. These policies and procedures will serve as guidelines for IEP committees making decisions for individual students.

2. School personnel should document a student’s progress toward achieving mastery on IEP goals and objectives throughout the school year. Empirical and qualitative data will provide information that will assist the IEP committee in making decisions on a student’s need for extended school year service(s). Other data, such as predictive data, observations, assessment of information maintained on the student, including pretest and posttest data, curriculum based testing, including pretest and posttest data, expert opinion and professional judgment may also be relevant to the determination of whether a student needs ESY.

3. School personnel should document objectives achieved and the level of achievement prior to any IEP annual review. The student’s progress on goals and short term objectives should be determined and documented.

4. School personnel should consider all relevant information relating to the student receiving a free appropriate public education (FAPE) which includes that public agencies consider and make available ESY to students with disabilities, if necessary based on the individual needs. School systems should not use a single criterion (such as regression- recoupment) to determine the necessity of ESY.

5. The IEP committee must document consideration of the need for extended school year services on the IEP at least annually.

6. If the students needs ESY service(s) the IEP committee should identify the IEP objectives to be extended.

7. Decisions regarding service(s) must be based on the student’s individual needs and not be dependent on existing programs.

8. New goals and objectives should not be added to a student’s IEP for implementation of an ESY program. ESY service(s) should emphasize the maintenance of existing skills as indicated on the IEP. The ESY service(s) should be based on ESY service(s) needs identified in the present IEP.

9. ESY service(s) should address identified ESY service(s) needs only. Usually ESY service(s) will vary from the regular school year schedule.

10. The provision of ESY service(s) one year does not guarantee service(s) for succeeding year. The need for ESY service(s) must be determined on an annual basis.

11. ESY service(s) must be provided by qualified personnel.

12. ESY service(s) must be individually designed rather than determine necessary due to the severity and/or category of disability.
STAFF DEVELOPMENT

The growth of staff development programs in recent years has resulted from a belief that these programs are necessary to increase student achievement. A growing body of research on the effectiveness of staff development programs has identified the characteristics of productive programs. The characteristics include:

Connectiveness to school settings and to schoolwide efforts;

Involvement of teaches as planners;

Providing choice and differentiated learning opportunities;

Use demonstration, supervised practice, and feedback as a part of training; and

Ongoing assistance and support.

“There is a strong consensus that change, to be positive and successful, must have the

involvement of an ownership by those expected to carry out the change.” To help facilitate this change, Staff Development opportunities are planned and/or offered to the professional staff to encourage and promote student achievement, learning and citizenship.

A list of staff development opportunities West Georgia Center (GLRS) and the Muscogee County School District are mailed to each teacher at the beginning of a school year. This allows teachers and staff to select courses and register in advance. Some staff development courses are tailored to the needs of teachers and students as determined by the administration. Consequently, teachers are encouraged to participate in these courses.

WOODALL PROGRAM FLOW CHART

WOODALL PSYCHOEDUCATIONAL PROGRAM

4312 Harrison Avenue

Columbus, Georgia 31904

Phone: 706-649-0761

Satellite Locations

Muscogee County Other Counties

Baker Middle School Central Elem./High Schools

1215 Benning Drive Talbotton, Ga.

706-685-7600 706-665-8577

Carver High School Harris Co. Carver Middle School

3100 8^th Street Hamilton, Ga.

706-649-0689 706-628-4951

Hardaway High Stewart Co. Elem. School

2901 College Drive Lumpkin, Ga.

706-649-0748 912-838-4374

Shaw High School Stewart-Quitman High School

7601 Schomburg Road Lumpkin, Ga.

706-569-2567 912-838-4301

PROGRAM DIRECTOR

Reports to: Assistant Superintendent for Student Services

Qualifications:

· Leadership Certificate at the L-5 level or higher

· Minimum of five years teaching experience with EBD and/or SEBD students (preferred)

· Minimum of three years administrative experience (preferred).

· Demonstrates high level skills in leadership, interpersonal, public relations, planning, organization, and implementation of activities with minimum supervision.

· Demonstrates strong professional commitment and high level of competence.

