Student and Parent Handbook - Howard Center

jockeyropeInternet and Web Development

Feb 2, 2013 (4 years and 4 months ago)

94 views


1



The Jean Garvin School

Student and Parent Handbook





















90 Harvest Lane

Williston, VT 05495


Phone: (802) 488
-
6767

Fax: (802) 488
-
6768




2

Index


I.

Jean Garvin School
Mission and Core Values

………..
………………

..
Page 2


II.

The Circle of Courage

…………
…………………………………………
.
Page 2


III.

The important role of Parents, Guardians and Family Members

…….
.
…..
Page 4


IV.

The Daily Schedule

……………………………………………………….
Page 6


V.

Response to Behavior ……………
……………………………………….

Page 6


VI.

Performance Standards and
the

Level System ….
……………………..
.
..
...
Page 7


VII.

Outcomes to Behaviors

...
………………………………………………

.
Page 10


VIII.

Health and Safety Policies

………………………………………………
.
..
Page 13


IX.

Student Policies

………
………………………………………………….
.
..
Page 18


X.

General School Information

……………………………………………
.

Page 22



























3

I.

J
ean Garvin School Mission

and Core Values


Responding to the need for increased options both therapeutically and academically for
youth ages 12
-
16 in Chittenden County; the Jean Garvin School was created and opened
for services in July 1997. The school is

a consortium model founded through the
collaboration between six area school districts and the
Howard
Center’s Children, Youth
and Family Services. Through this collaboration students and their families are able to
participate in a broad continuum of serv
ices.


The mission of the Jean Garvin School was recently revised to reflect the current program
values and practices, as well as the population of students served.
The mission is to
provide an educational program offering unique therapeutic learning oppo
rtunities to
inspire personal change and well
-
being.
Along with this mission, the
staff in the
program adheres

to a strong set of core values as they strive to provide a safe, nurturing
and well
-
balanced learning environment. The core values are:




With a

structured and flexible environment, we offer acceptance of individuality
while providing academic differentiation and the promotion of healthy
relationships;



The Jean Garvin School nourishes a safe and respectful educational environment
in which students

are supported to develop mastery, generosity, belonging and
independence;



The Jean Garvin School staff strives for continuous evolution through reflective
professional development, while honoring the creativity within each of us.


II.

The Circle of Courage

GE
NEROSITY











INDEPENDENCE

BELONGING







MASTERY


The Circle of Courage, pictured above, visually depicts what we believe to be
fundamental, universal human needs. Often, students enter
the Jean Garvin School
having some of these needs gone unmet. The staff members at the Jean Garvin School
are committed to nurturing feelings of belonging, mastery, independence, and generosity.
Listed below are some of the ways in which teachers at the
Jean Garvin School attempt to
meet each student’s needs.



4

Belonging

Relationships, between teachers and students as well as between students and their peers,
are valued and nurtured. We believe that these relationships form the foundation upon
which all l
earning will occur.


Crisis is viewed as an opportunity for growth.
Staff at the Jean Garvin School is

trained
in managin
g cri
ses with a sensitivity that strengthens relationship bonds, rather than
widening the gap.


Life Space Crisis Intervention is a
therapeutic tool used by all teachers and support staff
at the Jean Garvin School. This is a straightforward, practical approach to
communication and problem solving which helps students to work on the behaviors that
set them apart from others.


The value
s
-
based curriculum, supported at the Jean Garvin School, emphasizes respect
rather than obedience and coercion. Once again, our goal is to create a climate in which
individuals are respected and helped to make healthy decisions, rather than one in which
a
dults demand obedience from students.


Finally, the Jean Garvin School extends frequent “invitations to belong.” Kick
-
off and
culminating ev
ents, which correspond to our

thematic units, foster a great sense of group
and belonging. Open houses, gatherings
, student recognition days, Friday clubs, etc. are
all thoughtfully planned in such a way as to make students feel a part of this community.


Mastery

Staff and teachers at the Jean Garvin School recognize that many of their students have
spent years fe
e
lin
g uncertain, discouraged, and intimidated in the classroom setting. As
such, they strive to make learning non
-
threatening.


Active participation is emphasized as students are invited to take part in a variety of
engaging, hands
-
on projects. Traditional l
ecture
-
type formats, which place students in
the role of passive recipient, are kept to a minimum.


Teachers at the Jean Garvin School view learning as a social activity. Therefore,
individualism and competition are emphasized far less than cooperative ed
ucation. The
cooperative group learning th
a
t is structured in our school is designed to increase
students’ self
-
esteem, foster positive attitudes toward others, and develop higher levels of
social skills.


Success and master
y

are generously acknowledged a
t the Jean Garvin School. Students’
achievements are recognized through a rich web of private and public celebrations.


Independence

The Jean Garvin School is structured to foster a sense of autonomy in students, while
balancing that with con
tinuing socia
l controls. Staff
provide students with opportunities
to have influence over their own lives and encourage the development of self
-
discipline.


