Help Guide for Families

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family help index enrollment link ilp implement meeting assessment link regular rc meeeting link quarterly rc meeting semester rc meeting yearly rc meeting link conflict resolution link technology link application link ilp design meeting link ilp creation meeting link

 

Application Process (New Learners Only)

  1. Contact Delta VISION Home & Community Program office for an application packet.
    1. Eligibility – VHL 102, 103, 105
    2. Is VISION for me reflection questions - Reflection Questions
    3. Program Summary – DVHCP Handbook page 2
    4. Mission and Philosophy of the DVHCP – DVHCP Handbook page 3
    5. Principles – DVHCP Handbook page 4
    6. Application - Application
  2. Complete Application thoroughly and turn in to main office.

Orientation Process

  1. Assistant Director will contact you to confirm your interest, answer specific questions, and inform you of the next Orientation time.
  2. Attend Orientation – this will help further clarify the main rules of the program
  3. Receive Program Snapshot
  4. Confirm with the Assistant Director that you are still interested in enrolling your child.
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Enrollment Process

Enrollment Meeting

  1. Receive a call from a Resource Consultant in order to set up your first enrollment meeting (within two weeks of Orientation and confirmation date).
  2. Prepare for the scheduled meeting with the Resource Consultant
    1. Plan for a minimum of a two hour meeting
    2. Bring required documents – VHL 114
      • Birth Certificate
      • Immunization Record
      • Report cards
      • IEP
      • 504
      • Portfolios
      • Transcripts
    3. Read Program Snapshot (For Full-Time, Part-Time, or Kindergarten)
    4. Compile questions you may have from Orientation,  Program Snapshot or other
    5. Reflect on the following questions prior to the meeting
      1. General thoughts about coming to the DVHCP
        • What brought you to the DVHCP?
        • Where will learning be taking place?
        • Are you new to parent guided education or have to been a home schooling family before?
        • Have you asked your learner how they feel about going to a new school and structure – what are their feelings?
      2. Specific ideas and thoughts about the direction and implementation of your child’s education
        • What are the learner’s short term goals?
        • What are the learner’s long term goals?
        • What does the learner want to be when they grow up?  Why?
        • What kinds of classes do you want your child to take?
        • What kinds of classes does your child want to take?
        • What activities, outside of “school”, does your learner participate in? 
        • Do you have any specific materials, books, or courses that you want to use?
        • Are you willing/able to grade your child’s work?
  3. Attend the scheduled enrollment meeting with the Resource Consultant
    1. Be on time – this sets the stage for a positive working relationship
    2. Review, discuss, and complete the Enrollment Packet with the Resource Consultant
    3. Ask questions regarding things that are not clear
    4. Set up specific agreements with your Resource Consultant – VHL 106, 107
      • Consider your comfort level with the Resource Consultant and decide if this relationship will be in the best interest of meeting your learner’s goals.
        1. If yes, move forward.
        2. If no, contact the Assistant Director to arrange for a meeting with another Resource Consultant.
      • Communication preference (both method and times)
      • Review, discuss and sign DVHCP Contract with the additional Resource Consultant agreements added.
      • Discuss Support Status Structure - Support Status Structure Guide
      • Set up regular meeting schedule in compliance with Support Status Level
      • Schedule second meeting within one week of initial meeting

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Individual Learning Plan Design Meeting

  1. Prepare for next meeting with Resource Consultant
    1. Review all the material provided and discussed prior to next meeting.
    2. Document any questions you would like to clarify at the meeting
    3. Determine Learning Style
    4. Determine Teaching Style (future link)
    5. Document ideas for course, materials, and desired classes
  2. Attend the ILP meeting with the Resource Consultant
    1. Discuss questions or concerns that have arisen since the initial meeting
    2. Review any relevant documentation provided to the Resource Consultant
      • Tests
      • Transcripts
      • Portfolios
      • IEP/504 plan in place already
      • Body of Evidence (work that can demonstrate skill level)
    3. Review ILP Meeting Packet – CRR 102
    4. Gather ideas for potential:
      1. Courses – CRR 101, 102, 104, 105
      2. Credits (for HS) – CRR 106, VHL112
    5. Discuss how resources can be obtained
      • Purchasing items
      • Scheduling classes
      • Finding Educators
      • Checking out resources from inventory

