Hopewell Schools offer an education that provides a path to independence. We want to be assured that each student is provided the necessary elements along the way to be successful; therefore, we utilize the following referral process for each student.

We want to make sure that we can help a prospective student overcome the issues that lead them to us. We also want to make sure that the student wants our help and agrees to follow our program. The only way to ensure this is through a careful and thorough intake process.

Who Do We Help?

First, we the needs of special education students with a primary disability that must include one of the following:

• Emotionally Disturbed
• Specific Learning Disability
• Traumatic Brain Injury
• Other Health Impairment
• Mental Retardation

What Paperwork Do We Need?

Next, we review important information about prospective students. Each program in New Lenox, Joliet and Lockport offer different services for students. A review of the paperwork helps us determine which school site would best serve the prospective student’s needs. Prior to an initial intake meeting, school districts must submit all pertinent documentation regarding the student including the following:

• The Most Recent IEP
• The Latest MDC
• Current Psychological Tests
• Health Records
• Updated Grade Reports and Transcripts

The First Meeting

After a review of paperwork, we contact all parties to schedule an initial intake meeting at the appropriate site that should include the prospective student, a parent or guardian, and a representative from the referring school district.

The School Visit

After the meeting, we will decide if we feel that we can help the prospective student. Likewise, the student and his parents should decide whether or not they want to return to spend a trial day in the classroom. If all parties agree, the student will be scheduled to spend a shortened day in a classroom at one of our schools. The visit gives us a chance to see the student in our setting and responding to our program. It also affords the student an opportunity to see what we are all about. All of this is done with “no strings attached.” After the visit, we make a determination whether or not we accept the student in our program and the student and parents make the decision as to whether they want to attend. It’s as simple as that and has been a very important step in the overall success of a student in our program.

What Happens After A Student Starts?

After a student starts we complete a few informal and formal assessments to see just where they are academically. We want to know their academic strengths and weaknesses. A review of the IEP and other school records will be completed by the educational director, clinical director, vocational director, teachers and support staff. We discuss ways to incorporate the student’s IEP goals into their daily program.

A primary point of emphasis will be the child’s current levels of achievement especially in reading and math. Children with psychological disorders and developmental delays often exhibit extremely erratic levels of academic achievement. Therefore, our first task is to understand what has been said about their abilities by school professionals through past individual achievement testing, standardized group testing and progress notes from their teachers. The parent’s perception of their child’s progress and the student’s own perception of their learning and academic abilities is also extremely important. We utilize a computer-based testing program to determine the math, reading and language usage levels of each student.

After arriving at an estimate of instructional level, the psychologist and the classroom teacher will work together to do a screening of the child’s abilities, and to begin to address specific areas of strengths and weaknesses. We will also work together to further assess any indications of specific learning disabilities or attention deficits.

Once a reasonably thorough diagnostic work up has been done; the teacher, vocational director and the therapist will work with the student to find educational activities that are in keeping with the student’s abilities and career interests. Obviously, this will require some trial and error, but a level of trust and report will be established between the staff and the student that will maximize the student’s potential while promoting positive self-esteem and social responsibility.

The goal for all students is to reach their individual potential and become productive citizens. Using the diagnostic testing and career exploration activities, career development activities, and therapy, every student will develop an Individual Career Pathway Plan. Each plan includes a rigorous transition plan and post-secondary goals with aligned activities to reach those goals. Using this developmental guidance system, students will be able to see a snapshot of activities that will help them reach their goals.

Within one to two weeks of attendance at Hopewell, the staff, the student and their parents will have a good idea of what the student’s educational plan will be. The Individual Career Pathway will also be developed in the first few weeks, but will be a working document as the student decides his or her career choice.