Enterance Criteria Student enrollment at Dubnoff School is initiated by a referral from their local district Nonpublic Office. Families may contact, or be contacted by, Dubnoff School to arrange for an interview. Prior to entering Dubnoff School, students and parents must have participated in the interview process, demonstrated a commitment to follow school rules and policies and completed and returned all required intake paperwork.
Standards for Acquiring Courses Completed or Grade Level Promotion Upon entering Dubnoff School, student's transcripts are requested and evaluated as soon as possible. If transcripts are not immediately available, grade placement will be based upon the grade level indicated by the most recent IEP. At the end of each semester, student's grades are recorded on their transcripts. Students are matriculated into the next grade based upon number of credits and appropriate class work taken as prescribed by the district of residence.
Students will be placed in the following high school grade levels per district of residence policy and procedure: 0-50 credits= 9th grade 55 credits = 10th grade 110 credits = 11th grade 160 credits = 12th grade 230 + all required classes and exams completed= graduation Exit Criteria Students must complete all necessary class work and pass the CAHSEE exam, or other relevant district exams and/or requirements in order to graduate from high school with a diploma. As a student approaches graduation, the home school is contacted and the credit clerk is asked to verify our transcripts and indicate their assent to the processing of the diploma. That documentation is then sent to the district to process the diploma/certificate of completion request. Students who cannot pass the CAHSEE exam, but who have met all other requirements will receive a certificate of completion. Mainstreaming/Dual Enrollment Program The dual enrollment program at Dubnoff School is designed to successfully mainstream students back to the regular education setting. Each semester an assessment is completed on students who have (or whose parents/guardians have) expressed an interest in returning to public school, or in students that staff has identified as a candidate for dual enrollment. In addition, a parent may request that an IEP meeting to evaluate the appropriateness of dual enrollment. Each student is evaluated in three areas: classroom behavior, social behavior and academic behavior. Once evaluations have been completed, a dual enrollment team reviews the results and makes the final recommendation to the dual enrollment coordinator. Based upon these recommendations, IEP meetings are scheduled. When the IEP team determines that a student is ready to re-enter the public school setting, the dual enrollment transition process is put in place. For the first semester, dual enrollment students usually begin with two elective courses, or one elective and one academic course in an area of strength. After completing the first semester each student's progress is reassessed. If the student is ready their schedule is increased to three or four courses at the public school for the next semester. On some occasions, students have demonstrated a readiness for full time enrollment after one semester. By the second year, most students are ready to return to public school full time. This type of transition program is beneficial because it allows the student to receive continued academic and counseling support from the nonpublic school staff. Dubnoff School also enrolls students at local community colleges and occupational centers using similar criteria.
Other Exit Criteria On some occasions a parent, or the school, that the student would benefit from a different educational program, which may involve transferring to another Nonpublic School, or district program, feels it. These transfers are coordinated with the parent and the school district. An IEP is held to document this change in program. We have an experienced and dedicated group of teachers, aides and administrators. Each teacher strives to create a supportive and challenging classroom atmosphere that focuses on academic rigor and provides students with opportunities to grow emotionally, behaviorally and as a citizen in their community. We strongly encourage parent participation and appreciate parent input.
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