5

Our values
-
based curriculum is an excellent example of how students are helped to
internalize a set of values,
which will enable them to make thoughtful and healthy
behavioral choices.


Generosity

Students at the Jean Garvin School are taught to value and demonstrate empathy toward
others. As the
y

are ready, students in our school are viewed upon as being ready to

contribute to others and are therefore given responsibilities to experience the satisfaction
of giving. This can be seen when students are asked to tutor a peer, run an errand,
and
perform

a job for the classroom or to carry out a service for the communi
ty as a way of
saying “thanks.”


While we believe the Circle of Courage to be the foundation of our program values and
philosophy, we as a staff continue to seek professional development opportunities to
build on our foundation. In this vain, we have adde
d several frameworks to our set of
core beliefs. These include: Bridges Out of Poverty, by Ruby Paine, Co
-
Occurring
Disorders theory and practice, the Neuro
-
sequential Model of Treatment for Trauma
developed by Bruce Perry,

Attachment, Self
-
Regulation an
d Competencies developed by
Margaret Blaustein,

and the theory of Social Thinking by Michelle Garcia Winner. The
addition of these frameworks in our practice has helped to strengthen our program and
provides increased opportunities for students and famili
es to gain skills and confidence.


III.

Parent & Guardian Involvement is Critical for Student Success


Each student at the Jean Garvin School is connected to a treatment team that, together,
will craft

Individual Treatment Goals and offer ongoing supports to
the student.
Members of a treatment team include a
potentially large range of support persons who
have an investment in the student’s success. Teams typically include the student,
parents/guardians, other family members, special education liaisons and se
nding school
representatives, the Jean Garvin School social worker, Jean Garvin School teachers,
clinicians and administrators, therapists, other adult supports/mentors, and many other
potential supports. The partnership that is built within the treatment

team provides the
framework for growth for the duration of the experience at the Jean Garvin School.


From the beginning of the referral process, it is important for the students to have an
active role in goal planning and decision making. Sometimes ther
e are circumstances
where this is not possible, but any meaningful involvement that the student can be
engaged in will increase the potential for early and ongoing successes.


There are a number of specific ways that parents/guardians and families can acti
vely be
involved in supporting students in achieving individual goals:




Participating in
scheduled meetings

for your student. Team, IEP, Response and other
meetings are all vital to ongoing review, evaluation, and opportunities to change the
treatment pla
n as needed. Please come to these meetings with updates, questions,
observations of growth, and any other valuable information. Also, students often show

6

more active participation in meetings when receiving encouragement from family
members both before a
nd during the scheduled meeting time.




Maintaining
open and consistent communication

with your Jean Garvin School
social worker and other school staff. Regularly sharing pertinent information is
essential to moving treatment plans forward. Communicating
with the designated staff
from the sending school to arrange
transportation services

to and from the Jean
Garvin School. Involve your student as much as possible with the responsibilities for
arranging rides.




Set aside the time to participate in
special
events

that are put on throughout the school
year by students and staff. Traditional events include; the Transition Ceremony (mid
June), Open House (TBA), Family Meetings (TBA), Treatment Team Meetings (TBA),
and more new traditions to be announced.




Week
ly
Jean Garvin School Datas
heets

are available and

sent home for review each
week. Many families connect the datasheet scores and/or levels with privilege systems
at home.




Continue to provide
ongoing encouragement
.
There are times when the group work
w
ill be difficult and your student may lose their focus on why they are being asked to
do this work. The dialog you create with your student can help them stay connected to
the opportunities they can achieve by successfully completing their treatment goals
.


IV.

Jean Garvin School Daily Schedule


Monday/Wednesday


Tuesday/Thursday


Friday

8:40


9:00

Home Room/Silent Reading


8:40


9:00

Home Room/Silent Reading


8:40


9:00

Home Room/Silent Reading

9:00


9:45

Academic 1


9:00


10:00

Academic 1


9:00


10:0
0

Study Hall

9:45


10:30

Academic 2


10:00


11:00

Academic 2


10:00


10:30

Community
Mtg.

10: 30


11:00

Self
-
Regulation/Movement


11:00


11:30

Self
-
Regulation/Movement


10:30


12:30

PE/Electives

11:00


12:00

Health 1, 2, 3, 4


11:30


12:30

Lunc
h/Break/ Study Hall



12:00


1:00

Lunch/Break/Study Hall


12:30


1:30

Academic 3



1:00


1:45

Academic 3


1:30


2:30

Academic 4



1:45


2:30

Academic 4








7

V.

Response to Behavior


The Jean Garvin School employs a Three
-
Level System when responding

to student
behaviors and recognizes that consistent adult responses to low
-
level challenging
behaviors produces a positive school climate in which more serious infractions will
be minimized. The Three
-
Level System table describes a range of student behav
iors
followed by the appropriate staff responses, with discretion based on the type of
behavior or impact on the learning environment.


