HPS ISDP (Individualized Skills Development Program - Formerly referred to as the 2 1/2 Program) STAFF AND PHILOSOPHY
(updated 2/12)

STAFF
Teacher - Amber Schultz
Classroom Paraeducators - Linda Johnston, Terri Siebrass

PROGRAM DESCRIPTION & PHILOSOPHY
Hello, my name is Amber Schultz and I am the teacher/coordinator for the Hastings Public Schools ISDP.  The Hastings ISDP is an intensive program for students whose behavior is the primary disruption to their learning. It is an option used only when exhaustive interventions have been implemented without success in the child’s general education/resource program.

ISDP provides a positive environment with clear expectations and immediate and consistent feedback. Strong emphasis is placed on a social skills curriculum which is taught daily and reinforced in spontaneous interactions throughout the day. Behavioral management techniques are based on behavioral and cognitive theories of intervention with a strong emphasis on choices where students learn from the positive or negative reality of logical/natural consequences. Academic needs are met through instruction planned to fit the student’s individual instructional needs.

It is our belief that it is important for each student to maintain a connection with their home school, therefore, their morning will be spent in the ISDP classroom.  The afternoon will be spent in their home school to the extent they are capable.  The primary goal of the program is to assist the student in managing their behavior so that they can, ultimately, return to receiving all of the education in their home school.  In order to ensure success, we use a controlled schedule of reentering the home school setting based on the student’s behavioral achievements.  Students will be motivated to earn more time in their general education setting through motivational contracts and rewarding effort in the ISDP and home  settings.  

Finally, parent involvement is another crucial component of ISDP. Communication with parents is promoted through the daily home/school journal, phone calls and conferences. With parent permission, communications with private therapists and outside agencies involved with the child supplement the program.