General Nature of Work:

Administration of Psychoeducational Center activities in accordance with Georgia laws, rules of the State Department of Education and Local Education Organizations. The Program Director will assure that the program meets program and Georgia Psychoeducational Network objectives including:

· development and monitoring of budgets

· maintaining building

· purchasing

· recruiting and supervision of staff

· providing for staff development

· seeking grants and funding to enhance program services

· assuming other duties as assigned

Duties and Responsibilities:

· Assumes responsibility for general administration of the Program, including personnel, budget, building, purchasing, setting annual work calendar, and accountability to fiscal agent for preparation and expenditures of program budget

· Supervises program personnel, assigns work loads, recruits, and evaluates staff

· Oversees the provision of services to children placed with the program

· Prepares written reports and descriptions of program services and activities as required the State Department of Education, and summarized as appropriate for supporting and cooperating agencies and other professionals

· Organizes and actively participates with the advisory board

· Plans with cooperating agencies, the community, and parents ways by which the program can be most responsive to the needs of child-serving agencies and parents

· Provides information for dissemination through preparation of appropriate materials and presentations concerning program services

· Participates in conferences with other child serving agencies

· Assures that program operations are in compliance with Program for Exceptional Children regulations and procedures from federal, state and local levels

· Monitors all phases of program services in a continuing effort to meet program objectives

PROGRAM COORDINATOR

Reports To: Program Director

Qualifications:

· Georgia Leadership Certificate at L-5 level or higher

· One year of experience in administration

· Three years experience working with SEBD and/or EBD students (preferred)

· Demonstrates skills in leadership, interpersonal and public relations, planning and organization, and implementation with little supervision

· Demonstrates strong professional commitment and high level of competence

General Nature Of Work:

The Program Coordinator is responsible for the implementation, coordination, and supervision of psychoeducational program services. The coordinator has direct supervision of the due process and placement activities, including transportation.

Duties and Responsibilities:

· Responsible for the supervision and guidance of program personnel

· Supervises behavior intervention and classroom instruction activities

· Receives referrals, and is responsible for intake and due process procedures

· Chairs initial placement meetings for students referred to program

· Assists Program Director or conducts staff meetings as needed

· Participates in conferences and /or consultation activities with parents and agencies

· Assures that required records and reports are completed

· Assists Program Director in the planning and implementation of inservice training and staff development activities

· Maintains appropriate documentation of program activities including parent and agency contacts

· Supervises college and university students assigned to the Woodall Program for training

· Evaluates staff personnel using required procedures and instruments

· Coordinates bus transportation for students placed with the Woodall Program

· Represents the Woodall Program in professional and community meetings

· Performs other duties assigned by the Program Director

SUPPORT SERVICES SUPERVISOR

Reports To: Program Coordinator

Program Director

General Nature The Support Services Supervisor is responsible for all

Of Work: supervision of program support services personnel and activities supporting classroom instruction.

Qualifications: Georgia Certification in Education required. Prefer Georgia Certification in Behavior Disorders, and/or School Counseling, School Psychology, School Social Work, and three years experience working with EBD and SEBD students.

Duties and Responsibilities:

· Supervises support services staff of the program

· Monitors staff adherence to policy and procedures

· Assists staff with crisis behavior intervention and management

· Demonstrates and/or models specific procedures for classroom personnel

· Makes provisions for supplies needed in skill building activities

· Chairs and/or participates in placement meetings

· Completes classroom observations of students as needed

· Assists Program Director with staff evaluations

· Provides consultation and/or training for parents regarding intervention needs for their children

· Provides students with guidance and counseling services

· Provides assistance to classroom teachers in social skills training

· Assists Program Director in planning and implementing of inservice training and staff development activities

· Conducts inservice training and staff development activities

· Maintains appropriate documentation of program activities including parent, agency and school contacts

· Completes other tasks as assigned by administrative personnel

· Serves as testing coordinator for Woodall Program

· Schedule Case Review meetings

· Refer students to Enrichment Program and provides appropriate activities.

· Check student files that are maintained by each teacher.

PROGRAM PSYCHOLOGIST

Reports to: Program Director

Program Coordinator

Qualifications: Minimum of a Specialists Degree in School Psychology, Georgia Certification (T-6) School Psychology or Georgia License in Clinical Psychology.

General Nature The Program Psychologist works under the supervision

Of Work: of program administrators providing psychological services to students referred or placed with the program.

Duties and Responsibilities:

· Administers psychological, educational, and behavioral assessments to students served by the Woodall Program

· Provides diagnosis of all categories of disabilities including emotional disturbance, autistic disorders, and pervasive developmental disorders by utilizing instruments, techniques, and observations appropriate to the nature of the immediate concern

· Prepares psychological reports, eligibility reports, and other documentation required to meet the needs of student served by the Woodall Program

· Participates in the planning and implementation of intervention strategies appropriate to identified problems

· Participates in placement and case review meetings

· Meets with parents to discuss results of psychological assessments

· Provides clinical observation and consultation as needed

· Assists in inservice training and staff development activities

· Practices in accordance with the federal, state, county regulations and professional ethics

· Completes other tasks assigned by administrative personnel

TEACHER

Reports To: Support Services Supervisor

Program Coordinator

Qualifications: Georgia Certification in Special Education (Behavior Disorders), prefer one year experience working with children who have severe emotional and behavioral problems.