Level One Behaviors: Primary Responsibility


Teacher or Supervising Adult

Student Behaviors

Staff Behaviors

Outcomes



Off task behaviors



Minor to moderate disruption



Disrespectful communication



Non
-
responsive to staff
directions



Not accessing self
-
management strategies



Inattention to classroom work



Refusing to satisfactorily
complete assignments or accept
help



Providing h
urdle help



Cueing, redirection



Planned ignoring



Use of humor



Using “I” statements



Reflective/empathic listening



Script:

1.

What are you doing?

2.

What are you supposed
to be doing?

3.

Wh
at do you choose to
do? (give

choices)



Move from supportive
behaviors to direct
ive behaviors
at appropriate time




In
-
class time away from group



Loss of behavioral data



Work completion during free
time



Failure of lesson



Loss of privileges



Restitution



Parent notification/
involvement



Positive reinforcement for task
completion and class

cooperation



Opportunities for recognition
and achievement


Level Two Behaviors: Primary Responsibility


Teachers and Behavior Support
Staff

Student Behaviors

Staff Behaviors

Outcomes



Includes all Level One
behaviors in which student
remains non
-
compli
ant and
disruptive to his/her or others
learning or responsibilities



Behavior continues after staff
have intervened



Script (see above)



Direct student to out of
classroom spaces or the
Counseling Space



Life Space Crisis Intervention



Consideration for Functi
onal
Behavior Assessment and
Behavior Intervention Plan



Offer sensory
-
motor strategies
for self
-
regulation



Loss of Privileges



Loss of behavioral data



Work completion during free
time



Engage in problem
-
solving
process (LSCI)



Completing class away from
group



Restitution



Class failure



Participation in Behavior
Intervention Plan for chronic
behaviors



Parent notification


Level Three Behaviors: Primary Responsibility


Behavior Support Staff and
School Administration

Student Behaviors

Staff Behaviors

Outcomes



Significant disruption to the
learning environment



Seek help f
ro
m behavior
support staff or administration



Leave Plan



Short
-
term suspension (in or

8



Engaging in a Zero Tolerance
Behavior including:
Harassment, Threatening/
Aggression, or Property
Destruction



Weapons possession, threat to
use, or actual use



Drugs, alcohol or tobacco
possession or use



L
eaving school grounds
without permission



Significant disruption in the
community



Chronic violation of school or
class rules



Stealing



Chronic truancy



Provide work for in
-
school
suspension



Participate i
n parent
conferences and re
-
entry
meetings



Document incident



Ensure the safety of the other
students



Referral for Functional
Behavioral Assessment and
Behavior Intervention Plan

out of school)



Restitution



School fail
ure



Re
-
entry meeting with parent



Report made to police



Referral to Williston
Reparative Board



First Call involvement if
mental health crisis



Level suspension



Treatment Team meeting



Interagency referral and
planning



IEP meeting for Manifestation
Determinati
on


VI.

Behavior Management Program


Upon referral, sending school districts have identified one or more areas of behavior that
has/have interfered with a student’s success in the public school. The Jean Garvin School
has a system in place for monitoring, re
sponding to, and reporting on those student
behaviors to highlight continued areas of concern as well as progress towards re
-
integrating into a less restrictive environment. Data is recorded on a daily basis in several
key behavioral areas, and translated

into percentages on a weekly basis. These
percentages form the basis of our level system, and are directly related to the earning of
student privileges. Each of the following behaviors
is

tracked on a per period or activity
basis:

Performance Standards


Respectful Communication:
Using appropriate verbal and non
-
verbal communication
that refrains from the use of: derogatory comments, swearing, inappropriate tone of
voice, obscene gestures, sarcasm, sexualized comments or innuendo/words with implied
meani
ng, or any verbalizations or gestures that disrupt the environment or are overtly
disrespectful to others.


Following Directions:

Stopping, changing or modifying your behavior when directed by
any staff
m
ember with no more than one cue when directed.


Tas
k Completion:

Meeting or exceeding staff expectations for work completion and/or
participation.


* These

expectations will be individualized to account for each student’s cognitive and
academic abilities, as well as their ability to attend to, participate

in, and persevere
through assignments and other activities.



9

Self
-
Management:

Accessing personal strategies when feeling bored, frustrated, angry
or anxious. Staying out of other’s challenges, and refraining from instigating or pushing
other student’s b
uttons.


Personal Responsibility:
Arriving to school, class, group on time and prepared for
activities. (i.e., homework is complete, student has a pen/pencil, clothing and footwear
are appropriate for the activity).


Zero Tolerance Behaviors


Definitions
:
Zero Tolerance Behaviors (ZTBs) may fall under one of three categories.