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Individual Learning Plan Creation Meeting

  1. Discussion to determine final course and materials choices (this could be multiple conversations via phone, meeting, and/or e-mail) as well as how to obtain resources and materials
  2. Agreement by both Family and Resource Consultant for final ILP
  3. Submit agreed upon ILP to Highly Qualified Consultant for review and comments
  4. Meet with Resource Consultant  after HQC agreement of ILP
    1. Complete Schedule of Hours
    2. Determine if assistance is needed in registering for classes or ordering materials
    3. Set date to review materials together
    4. Make a plan, if necessary, for daily work until materials arrive and are reviewed
    5. Receive training on Paragon Data system – prior to leaving the meeting you should feel comfortable in use of:
      • Password and sign in process
      • Individual Learning Plan
      • Schedule – VHL108
      • Hourly Log – VHL111 
      • Funding

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Implementation of ILP Meeting

  1. Design optimal learning environment
    1. Structured Environment
      1. Choose an environment free from distractions
      2. Set up school area
        • Desks? Tables?  Classroom setting?
        • Keep all school materials in one area with a place for everything
        • Provide baskets or folders for work that needs to be graded.
        • Provide file folders for collecting work samples
      3. What time of day works best for you?  Keep in mind that mornings tend to be the best time for learning.
    2. Schedule
      1. School year schedule
        • Are you planning to school year round or stick to the school calendar?
        • Plan for completion of all courses within your school year
        • Schedule time for Brain child testing as applicable
        • Schedule the required 720 hours for the year (break this down into weekly time allowances to ensure completion)
        • Schedule time during second semester for CSAP/ACT prep
      2. Weekly schedule
        • Schedule the required 360 hours for the semester broken down in weekly increments
        • Prepare lesson plans
        • Allow flexibility in your weekly schedule.  Perhaps allow for catch up work or field trips at the end of the school week
        • Allow time for documentation of learning
        • Log hours in Paragon
      3. Daily schedule
        • Set aside time everyday for each Learner to have individual time with you
        • Plan time for breaks throughout the school day
        • Allow time to grade papers and oversee work daily.  Immediate feedback on work accomplished is ideal for Learner progress.
        • Write up a separate schedule for Learner to follow
        • Write up a daily schedule for primary mentor
  2. Meet with RC to discuss materials and chosen path
    1. Learner work expectations
      • Schedule to complete course
      • Schedule of weekly time
      • Expectations for samples of work
    2. Educator work expectations
      1. Knowledge of how to use materials
        • How to teach
        • How to grade
        • How to use
        • How to schedule
      2. Ensure correlation to ILP goal for course
        • Percent of tests? Homework? Projects?
        • Time spent?
        • Number of lessons? Projects?
    3. Ask questions regarding process so far or into the future that you are unsure about or need help with.
    4. Review goals set forth in ILP for each subject to ensure that plans match goals
  3. Record keeping
    1. Have weekly lesson plans
    2. Keep a record of grades and notes on completion of work
    3. Track hours on a weekly basis for all credit courses specifically requiring 60 hours as written in ILP
    4. Keep a notebook for future lesson plan ideas, reference books and websites
    5. Assign a folder for each Learner to collect samples of work
      • Consider putting together a portfolio of work.  If using unit studies or projects, take pictures and add to portfolio.
      • Seniors often display these work samples at Senior Presentation Night.
    6. Required documentation
      • Log hours in Paragon showing attendance at the end of each week
      • Provide a narrative journal or lesson plans with work completed to your RC on a monthly basis
      • LDF will need to be turned in on a regular basis depending on Learner status