Duties and Responsibilities:

· Coordinates, plans, and implements classroom programs

· Responsible for behavior management, and activities related to academic instruction, socialization skills, communication skills, and behavior in the classroom setting

· Models appropriate behaviors for students and paraprofessionals

· Evaluates assigned students to determine academic levels, developmental levels, and degree of annual progress

· Contacts parents/guardians, schools, and agencies as needed for consultation regarding student needs (see appendix)

· Completes classroom observations of referred students as needed

· Supervises paraprofessionals in the Psychoeducational Program educational environment

· Participates in IEP placement meetings, and conferences

· Chair annual reviews for students assigned to his/her role

· Mail notification of the annual reviews to parents, the case manager and program coordinator.

· Responsible for writing goals and short term objectives for IEP’s, annual review and three year evaluation. Maintain data collection on students to determine progress towards meeting IEP goals.

· Turns in the original signature page with a copy of the IEP and minutes after IEP meeting to case manager.

· Completes behavior scales and other assessment instruments in a timely manner

· Maintains appropriate documentation of program services and activities including parent, agency, and school contacts

· Completes lesson plans, which will be checked (bi-monthly) by the support services supervisor and program coordinator.

· Completes other tasks as assigned by leadership personnel

PARAPROFESSIONAL

Reports To: Classroom Teacher

Support Services Supervisor

General Nature The Paraprofessional works as a member of the

Of Work: instructional team assisting the classroom teacher.

Qualifications: Minimum of a high school diploma and Georgia license as a paraprofessional

Duties and Responsibilities:

· Assists the classroom teacher as a member of the instructional team

· Provides individualized assistance to students

· Assists classroom teacher in the preparation of materials

· Assists classroom teacher in the implementation of program procedures

· Collects or assists in the collection and maintenance of data regarding the development and progress of students

· Assists in the assessment and evaluation of students

· Attends required staff meetings and training activities

· Participates in team debriefings, case reviews, and placement meetings

· Completes other tasks as assigned by the classroom teacher or program supervisors

CASE MANAGER

Reports To: Support Services Supervisor

Program Coordinator

General Nature The Case Manager provides support services to meet the

Of Work: academic, social, behavioral and other needs of students placed in the program.

Qualifications: Bachelors Degree, prefer Georgia Teacher Certification in Behavior Disorders, School Social Work, School Counseling or Georgia License in Counseling, with two years experience working with BD or SED students

Duties and Responsibilities:

· Responsible for initial interview with parents for preparation of a social history

· Schedules and participates in initial placement meeting.

· Responsible for Social History updates for three year eligibility determination

· Schedules and participates in three year eligibility determination meeting

· Receive annual review IEP’s from teachers for completing due process procedures

· Assures that due process forms are completed and distributed as required

· Schedules and participates in due process meetings as assigned

· Participates in the case review process including the completion of required forms and documentation

· Through regularly scheduled team meetings, plans parent/agency classroom visits, and observations to provide feedback regarding student progress

· Maintains appropriate documentation of support services activities including parent, agency, and school contacts

· Assists in the assessment of students exhibiting behavior and /or emotional problems

· Assists classroom staff in implementing crisis intervention, behavior management, and academic instruction strategies, which may include scheduled contact with parents or agencies

· Completes others tasks assigned by administrative personnel

PROGRAM FINANCIAL SPECIALIST/OFFICE MANAGER

Reports to: Program Director

Program Coordinator

Qualifications: Degree in the area of business with three years experience, or five years experience in the area of business with related training.

General Nature The Program Financial Specialist/Office Manager is

Of Work: responsible for all bookkeeping and other business activities of the program to include payroll and related activities.

Duties and Responsibilities:

· Maintains financial records for the program, assuring that records are up-to-date and accurate

· Maintains regular contact with fiscal agent to assure accuracy at each level of the fiscal process

· Assists director in budget preparations and adjustments

· Completes required reports for the Department of Education and the fiscal agent in a timely and proficient manner

· Completes computerized payroll reports as required by fiscal agent

· Process travel reimbursement forms for accuracy and completion before submitting for payment

· Notifies director of irregularities in the fiscal operation of the program

· Uses computerized spreadsheets and/or programs to assist in the operation of the program

· Communicates effectively in a professional manner to complete business transactions

· Completes purchase orders and other forms as needed for business transactions

· Maintains program’s activity fund to include collecting and depositing receipts

· Maintains current copies of program staff certification credentials

· Assumes clerical duties in the absence of administrative secretary

· Completes other tasks as assigned by program director

SECRETARY TO DIRECTOR

Reports to: Program Director

Program Coordinator

Qualifications: High School graduate with one year typing

training or experience, prefer experience with word processing and data entry

General Nature The secretary provides general secretarial services under the

Of Work: supervision of administrative personnel.

