One of the primary goals of the SHARP School program is to assist students in developing appropriate behavioral skills that will enable the student to slowly phase back to a comprehensive campus. This process will continue until such time as each student is a full time participant in the regular school community, complying with rules and deriving benefits from classroom instruction.
When the teacher of a SHARP Student determines that a student has met the criteria to be considered for phasing, the teacher will complete the Functional Programming Skills Checklist or the ED Programming Skills Checklist, depending on the student's program. When the appropriate checklist has been completed, the SHARP teacher will initiate contact with the Phase Liaison, whose responsibility it is to oversee the successful transition of all students from SHARP back to the comprehensive campus.
The Phase Liaison will review the documentation with the program Demonstration Teacher to determine the appropriateness of the phase proposal and identify a potential receiving school for the student. The Demonstration Teacher is tasked with contacting the Regional Director who facilitates the placement by finalizing the selection of the phasing school site and teacher with the appropriate principal and teacher. The Demonstration Teacher will then contact the Phase Liaison, verifying the name of the receiving school and teacher.
It is at this point that the Phase Liaison, SHARP School teacher and receiving school teacher take over the process. The SHARP School teacher will follow all necessary procedures and safeguards to arrange a case conference with all appropriate IEP Team members. Informal discussions can occur with the parents, the receiving school and SHARP staff prior to the case conference. In the case conference, participants will discuss the student's academics and behavioral strategies; the amount of time for the initial phase; a potential timeline for the phase; a communication format to relay progress information to parents, receiving school and SHARP School; duplication of records; and transportation issues.
The receiving teacher will receive the skills checklist, IEP, data sheets and any other information necessary to insure the success of the phase. While the phase is in progress, SHARP School will remain the school of record so, in the event of problems, the student can immediately return to SHARP full-time. During the phasing process, the Phase Liaison will monitor the performance of the student, conferring with both the receiving teacher and the SHARP School teacher. It is the responsibility of the Phase Liaison, in consult with the other teachers, to recommend alterations in the phasing program for a child, either increasing or decreasing the phase time.
If the phasing process has been successful and the transition has been considered appropriate, the Phase Liaison will coordinate the scheduling of a meeting of the IEP team. All IEP Team Members will meet at the receiving school to change the student's Least Restrictive Environment (LRE) designation from Private Day School to Self-Contained Classroom on a regular campus. It is at this point that the student officially becomes a student on the comprehensive campus!