Entrance & Exit Criteria

Students who qualify for special education due to behavioral and emotional issues may be considered for TLC placement. This placement determination is made by the IEP Team, contingent upon acceptance of the student by EIASE after application for placement at TLC has been made by the District through the process outlined below. The significance of the behaviors must impede the student’s learning in the general education setting. Students considered for this program are from five through twenty-one years of age.

This program is based upon each student's individualized education program (IEP). A variety of approaches are utilized to provide the student with the opportunity to benefit from his or her education and be successful to achieve their goals. Approaches used include positive behavioral interventions and supports, a tri-level charting system with rewards for appropriate behavior, providing a structured and routine environment, individual and group counseling, social work services, implementing Therapeutic Crisis Intervention strategies and systems of support, and individualized academics. TLC's goal is to teach students functional behavioral skills which will assist the student to return to the general education class setting as soon as possible. This program would be appropriate for students requiring a highly structured setting with modifications in curricula as needed to support the following long-term educational/transitional goals:

1. Develop self-awareness and self-management skills to achieve school and life success.

2. Identify and manage one’s emotions and behaviors.

3. Use social awareness and interpersonal skills to establish and maintain positive relationships.

4. Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.

Students with disabilities have the right to be educated in the least restrictive environment. Education placement decisions are made based on student’s needs and may include the following (listed from least restrictive to most restrictive):

1. General Education

2. Resource Room (Separate Class)

3. Self-Contained Room (Separate Class)

4. Separate Day School (Special School)

5. Residential Program (Special School)

6. Home/Hospital Program

EIASE’s TLC program is a Separate Day School. Districts should provide documentation that less restrictive placements have been tried and did not meet the student’s level of need prior to placement consideration in the TLC program.

1. Contact the EIASE Associate Director assigned to your district. 

2. The Associate Director will conduct at least one student observation. 

3. A Progress IEP meeting will be conducted with necessary IEP team members and Associate Director.  Additional factors the team must consider are:

   • Student must be eligible for special education services for at least 6 months

   • An FBA and BIP must be implemented for a minimum of one quarter (9 weeks)- data will include 3 baseline data points for target and replacement behavior, and 8 data points for target and replacement behavior AFTER intervention has begun

4. If the IEP team determines TLC might be an appropriate placement option, the Associate Director will contact the district principal and TLC principal. The TLC principal will conduct a student observation.  

5. After the TLC principal completes the observation, a file review will be conducted with home school staff, TLC principal, TLC social worker, TLC teacher, and Associate Director

6. Once the file review has been completed, the home school district will schedule an IEP meeting to determine placement. TLC principal, social worker/counselor, and teacher will be invited 

   • The home district should write this IEP as they are familiar with the student’s present levels of performance and needs. 

“IEP goals should be written before a decision is made on placement. Goals should be written to support the student’s needs. They should not be written to reflect the services available in a specific placement.” 

- ISBE Parent Guide to Special Education p. 61

The TLC placement process will be managed by EIASE Associate Directors, not the TLC Principals. Please do not contact the TLC Principal directly to discuss potential placements. In the event that a district needs a placement process other than what is outlined above, contact the EIASE Executive Director. 

For Students Currently Being Served in a Residential Facility Who are Returning Home

When the district is notified that there is a student who will be returning from a residential setting, the district contact person should call the Associate Director to notify them. If there is space available in the TLC program, the TLC Principal will call the district contact person to schedule a file review. This meeting should include TLC staff, Associate Director, district contact person, and the residential facility staff person. Once the file review has been conducted, and it is determined that TLC might be an appropriate placement for the student, an IEP meeting to determine placement will be scheduled between the TLC principal, district contact person, residential facility staff person, and the Associate Director. The residential facility will write the IEP, and changes can be made at the IEP meeting. 

These criteria, when met, will lead the TLC team to recommend to the IEP team reintegration in the home district or other less restrictive setting.  While a parent has the right to request the IEP consider a change of placement at any time, these criteria are markers for success when reintegration is considered.  As always, the final decision on placement and reintegration rests with the IEP team, including with meaningful parental participation.

 Items to consider based on each individual student:

• Student manages peer and staff relationships as indicated by IEP progress and or supported by discipline and  behavioral data.

• Student utilizes the regulation room for only scheduled breaks for at least a quarter.

• Student attends school with at least 90% attendance.

• Student displays on-task behaviors in the classroom with at least 75% accuracy.

• Student has maintained passing grades for at least 1 semester and is able to complete modified (class activities that have been changed to fit their academic skill level) academic work with minimal support (unless a 1-1 is required).

• A reintegration schedule will be established by the IEP team. This may include a student visit to the school, and/or sending a support staff with the student on their first day.