Duties and Responsibilities:

· Receives visitors in a pleasant manner, assures procedures are completed. Notifies administration immediately of irregularities

· Receives telephone calls in a pleasant professional manner

· Types correspondence, psychological and psychiatric evaluations

· Maintains general office and personnel files

· Prepares and files Workmen’s Compensation reports

· Maintains current personnel files, notifies director immediately of changes in personnel status

· Completes necessary tasks for effective office management

· Process and maintain daily students meal activity report

· Sorts and distributes in-coming mail

· Maintains program attendance records

· Distributes payroll checks

· Makes data entry for students and personnel data files

· Other duties as assigned by administrative personnel

PROGRAM CLERK

Reports to: Program Director

Program Coordinator

Qualifications: High school graduate with typing training

and/or experience, prefer experience with

word processing and data entry

General Nature of The program clerk is responsible for maintaining

Work: files and compiling data for reports.

Duties and Responsibilities:

· Prepares required program reports using standard forms and/or format

· Organizes and maintains student files

· Maintains student folders assuring that required forms are completed and properly filed

· Notifies supervisor and/or program coordinator of needed or missing documents

· Provides requested copies for parents and agencies, after assuring that proper authorization has been obtained

· Maintains program database, completing new entries and updates promptly

· Prepares new referrals folders and assigns numbers

· Types all staffing notices and social histories

· Assumes other clerical duties assigned by administrative personnel

CUSTODIAN

Reports to: Program Director

Program Coordinator

Qualifications: Academic skills necessary to perform required duties

And responsibilities, training or experience in janitorial practices and procedures

General Nature The custodian is responsible for general maintenance and

of Work: upkeep of building and grounds. The custodian works under the supervision of administrative personnel.

Duties and Responsibilities:

· Maintains appearance and cleanliness of the building and grounds

· Removes trash daily

· Cleans cafeteria dining area daily

· Maintains lavatory and cleans daily

· Cleans and refinish floors in hallway and classroom on a scheduled basis

· Cleans offices on a regular basis

· Maintains appropriate size bulbs in all light fixtures

· Report repairs and maintenance needs for building to main office submission of work requests

· Other duties as assigned by administrative personnel

GENERAL POLICIES AND PROCEDURES

A. Confidentiality:

All information concerning any student is to be treated in a confidential manner. Information will be released only with written consent of the parent/guardian. The appropriate forms are provided.

Return all folders to the file cabinet at the end of the day to be secured. All student folders will be locked in a secure place when they are not in use. Staff from other agencies may be given copies of reports if the proper release forms have been signed. A record of all data sent to other agencies will be kept in accordance with state and federal regulations.

B. Dress Code:

Woodall staff members are expected to dress in a professional manner, appropriate for interacting with students and/or parents. Due to the behavior of some students, staff members should use caution when choosing accessories, such as earrings, necklaces and neckties. Treatment teams should dress in a comfortable manner, remembering that physical intervention is sometimes necessary.

Shorts are permitted only for approved activities, such as field day, field trips, etc.

Personnel in satellite locations must follow the dress code of the local system.

Staff who wear clothing that is considered to be inappropriate for the work setting will be addressed by the administration.

C. Additional Employment of Professional Staff:

Professional employees signing a contract shall not engage in any other gainful occupation while under the contract with the Board of Education without written application to the Superintendent of Education and approval by the Board for such additional gainful employment. This condition does not control or affect employment on Friday evenings, Saturdays, summer months, and vacation periods.

D. Gifts:

Professional staff must not accept gifts of substantial value from pupils or parents during the school year.

E. Woodall Time Schedule:

The school day for students: The workday for staff:

0-14 8:30 a.m. – 3:00 p.m. 0-14 8:00 a.m. – 3:30 p.m.

15-21 7:45 a.m. - 2:45 p.m. 15-21 7:45 a.m. – 3:15 p.m.

Program director and coordinator shall be expected to be on duty a minimum of eight (8) hours each day.

F. Tardiness:

If a staff member is going to be tardy, he/she must notify office personnel AND inform treatment team members. Calling does not excuse tardiness.

The following procedures will be followed in dealing with tardiness:

1. After the second incident of tardiness occurs, the staff member will receive a written reminder of work hours.

2. When two written reminders have been received, a formal letter of reprimand will be written and placed in the employee’s personnel file. Each subsequent incident of tardiness will result in a formal letter of reprimand and/or a conference with an administrator.

3. Pay may be docked for every incident of tardiness.

Personnel in satellite locations will follow the policy of the local system.

G. Signing In and Out:

Staff members at each site are responsible for keeping time sheets and sign-in sheets for visitors. Main Center administration must be notified of any changes in schedule due to appointments, illness, etc.

Main Center staff will sign their exact daily arrival time on the sign-in sheet in the main office. Staff must sign out each time they leave indicating the time and destination.