These include:


Harassment:
unwelcome verbal, written or physical conduct based on a student’s actual
or perceived race, religion, creed, color, national origin, marital status, s
ex, sexual
orientation or disability that has the effect of substantially undermining or detracting
from, or interfering with, the victim’s educational performance or access to the school’s
resources or activities, or creating a hostile, offensive or intim
idating school environment.
Such conduct includes derogatory remarks, jokes, demeaning comments or behavior,
slurs, mimicking, name calling, graffiti, innuendo, gestures, physical contact, threatening,
bullying, or the display or circulation of hostile, o
ffensive written materials or pictures.
Examples include: calling someone “gay” or a “retard”, giving someone a sexually
suggestive note, drawing a sexually explicit picture, or making fun of someone’s way of
speaking.


Threatening/Aggression:
any verbal

threat, innuendo of a threat, physical posturing,
slapping, hitting, kicking, biting, spitting, throwing objects, etc…or any means of
personal harm in any way.


Property Destruction:
any damaging, marring (drawing on), or defacing (scratching) of
school
structures (walls, doors, windows, etc.), furnishings (desks, chairs, equipment,
etc.), materials (paper, books, markers, pencils, pens, rulers, calculators, etc.), personal
belongings, or any item that does not specifically belong to you (clothing, backpa
cks, CD
players, etc.). This may also include the deliberate breaking or chewing of materials, the
deliberate wasting of school supplies (paper, tape, glue, food items, etc.), the kicking or
punching of walls, doors, furniture, etc., the forceful slamming

of doors, or the throwing
of objects that causes damage.


The Level System


Students are provided with a data sheet on Wednesdays of each week that shows the
percentages earned in each of the 5 Performance Standards (PS) areas as well as
indicating whethe
r they engaged in any Zero Tolerance Behaviors (ZTBs). A student’s
placement on the level system is determined by their cumulative average over a week
period and is indicated on their data sheet. Al
l students are placed on Level 1

for a one
week period u
pon enrollment (unless a ZTB is earned) to allow students to become

10

familiar with the program and for staff to become familiar with the student. Datasheets
are mailed home to parents/caregivers each week. The following table describes each
level and asso
ciated privileges.


Level

Privileges

Level 1
: 74% and below



Walk with staff on school grounds



Play basketball with staff supervision

Level 2
: 75%
-

89%



Level 1 privileges



Go to the store with staff



Go to the vending machine with staff



Use computers dur
ing free time



Use personal video game systems during breaks

Level 3
: 90% and above



Level 1 and 2 privileges



Walk off school grounds alone



Play basketball outside alone



Switch homerooms during breaks



Morning kitchen time



Double lunch block

* Lowest perc
entage determines Level

* Permission is required for all privileges


Loss of Privileges:
A student earning a ZTB will be placed on level suspension
beginning on the day of the incident. They will remain on level suspension until all
reparative work is
completed. Students will be given support and time to complete
repairs, both with relationships and property.


VII.

Outcomes to Behaviors


When a student engages in inappropriate, defiant, or disruptive behavior within the group
and has not responded to effort
s to ignore or redirect their behavior (or the situation did
not allow for such indirect responses to be implemented first), it is necessary to set a clear
limit on the student’s behavior. The limit
-
setting process would typically involve an
effort to set

a limit within the group context. If the student does not adjust their behavior
within the group context, or the situation demands immediate removal, then this limit
-
setting process is moved outside the group setting.


Time Away from the Group


Time Away

from Group:
When a student engages in inappropriate, defiant or
disruptive behavior in the classroom and is not responsive to efforts to ignore or redirect
his or her behavior, staff may direct a student to move away from the group (usually to a
designat
ed location either in the classroom or in another quiet area). Students are
expected to quietly move to this area and sit quietly until staff can have a private
conversatio
n with them. While there is no

time limit placed on this process, this time will
d
epend on: 1) the student’s ability to refocus, calm themselves, or demonstrate their
readiness to comply with expectations, and 2) the staff’s availability to have a private
conversation (staff may need to first finish instructing the rest of the class bef
ore having
this opportunity, but are expected to do so as soon as is practical). Staff will then have a
short conversation with the student where they will be asked: What are you doing? What

11

are you supposed to be doing
?

and, What do you choose to do? (
Student

is given 2
choices).


Out
-
of
-
Group
-
Intervention:
If a student is unable to adjust their behavior in the group
environment or demonstrates behavior that is so disruptive or unsafe that it warrants
immediate removal from the group, the student will
be directed to move to the
Counseling Space or other designated setting. Students are expected to stay in that space
until they are able to accept limits, the problem that prompted removal has been
identified and resolved, and a plan for positive reintegr
ation back into the group has been
developed and committed to.


This problem
-
solving process involves exploring the student’s conflict cycle by
developing a timeline of events surrounding the incident, identifying the student’s
thoughts, feelings and behav
iors during each stage, and identifying how others responded
to their behaviors. Once the problem has been clearly identified, the student will work
with staff to develop a plan for reintegration. This may entail practicing new skills before
re
-
entry, me
eting with a staff member or peer with whom they were in conflict to resolve
any issues, or making restitution to others for their actions.


