1. 2015-16

2.  Mark C. Contreras- Principal  Desmond L. Webster- Assistant Principal  Rachel Yazujian - Clinic Administrator  Heather Dora- School Psychologist (Airport)  Joscelyn Lauren- School Psychologist (Los Nogales, Moorpark, and Foster)

3.  To provide a unique school opportunity designed to address the needs of students with Emotional Disturbance.  To serve all of our districts by providing options for students who are not successful in lesser restrictive programs.  To establish and maintain good relationships with families and districts by ongoing communication.

4.  Phoenix Referral form (Background Information) – use your ISBT to assist in completing the referral  Consent for Parent Release of Information Form (VCOE or District)  Most recent IEP and addendums (if any) to that IEP  At least three months Progress Reports relevant to the social/emotional or behavioral goals from the ISBT  Most recent Psychoeducational Assessment Report, including assessment findings from the ISBT (if placement is made within 3 months of the Triennial due date, the referring district must complete the assessment).  Any current OT, PT, Speech Therapy, and/or medical reports  A Functional Behavior Assessment, with Behavioral Intervention Plan (PBIP or CBIP)  Transcript [including CAHSEE and CAASPP/SBAC (including CELDT, if applicable) testing results]. Must be updated to include any credits received in residential placement.

5.  Student meets eligibility criteria as a special education student. In most cases, eligibility will be as a student with Emotional Disturbance, or if another disability, there must be clear documented history of significant emotional issues impacting educational performance. Must have a DSM diagnosis.  Students do not need to have an ED eligibility  Students may have a secondary eligibility of Autism  The ability to benefit from a program which includes a behavioral approach combined with intensive individual and group therapy.  Student is already receiving Intensive Social/Emotional Services (ISES), (at least three months) with an Intensive School-Based Therapist (ISBT).*  In rare circumstances, the IEP team may determine that ISES services may have been provided for less than three months., but a more restrictive setting is needed. Or, in instances of out of SELPA or out of state transfer, this may not apply.  A Functional Behavior Assessment should have been completed, with a resulting Behavior Intervention Plan (PBIP or CBIP).

6.  Proceed once completed- usually within 2 weeks  Required members  Current district teacher  ISBT  Referring district representative  Appropriate Phoenix staff  Questions will be sent in advance for your review  An observation will take place by Phoenix staff if needed.  Effort will be made for an answer within 48 hours of case conference.  A tour will be scheduled if the student is found to be appropriate for an IEP to consider placement.

7.  Placement IEP is chaired and completed by referring district at Phoenix  A complete IEP needs to be developed (not an addendum – Present Levels and Baselines for goals should be updated to reflect current progress – including Worksheet for Specialized Out of District Placement).  Sample IEP pages are posted on SELPA website.  All future (after the initial) IEPs are chaired by Phoenix staff.  District representation is required at placement IEPs.  Start date at Phoenix is dependent on transportation being arranged.