Main Center staff must sign in at Woodall before going to a school or county unless previously authorized by administrative staff.

Main Center staff must sign in and out at the satellite location on the visitor’s sign in sheet.

H. Insurance:

Woodall Program staff members are eligible for all group insurance coverage approved by the Muscogee County School District under the payroll deduction plan.

I. Leave Time:

1. Sick Leave: Sick leave is earned at the rate of 1 1/4 days per month. Sick leave may be accrued to a maximum of 96 workdays for 10-month employees and 120 workdays for 12-month employees. Medical appointments that must be taken on workdays will be charged to sick leave.

Employees are entitled to and may claim sick leave for absences as a result of the illness of a spouse, child, mother, father, brother or sister, or illness of blood or legal relative who is a member of the same household. A doctor’s statement confirming illness may be required.

Bereavement: Two days shall be allowed for the death of a member of the immediate family. Members of the immediate family are defined as including spouse, natural or stepparents, child, brother, sister, grandparents, grandchildren, in laws (son, daughter, mother, father, sister, brother). In case of death of the spouse, parents, or child three additional days shall be allowed.

Days taken for bereavement will be deducted from accumulated sick leave.

In accordance with State Department of Education Regulations, employees will not receive pay for days they are absent and for which there is no leave provided under this policy. If a staff member employed under a 190-day contract is absent and the absence is not covered by leave policy or because leave time has been exhausted, 1/190 of the staff member's annual salary will be deducted for each day of such absence.

2. Personal Leave: Each employee, upon written request to the director, and subsequent approval by the MCSD, may be granted personal leave. These days are charged against sick leave. Not more than three days may be used for personal leave within any fiscal year, and none can be carried forwarded into the next fiscal year. Personal leave generally will not be granted immediately prior to, or subsequent to, any regularly scheduled school holiday or in-service day.

3. Jury Duty: Employees who are required to serve jury duty, must do the following: (1) submit a copy of their subpoena, (2) let the office staff know how many days of jury duty were served, and (3) submit a copy of their earnings statement to the office. Failure to submit a copy of their earnings statement may result in their payroll check being held. Absence for jury duty will not be charged against an employee's pay or time. Employees are allowed to keep the pay received for jury duty.

4. Vacation: Twelve-month employees are eligible for vacation with pay, in accordance with MCSD policy.

5. Class Coverage: Woodall teachers assigned to Muscogee County are expected to arrange for their own substitute teacher when they must be absent. If they are unable to secure a substitute teacher, they must contact a Woodall administrator for assistance. MCSD subfinder should be called for each absence and confirmation number reported.

Teachers in satellite locations must follow the policy of the local system.

Woodall office personnel and an administrator must be notified of the absence of all employees. They must also be informed of the substitute teacher’s name, who is taking the place of a Woodall teacher.

J. Smoking:

Smoking is prohibited on MCSD property. Smoking policies may differ from county to county and all staff are expected to follow the smoking policy of their building site.

K. Professional Conferences:

Employees may attend conferences and workshops during work hours subject to the approval of the director. Woodall Program will reimburse the employee for expenses incurred, within the limitations of the State Department and MCSD policies, provided receipts of paid expenses are submitted along with appropriately prepared employee expense statement claim for reimbursement.

L. Retirement:

Each staff member employed on a full-time basis is required to become a member of the Georgia Teacher Retirement System. Monthly deductions of the contract salary will be matched by Woodall Program contributions to the retirement refund. A yearly statement of earnings will be provided.

M. Payroll:

Professional employees are paid on the last workday of each calendar month. Before a check can be released, an employee must sign the payroll. If a person has not accumulated enough sick leave days to cover absences, his/her pay will be docked, unless the person is a member of the sick leave bank.

It is mandatory for every employee to notify office personnel of an absence.

N. Staff Evaluation:

Staff evaluations will be consistent with state and local policies.

O. Telephone:

All long distance telephone calls MUST be recorded on the designated form or recorded on the computer system. It is not permissible to charge personal long distance calls to Woodall Program phone numbers.

The telephones in the main center front office are NOT to be used by staff members--either taking or making calls. There are several phones available for use by staff members.

Messages will be taken during class-time. FAMILY emergencies are an exception. The secretarial staff will ask the nature of the emergency. If it can be determined that there truly is an emergency, the staff member will be called to the telephone. The secretary may consult an administrator to determine whether a staff member should be called to the telephone.

P. Travel:

All travel expense forms must reflect travel and correspond with the sign-in/out sheets.

--Two-way travel to and from the main center is not be claimed unless one has signed in at the main center verifying the return.

--Actual miles traveled to and from counties should be recorded. Each site must be listed. Note the following example: "HCMS to Leonard’s home (1212 Cascade Road) to HCMS" - 17 miles.