It is not uncommon for a student to resist this process, as engaging in self
-
reflection can
be both challenging and

painful at times. However, the process of addressing a student’s
underlying issues, needs, and drives is critical in helping them develop the insight and
skills needed to overcome self
-
defeating patterns of behavior over time. This is also
central to th
e school’s belief that problems and conflicts provided an opportunity for
learning, and is a critical aspect of the school’s milieu
-
based approach to treatment.


When a student has repeatedly demonstrated an inability to function successfully within
the re
gular program or group context (revolving door syndrome), they may be required to
spend an extended period of time away from the group. This may last for a period or
more, and usually requires that they demonstrate an ability to accept limits and directio
n,
exercise self
-
control, and/or be able to focus on a task before returning to the group.


Self
-
Time Away from Group:
Many students use self
-
time away as a self
-
management
strategy when feeling angry, frustrated, or overwhelmed. Productive use of this s
trategy
is fully supported by the school. However, unless they have an individualized plan
stating otherwise, students must receive permission from a staff member before leaving a
supervised space. Leaving an area without permission is a violation of the

school’s
policies and could result in a behavioral consequence.


In most cases, students are granted a 5
-
minute period of time where they would not need
to talk with staff, and can return to class at any time within that period. Students
requiring a long
er period of time may be expected to engage in a conversation with staff
so that the purpose, limits and duration can be approved. Avoiding a particular class,
assignment, or activity is not an acceptable reason for a self
-
time away and may result in
eith
er the student being required to complete the task or activity, or the student’s use of
self
-
time away may be restricted.


12


Leave Plans


The Jean Garvin School has some limits in its space and capacity to manage significantly
disruptive behaviors while main
taining a safe and positive learning environment for
others. Therefore, if a student demonstrates an inability to function in the program in a
safe and non
-
disruptive manner and does not respond to behavioral and therapeutic
interventions designed to reso
lve his/her difficulties, the student will be asked to leave the
school for the remainder of the school day. Each student will have a written Leave Plan,
which identifies to where and by whom he or she will be transported.


A decision by a staff person to

initiate a Leave Plan is a serious one that is made only
when the staff person believes that the student cannot be helped within the context of the
program and the student is unresponsive to efforts to address his/her needs. As the
conditions under which

this decision is made will vary considerably, each situation will
be handled on a case
-
by
-
case basis and will involve staff judgment as to the appropriate
course of action.


Before imposing a Leave Plan, staff will clearly cue the student as to this impe
nding
decision, thus giving the student on
e

last opportunity to turn their behavior around.
However, in cases where a behavior has seriously compromised the safety or feeling of
safety of others (physical aggression, threatening, harassment, or in some ca
ses property
destruction), a Leave Plan may be enacted without warning. Parents/guardians will be
contacted and the student
is
expected to wait in the Counseling Space or other designated
area between the time a Leave Plan is initiated and the time the st
udent’s transportation
becomes available. However, should a student’s behavior continue to escalate before
either reaching a designated contact person or before transportation becomes available,
the local police may be asked to remove the student. Depend
ing on the circumstances,
students may be provided the opportunity to take assignments home with them.


Under most conditions, students are welcome to return to school the following day.
However, upon entering the school the next morning, they must first
meet with a staff
person away from the group to resolve any left over issues, develop a plan, and
demonstrate their readiness/willingness to follow school rules. Some conditions may be
imposed on the student prior to, or as part of, their returning to the

group. These may
include: completing a restitution plan, making up missed work, demonstrating their
ability to be safe and cooperative by successfully completing an In
-
School
-
Suspension, or
participating n a mediation meeting.


* Note



According to sta
te regulations, Leave Plans are considered out
-
of
-
school
suspensions, and are recorded as such.

As a staff we are committed to keeping students
in the program and supporting the therapeutic opportunities that arise during difficult
times.





13

Short
-
Term Su
spensions


Short
-
term suspensions of up to 10 days (most are 1
-
3) may be enacted whenever a
student’s behavior has either significantly compromised the safety of others or has
significantly disrupted the learning environment. In most instances, considerat
ion for a
short
-
term suspension will only be made after several other interventions have been
attempted with little or no improvement over time. Decisions regarding short
-
term
suspensions and/or their length will be made after informing and consulting wit
h the
sending school district to provide a clear and consistent message regarding expectations
and consequences. This is especially critical for students that are working towards re
-
integrating into their public school.


Once the decision is made, the Jea
n Garvin School Director or their assignee will contact
the student’s parents/guardians to relay this decision and provide them with the facts of
the incident. In some instances, the school may require a re
-
entry meeting with the
parents/guardians before
a student may return to the school. Both students and their
parents/guardians may request an informal hearing with the Jean Garvin School Director
or his or her designee regarding the decision. At this hearing, the student and their
parents/guardians wil
l be given notice of the charges, an explanation of the evidence
against the student, an opportunity for the student to tell his/her side of the story, and a
decision in writing to the parent or guardian. Should a parent or guardian feel that the
school’s

actions were not warranted, they can follow the
Howard
Center’s policy for
filing a formal grievance as outlined in the Parent Handbook.


