Transitioning

The decision to transition a student back to their home school district is determined on an individual basis.  Consideration for transitioning is based on academic and social/behavioral success, both within school and the student’s home community, as well as the reduction of support services within MacNeal School.  Discussion around transitioning occurs during an IEP/MDC meeting when the student’s parent/guardian, MacNeal School representatives, and home school district personnel are present.  Transitions are highly individualized and may increase incrementally with student success.  For older students, transition schedules are matched to academic and emotional needs, along with successful transition to adulthood goals.

MacNeal School favors transitions that occur over the course of one semester or longer to ensure the student’s success.  The scheduling of the students transitioning to their home school is flexible.  Transitioning to a student’s home school may occur at the beginning of the school day or at the end of the school day.  MacNeal School strives to ensure positive transitioning by developing partial transitioning plans so the students have time and experience to feel rooted in their new school and have experienced success as part of their return.  Transition programming is closely monitored and adjusted to ensure success.  For students who are transitioning, the expectation is to earn at least 90% of all behavioral points.