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Evaluation / Assessment

  1. Evaluate the progress on a weekly basis
    • Test scores
    • Comprehension checks either orally or written
    • Evaluate  Learner’s understanding and retention of information
    • Evaluate progress of hours for semester (360 hours required)
    • Progress for completion of course on schedule
    • Evaluate materials being used are working for Learner and primary mentor
  2. Evaluate the performance of the RC.  If your expectations have not been met, please contact the Assistant Director and request to work with a different RC.                                                                                            

Evaluating Challenges

  1. Learner Motivation
    1. Is it time to mix it up and add something different to your schedule?
  2. Learner Struggles
    1. Have you observed problems with your Learner's progress?   Problems comprehending? Struggling with reading?
      • RTI
      • Discuss options for additional help or tutoring with RC
  3. Curriculum
  4. Educator
  5. Resource Consultant
  6. Highly Qualified Consultant

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Regular Resource Consultant Meetings

Each Meeting Should Address:

  1. Questions and concerns from the family and Resource Consultant
  2. Discuss success and challenges being faced.  Address:
    • Curriculum choice
    • Learning Environment
    • Teaching Style
    • Organizational/Time Management concerns
    • Educator Courses
    • Curriculum
    • Teaching/Learning Relationships
  3. Provide an update on progress.  Where is Learner in respect to goals set?  Is Learner on track?
  4. Provide documents within the Learning Documentation Folder according to assessments listed in ILP.  (i.e.: if assessment is dependent upon unit tests, collect samples of unit tests, etc.)
  5. Review Hourly Logs:  Address concerns.
  6. Review, compare, and contrast CSAP, DIBELS, Scantron,etc. if applicable.
  7. Discuss any upcoming opportunities/events that may be of interest to the Learner/Family
  8. Provide funding information/documentation and ask questions pertaining to funding - CRR 103, Funding Procedures
    • Provide completed funding summary for RC to review
    • Provide proper invoices / receipts to accompany request
    • Discuss any questions you might have on items to be funded
    • Document funding guideline questions in proper place (wherever decided)
    • Discuss funding deadlines for the month. 

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Quarterly Resource Consultant Review Meetings

  1. Progress check
    • 360 hour requirement
    • Review that Learner is on track to complete coursework on time for each course.
  2. Bring all mid-term progress reports
  3. Be prepared to turn in samples of work from all subjects or courses
  4. Discuss questions or concerns that have arisen
  5. Progress toward graduation path

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Semester Resource Consultant Review Meetings

Full-Time Learners Grades K-12

  1. Review hourly logs to ensure Learners have obtained 360 hours or the pre-determined amount for K or late enrollees.
  2. Check for curriculum completion according to the standards written in the ILP
  3. Make sure LDF has been submitted according to the support structure and ILP standards
  4. Review of progress in each subject/course.
  5. Progress toward graduation path
  6. Provide backup documentation as needed (Educator Reports, Grade reports etc)
  7. Discuss struggles/successes with your Resource Consultant
  8. Complete any exception plans necessary - VHL 106
    • Outline reason for exception
    • Outline guidelines of exception
    • Ensure appropriate consensus groups signatures (HQ, RC, Parent, Learner)
  9. Complete grade report with your Resource Consultant for appropriate semester in Paragon and sign agreed upon grade report
  10. Complete Educator Evaluations
  11. Arrange New ILP Meeting with Family - Link to ILP Creation Meeting (above)

 

Full-Time Middle Credit Earning Procedure (7-8)  VHL 112

  1. Develop an Individual Exception Plan with the Family for each course to explain why credit is being earned in the course.
  2. Ensure appropriate signatures for the Exception Plan (HQ, RC, Learner, Parent)
  3. Ensure that proper LDF has been submitted to the HQ
  4. Obtain proper transcript back-up for credit according to the ILP.  These could include:
    • Grades (Letter or Pass/Fail)
    • Hours (60 for .5 and 120 for 1.0)
    • Educator Report (Must include grade report as well as description of credit awarded)
  5. Complete grade report including the credit earned with your Resource Consultant for appropriate semester in Paragon and sign agreed upon grade report
  6. Complete Educator Evaluations
  7. Arrange New ILP Meeting with Family - Link to ILP Creation Meeting (above)

 