Long
-
Term Suspensions/Expulsions


As a matter of policy, the Jean Garvin School does not unilaterally place students
on
long
-
term suspensions (greater than 10 days) or expel students. Should a student’s
behavior reach the point where their continued placement at the Jean Garvin School
poses a significant safety risk to themselves or others, or poses a significant threat

towards the emotional or psychological health of others, a formal IEP team meeting will
be convened to discuss the potential need for a change of placement. Any decisions
regarding placement will be made in accordance with state and federal regulations.


Outside Involvement


Police:
The Jean Garvin School has fostered and developed a supportive and educational
relationship with the local police. Officers have come to the school to provide instruction
in areas related to the law, and will even stop by fo
r an occasional visit. On occasion, the
school will invite an officer to meet with a student with the intent of educating them in
legal issues or the potential outcome of a particular behavior. (An example may be
cr
e
ating a restitution contract with a st
udent that has damaged property.) They are also
accessed when a student poses a significant safety risk has engaged in a law
-
breaking
behavior (assault, stealing, weapon possession, drug/alcohol/tobacco possession, property
damage, disorderly conduct, etc
.), or has left school grounds without permission. In such
instances, parents will be notified as soon as is possible. Depending on the severity of the

14

behavior, the school may request that the police remove the student and hold them until a
parent can p
ick them up.


When a student has engaged
in

a law
-
breaking behavior, the school will submit a written
report to the police. This does not necessarily mean that a student will be charged with a
crime (that is decided by the State’s Attorney), but may be ke
pt on file as a way of
documenting a pattern of behavior(s) that could lead to formal charges being made. The
Jean Garvin School’s primary goal is to educate students about the limits our society has
placed on particular behaviors, and to intervene before

these behaviors become
entrenched to the point that others need to make decisions for them.


First Call:

First Call is a crisis response service for children and adolescents. They
provide either phone or face
-
to
-
face consultation and intervention to you
th and their
families in crisis 24 hours a day, 7 days a week. The school may utilize these services to
help assess a student’s risk for self
-
harm, potential for harming others, or to assess their
mental health status. In all in
stances, parents will be c
onsulted prior to accessing this
service. However, the school may need to independently make this decision in the event
of an acute crisis where safety is the primary concern.


VIII.

Jean Garvin School Health and Safety Policies


The following policies and pr
ocedures pertain to the behavioral intervention, rules,
expectations, limits, and consequences utilized within the Jean Garvin School.
The Jean
Garvin School community of students, staff and parents is committed to providing a
physically and emotionally s
afe learning environment that fosters academic, social and
emotional growth, and nurtures a sense of belonging in all its members. We believe that
all disciplinary practices and interactions must teach and promote responsibility, foster
respect, and maint
ain the dignity of one’s self and others.


Belief Statements



All students can learn to make responsible decisions, develop self
-
control, and learn
essential social skills to become responsible members of the community;




All students and staff are responsib
le for their actions and will be informed of the
consequences of both positive and negative behavior;




All staff are responsible for teaching and modeling appropriate behavior and social
skills;




All staff members are responsible for clearly communicating
rules and expectations,
and applying consequences in a fair and consistent manner;




All parents play a primary role in the discipline process;




Establishing, maintaining and restoring relationships are an essential part of the
discipline process.


15


School
-
W
ide Expectations



Be Respectful



ensure everyone’s physical and emotional safety




Accept Limits / Honor Boundaries



follow directions and respond to requests




Be Responsible



complete tasks and accept responsibility for your actions




Take Care of Yoursel
f


use your self
-
management strategies and positively support
others


Physical Restraint Policy

The Jean Garvin School follows a strict hands
-
off policy. If situations arise that pose a
significant threat to students/staff the police will be called to in
tervene.


Harassment

Prevention
Policy


The Jean Garvin School strives to build a safe treatment program that promotes mastery,
independence, belonging and generosity. Therefore, harassment in any form is not
acceptable within the Jean Garvin School comm
unity. Harassment in this way includes
any language or behavior based on race, creed, color, national origin, marital status, sex,
sexual orientation, or disability:




that interferes or is intended to interfere with a student’s educational performance or
success;



that interferes or is intended to interfere with staff performance or success;



that creates an intimidating, hostile, or offensive learning and working environment;



Sexual harassment is also included in this policy, prohibiting any sexualized lang
uage
or behavior that creates similar results.


Recognizing that
students

may enter the Jean Garvin School day treatment program while
exhibiting these behaviors, or due to concerning thoughts, language, and behavior that
they have demonstrated in public s
chool settings, harassment is addressed from both
policy and treatment approaches.


Language or behaviors that are intended or result in harassment are addressed within the
behavioral and clinical components of the day treatment program, in accordance with

each student’s treatment plan and Individualized Education Plan (IEP). Depending on
the nature and severity of the harassment, responses may include repair/refocus (problem
solving) work, mediation, specific treatment work (group or individual), treatmen
t team
meeting, alternative Jean Garvin School programming, time out of program, program
discharge, and criminal charges, among others.


