BEHAVIOR SUPPORTS - STRIDES, Compass

STRIDES

Structured Transition Resources In Diverse Educational Settings

When developing the Individualized Education Plan (IEP), the IEP team will identify the needed supports and services for the student and then determine the placement of a student in the least restrictive environment (LRE).

Special classes, separate schooling or other removal of a child with a disability from the regular education environment occurs only if the nature or severity of the disability is such that education in the regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

STRIDES classes are specialized classrooms that:

• • Provide supports and services to students who have behavioral/mental health needs in Cincinnati Public Schools

  • Provide support and services to students who are transitioning out of Separate Education Facilities and Partial Hospitalization Programs into a Cincinnati Public School

  • Provide supports and services to students who are presently in their neighborhood school, but require more intensive services to meet their behavioral/mental health and educational needs

Each STRIDES classroom has the capacity for ten students.

Each STRIDES classroom is staffed with one intervention specialist and one instructional assistant.

The STRIDES program is supported by school psychologists. A student services manager oversees the program.

Process for Transitioning

Entrance process for Cincinnati Public Schools students:

• • IEP team must complete the STRIDES referral application in consultation with the Department of Student Services, with all supporting documentation included

  • STRIDES team reviews application and provides recommendations

  • IEP is amended to reflect the change of placement

Entrance process to STRIDES from Separate Facility & Partial Hospitalization (PH) Program

• • Separate Facility/PH program contacts STRIDES program psychologist 6 weeks prior to discharge to set up transition meeting

  • STRIDES psychologist gathers necessary academic and behavioral data from current Separate Facility/PH program

  • STRIDES team reviews behavioral and academic data and provides recommendations for change in placement

  • IEP is amended to reflect the change of placement into STRIDES

Exit Process

• • As student demonstrates mastery of IEP goals and objectives, the IEP team determines level of inclusion in general education environment

  • Level of inclusion in general education setting is gradually increased.

  • Once student is included in general education setting, team will monitor progress in general education setting and consider fully exiting student from STRIDES.

IEP is amended to reflect the change of placement and building in which services will be provided

Natural breaks within the school calendar - quarter break, winter break, end of academic year- should be considered when fully exiting a student from STRIDES

FORMS