All travel expense forms that do not correspond to the above regulations will be returned for correction.

Before any reimbursement can be made for out-of-system travel an absence approval form must be signed. Please note that meal reimbursement is made for OVERNIGHT travel ONLY.

Travel is reimbursed at 25 cents per mile. Accurate odometer mileage is required. Forms not mathematically correct and neatly done will be returned, thus delaying reimbursement.

Travel forms must be turned in no later than the last working day of the month. Reimbursement requests not turned in on time are subject to non-payment.

Q. Worker’s Compensation:

Each employee is covered by Worker’s Compensation with the Woodall Program paying full premium costs for this insurance. Worker’s Compensation covers accidents incurred while on duty.

Employees who receive an injury in the course of carrying out their responsibilities shall submit a report in writing to the director within 24 hours of the accident. Failure to file this required report may result in non-reimbursement for injuries. Forms are available from the secretary.

R. Care Committee:

Staff members are requested to make a voluntary one-time donation of $10.00 to the Care Fund. The appointed committee will send flowers, cards, etc., when someone has an illness or death in their family. No one will be excluded from care activities because they did not donate to the fund. Specific guidelines have been approved by the administration. If there is a balance in the Care Fund at the end of the school year it will be carried over.

S. Social Committee:

A committee will be appointed to plan all social events for the year.

T. Visitors:

All visitors must sign in at the Main Center front office and pick up a visitor’s badge before entering an office, classroom, or observation room.

It is the responsibility of all staff members to see that this procedure is followed. Visitors must also sign out.

A staff member must accompany visitors in observation rooms at all times.

Respect confidentially when talking with visitors. If a visitor asks for full names of students, explain that specific information about the child is confidential.

U. Contact Data:

Contact data will be completed on any contact with parents, teachers, schools, and agency personnel by the last workday of the month.

Each staff member responsible for tracking or direct services must complete a Direct Services/Monitoring Monthly Report form.

V. Emergency Situations:

It is the responsibility of administrative personnel to determine when it is appropriate to call the police or other agencies necessary to provide assistance with a student.

W. Staff Lunch Policy:

Main Center staff members will have three options for lunch:

(1). They may bring a lunch from home.

(2). They may buy a lunch from Enrichment Services.

(3). They may buy a school lunch.

Main Center staff members will eat lunch in one of the three designated areas:

(1). The cafeteria.

(2). The break room.

(3). The dining room downstairs.

Staff members assigned to satellite locations will follow the lunch policy of the school.

X. Transporting Students:

The local school system provides daily transportation for students placed in the Woodall Program. Misconduct or violation of rules will be handled according to local policies and procedures.

Transporting students in private vehicles is a personal decision. Your decision to transport students or anyone in your private vehicle for whatever the reason does not relieve you of any liability in case of an accident or other problems.

If a staff member decides to transport a student in their private vehicle, the following steps are required:

(1). The student must be calm and cooperative.

(2). Parents must give permission for a staff member to transport their child.

(3). There must be two staff members in the vehicle.

Y. Nonacademic and/or Extra curriculum Activities

With careful supervision students attending Woodall main center participate in fieldtrip

activities. Woodall’s Partners in Education (PIE) sponsor Field Day, Career Day and holiday events. Students also participate in the monthly Family Night activities. Some students are on part-day placement in the main center; consequently, they are able to participate in extracurricular and nonacademic activities at their assigned school. When it is determined in IEP placement meetings, that a student is ready to return to his or her school, the student reaps the benefit of the whole curriculum.

CLASSROOM POLICIES AND PROCEDURES

A. Bus Arrivals and Departures:

a. All students who arrive early will be the responsibility of the assigned teacher.

b. Students must not get off a bus until a member of his/her treatment team is

present.

c. All students will be transported home by school bus unless other

arrangements have been made and approved by the administration.

d. If student is out of control or in time-out, he/she will not be permitted to ride home on a school bus.

B. Out of Class Behavior:

When a staff member observes the student of another class misbehaving, he should assist when needed observing professional courtesy.

C. Class Schedule:

A schedule must be posted in the classroom before the first day of school.

D. Behavior Management:

Behavior expectations and consequences must be in place, and written in the Behavior Intervention Plan. Rules, consequences, loss of privileges, and rewards must be consistent with established program procedures.

E. Roll -taking:

Attendance reports must be turned in to the office by 9:15 a.m. (main center only). Attendance records must also be maintained by each teacher.

F. Due Dates:

Adherence to all due dates for reports, plans, forms, etc. is required.