Reporting

Any student, staff, or guest of the Jean Garvin School community may identify
harassment. If
a

student is be
ing harassed, he or she may notify any staff member to seek
assistance and intervention. A staff assessment of the situation, along with review of

16

treatment plans and IEP’s will determine intervention. The Jean Garvin School Director,
or the Assistant Di
rector in her absence, should be notified of the situation immediately
and a Critical Incident Note should be completed. The Director, or Assistant Director,
will review the situation gathering any additional information. Working with the
treatment team,

an appropriate intervention and course of action will be implemented
consistent with treatment plans and IEP’s.


While incidents of harassment are reported, investigated, and addressed within the
context of the Jean Garvin School’s day treatment program,
students and their
parents/guardians may also file a complaint of harassment through the following
organizations:


Office for Civil Rights



Vermont Dept. of Education

US Dept. of Education



120 State Street

McCormack PO/Courthouse


Montpelier, VT 05620
-
2501

Room 222, Post Office Square


802
-
828
-
3135

Boston, MA 02109

617
-
223
-
9667


VT Human Rights Commission

135 State Street, 2
nd

Floor

Drawer 33

Montpelier, VT 05630
-
1201


Hazing Prevention Policy

Hazing is defined as any act committed, whether individual
ly or in concert with others,
against another student that is intended to humiliate, intimidate, demean, or endanger the
mental or physical health of that student. An example could be a group of students
demanding that another student give them their lunc
h food on the condi
tion that they
will
stop calling them names. Hazing is not tolerated in the school and any such incidents
will be reported to the School Director, who will determine the consequences.


False Alarm and Bomb Threats

Any verbal, written, o
r phone threats concerning the safety of the school will be taken
seriously and could result in a report to law enforcement, suspension, restitution, or other
disciplinary measures determined by the School Director.


Student Runaway

Should a student leave
the school grounds without permission, reasonable effort will be
made to persuade the student to return to school.
If the student is believed to be at risk to
him/herself or others, the student’s parents and the police will be immediately notified. If
no

such risk is thought to exist, the student’s parents and police will be notified within 15
minutes of the runaway. The police will be given a description of the student and their
name, address, date of birth, and parent’s phone number. The police will b
e asked to
return the student to the school and parents will be notified of their return. Parents are
asked to contact the school if they locate the student first.


17


Upon returning to school following a runaway, students are required to go to the
Counselin
g Space, where the situation will be addressed and any consequences
determined. Incidents of student runaway are documented and placed in the student’s
educational record at the Jean Garvin School.


Alcohol, Tobacco and Drugs Policy

The possession, use, d
istribution, or sale of alcohol, tobacco, or drugs on school grounds
is prohibited. Should the school have reasonable cause to believe that a student has a
pro
h
ibited substance in their
possession;

the school will enact their Search and Seizure
Policy. S
tudents found to be in possession of a prohibited substance will receive the
following consequences:


1.

Confiscation of the prohibited substance

2.

Police notification

3.

Parent notification

And could include:

4.

Suspension

5.

The expectation that the student undergo an

evaluation and/or receive treatment


When there is significant evidence that a student is under the influence of drugs or
alcohol, he/she will be placed on a Leave Plan. With parental permission, a student may
be taken to be screened for the presence of
alcohol or drugs in his/her system. Further
actions, recommendations, or requirements will be determined on a case
-
by
-
case basis by
the school and/or the team of adults involved with the student.


Prohibited Materials

The following are prohibited in the s
chool setting:


1.

Flammables


lighters, matches, etc.

2.

Tobacco products

3.

Drugs or Alcohol


including prescription or non
-
prescription medication (unless
properly authorized and stored)

4.

Smoking or drug related paraphernalia

5.

Weapons


guns, knives, etc. (home
-
made or manufactured)


Search and Seizure Policy

If a staff member has reasonable cause to believe that a student has possession of a
prohibited item, the staff reserves the right to immediately request that the student and
his/her belongings go to an alte
rnative space. Once in this space, staff will explain the
rationale behind the search and inform the student that they will be required to remain in
that space until the search has been satisfactorily completed. The search procedure will
involve examinin
g the student’s pock
ets, shoes, jacket or other out
er clothing, and any
bag or backpack in their possession. Students will be asked to display these areas and
will not be touched without their specific permission to “pat a pocket” for example.

18

Students w
ill not be asked to remove clothing that would reveal private body areas or
underclothing.


If nothing is found, the student may move on with his/her day. However, if some
prohibited item is found, staff will confiscate the item, notify the proper adults,

process
the incident with the student, and complete an Incident Report to be placed in the
student’s records. Should the prohibited item fall into
one of the specified categories, the
guidelines established by those policies will be enforced. As a conse
quence for
possession of a prohibited item, the student may be subject to either daily or random
searches for a period of time. Students that refuse to cooperate with a search could be
subject to one of the following: remain in seclusion until cooperative
, parents or the
police will be called to participate in the search, or a Leave Plan could be initiated.