High School Credit Procedure (9-12) VHL 112

  1. Ensure proper credit validity is in place according to the guidelines of the ILP.

    Parent Guided Courses:

      • HQ Review of text/curriculum/materials
      • Appropriate number of hours (60 =0.5 credit)
      • Proper LDF according to ILP
      • Appropriate % amount of completion according to ILP
      • Grade Report with back up

    Educator Courses:

      • Educator Backup to include
        • Grade Report
        • Issuance of Credit
        • Educator Signature or direct e-mail link to printed report

    Apprenticeship:

      • Program Apprenticeship Report
        • Issuance of credit
        • Mentor/employer signature
        • Check stubs if applicable

    Work Study:

      • Work Study report signed by employer
      • Hour log
  2. Complete grade report including the credit earned with your Resource Consultant for appropriate semester in Paragon and sign agreed upon grade report
  3. Complete Educator Evaluations
  4. Arrange New ILP Meeting with Family - Link to ILP Creation Meeting (above)

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Annual (Yearly) Resource Consultant Review

  1. Progress check
    • 720 hours complete
    • Completion of coursework
  2. Evaluation of year
    • How did Vision meet your needs?
    • What will you do different next year?  Will you change your curriculum?  Will you enroll in more classes, less classes, more one-on–one, add or change tutors, improve time management etc?
    • What worked well for your Learner and can you expand on that?
  3. Next year
    • Are you interested in keeping with current RC or would you like to interview and work with someone new?
    • New to high school credit requirements?  Discussion on all specifics pertaining to credit and graduation requirements.
  4. Discuss questions or concerns

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Conflict Resolution

  1. Agreements are the basis for the expectations and requirements for each party in the Delta VISION Home & Community Program
    1. DVHCP Contract
    2. Resource Consultant Agreement
    3. Educator Agreement
  2. Broken agreements must be addressed using Due Process - GOV 106
    1. DVHCP Contract
      1. What breaks the contract
        • Any failure to comply with agreed upon requirements
        • Examples
          1. Non-compliance with ILP Implementation
            • Hours
            • Non completion or follow through for Goals
              • Completion rate for materials
              • Grading
              • Methods
              • Materials (use of listed, not changed)
          2. Non-communication with consensus group
            • Missing regular Resource Consultant meetings
            • Not responding phone calls or e-mails in a timely manner or at all
            • Refusing to provide needed documentation for either the Resource Consultant or Highly Qualified Consultant
      2. Who may initiate - Administration, Parent, Resource Consultant, and/or Highly Qualified Consultant may begin Due Process if any requirement within the Contract is broken
        • Tier 1 – Verbal discussion regarding challenges with all appropriate parties present
        • Tier 2 – Formal meeting with all parties involved in the agreement/contract
        • Tier 3 – Potential exit from the DVHCP
    2. Resource Consultant Agreement
      1. What breaks the contract
        • Any failure to comply with agreed upon requirements
      2. Who may initiate – Parent or Resource Consultant
        • Tier 1 – Verbal discussion regarding challenges with all appropriate parties present
        • Tier 2 – Formal meeting with all parties involved present and a new written agreement signed by all parties
        • Tier 3 – Potential exit from the DVHCP or (in the case of a parent’s dissatisfaction with an RC or HQC) change of placement for the learner
    3. Educator Agreement
      1. DVHCP Sponsored Class
        • Who may initiate – Parent, Resource Consultant, Highly Qualified Consultant, or DVHCP Sponsored Class Educator
          • Tier 1 – Verbal discussion regarding challenges with all appropriate parties present
          • Tier 2 – Formal meeting with all parties involved in the agreement/contract
          • Tier 3 – Potential exit or failure from class
      2. Independent Educator (all who are providing classes that are not on the Menu of Opportunities)
        • Who may initiate – Parent or Educator
        • This is an independent contract – the program holds no authority in this agreement.  Disputes should be settled by the Parent and Educator based upon the signed contract. If state/school district funds have been misappropriated, contact the DVHCP Eductor Coordinator.

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Technology (IT)