G. Administering Medication:

A record is kept on each Woodall student who is administered prescribed medication. This record includes the child’s name, doctor’s name, address, the date and the types of drugs prescribed, the dosage and how and when the medication is to be taken, and the prescription number. The appointed staff member will count the pills before and after administering the medication. Medication will be kept in a locked cabinet and will be administered only by the appointed staff member(s). All medication must be delivered to Woodall by an adult in the original prescription bottle. If the dosage of the medication is to be changed, a signed notice from the parent or doctor will be required. A parent must sign a form when new medication is delivered to Woodall.

H. Vending Machines:

Students are not allowed to use vending machines.

I. Runaways:

In the event a child leaves the campus without authorization, notify an administrator immediately. The administrator will determine the action to be taken.

J. Physical Restraint Policy:

When a student becomes aggressive towards a staff member or another student, the staff member must first attempt to control the child by using non-physical means. If these attempts fail, the staff member must use only the physical force necessary to protect the staff member and students from harm. Physical restraint must only be used when the staff member is confident that the child can be physically controlled.

K. Time-Out Procedures:

The following procedures must be followed before taking a student to time-out:

All other management techniques must be exhausted before a student is taken to time-out.

Time-out may be used:

1. when a student is physically out of control and could harm staff, peers, or self:

2. when a major disruption has occurred and the classroom routine cannot be followed.

L. Woodall Student Dress Code:

1. Appropriate shoes must be worn at all times. No slides or flip-flops are allowed.

2. No gang-related clothing or styles are permitted.

3. No clothing advertising alcoholic beverages, tobacco products, or illegal drugs are allowed.

4. No clothing depicting pornographic images, offensive pictures or wording are allowed.

5. No hats or other headgear may be worn in the building.

6. The following shirt types may not be worn at any time on campus: (a) muscle shirts without an over shirt; (b) tank tops without over shirt; (c) mesh jerseys; (d) cut-off shirts.

7. Shirttails must be tucked in at all times.

8. Multiple sets of clothing are not permitted.

9. Skirts must be no shorter than four inches above the knee. Slits in skirts have the same requirements.

10. Loose-fitting shorts may be worn, weather permitting. They must be no shorter than four inches above the knee.

11. Sunglasses are not permitted.

12. Jewelry, except for small ear rings and watches, is not permitted.

13. No beepers or electronic devices are permitted.

14. Pants must be worn at waist level at all times.

15. All outerwear, jackets, etc. must be hung up before class begins.

Any infraction will result in parent being contacted by the staff and the student taken home to change or clothes being brought to the school for changing. Additional consequences may also be applied.

M. Supervision of Students:

Students must be supervised at all times.

N. Restroom Monitoring:

The restrooms must be checked before and after students use them. Students will be responsible for cleaning up any messes they make.

O. Student Personal Hygiene:

Students are expected to come to school clean and in fresh clothing. If necessary, a parent may be called to take a student home for a bath and/or a change of clothes. No student will be bathed in the building without consent of an administrator and the parent/guardian.

P. PERCS Program:

The PERCS (Prosocial Environmentally Reinforcing Classroom Skills) Program is based on principles of behavior analysis and social learning theory. The underlying premise is that behavior is learned through feedback and environmental consequences, applied consistently.

The PERCS Program involves the identification of desirable prosocial behavioral expectations, the effective use of instructional strategies to teach those expectations, the application of an incentive system, and the effective implementation of reinforcement principles.

Q. Treatment Team Meetings:

Treatment Team meetings will be coordinated by the Support Services Supervisor.

R. District and Statewide Assessment of Students:

All students with disabilities will be included in statewide and districtwide assessment programs or be provided an alternate assessment program.

REFERRAL AND INTAKE PROCESS

Referral of students to the Woodall Program is generally made after all other options for meeting the student’s needs have been tried. This program is considered to be the most restrictive school placement in the continuum of services for students with emotional and behavior disorders and autistic disorders.

Referrals to the Woodall Program must come through the Special Education Department of the school system involved. Those students not previously identified as having emotional/behavioral disorders must have been reviewed and processed through the Student Support Team. Direct referrals (superseding the SST) must be accompanied by documentation from the Special Education Director of the system involved stating the need for a direct referral.

Referrals to the Woodall Program are sent directly to the Program Clerk. The Program Clerk will log them in and give them to the Program Coordinator.

The responsibilities for intake processing are as follows:

1. The Program Coordinator will screen referrals and determine needs for observation, testing, psychiatric evaluation, etc.

2. The Program Coordinator will assign referrals for intake processing.

3. After being assigned a referral, the Case Manager will set up an appointment with the parent for the intake interview.

4. During the intake interview, the Case Manager will obtain information to complete behavior rating scales, a social history, and have the parent sign all necessary intake forms except the IEP and the Consent for Placement, which will be signed at the Placement Committee meeting.

5. The Case Manager will turn in a Case Review request form after the intake has been completed. The Program Coordinator will schedule students for the Case Review meeting.

CASE REVIEW COMMITTEE

The Case Review Committee is composed of the Program Coordinator, the Program Psychologist, the Support Services Supervisor, the Case Manager, the Teacher, and other staff members as needed. The committee is chaired by the Program Coordinator or designee. The committee reviews students ready for initial placement, considers changes in placement and in treatment strategies, and considers referrals for medical/psychiatric evaluations.

Case Review Meetings are normally held on Monday afternoons. Emergency Case Reviews will be held when the situations warrants.

The Case Review Process is as follows:

1. The Case Manager, upon completion of an intake, will submit a Case Review request form to the Support Services Supervisor. The request must be submitted no later than the Thursday before the regularly scheduled Case Review meeting.

2. Classroom teachers will submit a Case Review Request to the Support Services Supervisor for any request for possible changes in placement or treatment strategies, or referrals for medical/psychiatric evaluation.

This will have followed a treatment team recommendation for a Case Review. The request must be submitted no later than the Thursday before the regularly scheduled Case Review meeting.

3. The Support Service Supervisor will set up a Case Review schedule for the following week and distribute a notice to all individuals who need to attend the meeting.

4. Decisions of the Case Review Committee will include actions to be taken and will

designate the staff members who have responsibilities for those actions.

5. A record of all Case Review meetings will be kept by the Program Coordinator.

6. If the Case Review results in the recommendation for a placement meeting, a tentative date will be planned at the Case Review Meeting.

PLACEMENT COMMITTEE MEETINGS

The Case manager is responsible for making arrangements for placement committee meetings. The Program Clerk is responsible for recording the date and time on a master calendar. In addition to the standard notification letter that is sent to parents, a telephone or face-to-face contact should be made.

The Program Coordinator or designee will chair initial placement meetings. An administrator should be present at all initial and three-year update placement meetings. The classroom teacher will chair annual reviews.

The general agenda for a placement committee meeting will be as follows:

1. The chairperson will make introductions.

2. The chairperson will present a statement of the purpose of the placement committee meeting and referral information.

3. The chairperson will call on the different participants in a pre-arranged order.

a. The Case Manager will be called upon to present the social history.

b. A teacher or various personnel from the school will be asked to present additional information.

c. The School Psychologist will be asked to present evaluation data.

d. The Speech Language Pathologist and other diagnosticians will be asked to present evaluative data.

e. Other committee members will be called upon for input they may have concerning the student being staffed.

4. The chairperson will summarize the information discussed during the staffing. The chairperson will then lead the committee in a discussion of the various options being considered.

5. Throughout the placement committee meeting, the chairperson will be responsible for seeing that the meeting proceeds in an expeditious manner, giving participants an opportunity for input.

6. Parents will be given an opportunity to express concerns or ask questions about final recommendations of the committee.

7. Throughout the placement meeting, the Case Manager will be responsible for taking minutes. If a Case Manager is not present, the chairperson will designate a committee member to take the minutes.

8. The receiving teacher, will be responsible for completion of the IEP and Behavior Intervention Plan in conjunction with other committee members. By the end of the placement meeting, the IEP and Behavior Intervention Plan must be complete. Parental involvement should be encouraged.

9. An Eligibility Report will be completed at all initial placement meetings and three-year updates.

10. After the IEP has been completed and signed, the Case Manager will distribute the copies.

11. After all paperwork is complete and the parent has signed the Placement Consent form, the meeting will be adjourned by the chairperson.

12. After the staffing a copy of due process checklist will be given to the program clerk to enter information into the computer.

13. It is the responsibility of the Case Manager to maintain all due process forms and to assure that student folders are in compliance with state and federal regulations.

IEP DEVELOPMENT

When the potential receiving teacher receives notification of a placement committee meeting, he/she should begin preparing an IEP draft. The IEP must be prepared through the Rodan IEP Program. The Support Services Supervisor must receive the draft no later than three days prior to the placement committee meeting. The Support Services Supervisor will determine if the IEP draft is acceptable for the placement meeting. If it is not, the Support Services Supervisor will return it to the teacher for corrections. The corrected IEP draft must be ready by the date of the placement meeting.

The potential receiving teacher will bring the IEP draft on a floppy disk to the placement committee meeting. The Program Coordinator or designee will assure that a lap-top computer is brought to the placement meeting for the teacher to further modify the IEP, if necessary. With input from the members of the placement committee, the teacher will make any necessary corrections or additions on the computer. The finalized IEP will be printed at the placement committee meeting.

The IEP will be signed at the meeting and turned over to the Case Manager to be copied and distributed.

The receiving teacher will be responsible for keeping up with the computerized IEP files for their students. The Support Services Supervisor will also keep a copy of the IEP files on back-up floppy disks.