Student Injuries

When a student is injured, Jean Garvin staff will administer first aid as needed. In the
event of a more serious injury, parents wil
l be notified. Should the injury require
immediate medical attention, staff will either transport the student to the emergency room
or call 911.


Student Illness

Parents of students are expected to keep their child home if they are ill. If a student
comp
lains of illness, staff will assess the situation and offer them any non
-
prescription
medication deemed suitable and in accordance with the medications instructions. Staff
will notify parents and send students home should the student’s temperature exceed
100
degrees, they are exhibiting symptoms of stomach flu (vomiting, diarrhea, etc.),
or have
other significant symptoms. Staff will use their discretion when a student may not have
any clearly visible or measurable symptoms, and may consult with a parent
to determine
the course of action.


IX.

Student Policies


Student Rights

As a student enrolled in the Jean Garvin School you are guaranteed that your human and
civil rights will be respected, defended, and protected by all staff. These rights include,
but are

not limited to, the following:


The Human Rights To:

1.

Human dignity

2.

Humane and adequate care and treatment

3.

Self determination and the freedom of choice, consistent with age and ability

4.

The opportunity to receive services appropriate to the need in the leas
t restrictive
manner

5.

The opportunity to move toward independent living, if age appropriate

6.

The opportunity to experience normal experiences, even though such experiences
may present a risk, provided that their safety is not unreasonably jeopardized

7.

Freedom

from distress, discomfort and depravation


19

8.

Privacy, particularly in living and sleeping arrangements


The Legal Rights To:

1.

The right to be free from unlawful discrimination

2.

The right to be represented by legal counsel or an advocate of their own choice,
in
cluding the right to meet privately with a lawyer or advocate

3.

The right to be protected from commercial exploitation

4.

The right to reasonable visitation

5.

Freedom to associate with whomever the participant chooses, including the right
to attend meetings

6.

The r
ight to enjoy basic goods and services without the threat of denial or delay

7.

The right to cont
rol the provision of medical care and treatment

8.

The right to be free from mistreatment by staff or other program participants,
including but not limited to:




Corp
oral punishment or unreasonable use of force or threat of force beyond
that which is necessary to protect the participant or another person from
harm;



Infliction of verbal or mental abuse;



Incitement or encouragement of participants or other to mistrust;



T
ransfer or threat of transfer in a punitive manner;



Use of restraint as punishment or for the convenience of staff; or



Any act in retaliation against program participants for reporting any
violation of rights.

Dress Code

Casual clothing is the norm in scho
ol. Clothing which is judged to be sexually
provocative, disruptive to the school environment, or presents messages that may be
intimidating or belittling to others, is not allowed. In addition, clothing that promotes the
use of tobacco, drugs, or alcoho
l through messages, symbols or brand names is not
allowed. If a student should wear such clothing to school
, he/she will be asked to

cover
themselves, put the item in the office until the end of the day, change into something
more appropriate, or remain a
way from the group until willing to cooperate. Should no
other clothing be available, parents will be informed and asked to bring replacement
clothing to school.


Some guidelines for clothing at school include, but are not limited to:




There will be no s
howing of underwear;



No mini
-
skirts or short shorts, skirts/shorts must be below fingertips of straightened
arms;



Tank top straps must be at least one inch wide or covered with a sweater/sweatshirt;



No gang insignia or related identifiers.


Student Possess
ions

The school encourages students to leave personal items at home due to their potential for
causing distraction or becoming lost or damaged. Students who bring appropriate

20

personal, non
-
school related items to school bear full responsibility for the s
a
fety and
security of those item
s. In the event that such items become lost, damaged or stolen
while on school property, the school bears no responsibility or liability for those items.
Items such as cell phones, pagers, radios, CD players, or personal
ga
ming equipment
cannot be used during school unless specific permission has been earned or granted. Any
personal item that
causes

a disruption or distraction, is the source of conflict, is used
without permission, or is being misused in any way, will be co
nfiscated and returned at
the end of the day. Student unwillingness or inability to accept limits around personal
items may lose the privilege of bringing them or using them in school.


Breakfast/Snacks/Lunch

Lunch is provided for students each program da
y. Most days a hot lunch is available
with a sandwich option. Please notify
the school Social Worker if

your student has a
special dietary need or wishes to bring in his/her own lunch. Refrigerator space can be
made available to store lunches upon reque
st.


Breakfast

or a morning snack is made available between 8:45 am and 9:00 am on most
program days to ensure that all students have the opportunity to eat something before
starting the school day. It is not intended to meet the nutritional requirements
of a
complete breakfast.


Snacks may be brought in from home by students. We will encourage students to make
healthy choices in terms of food content and quantity consumed. The student’s team will
be notified if concerns develop. Student’s snacks and be
verages (other than water) may
be consumed during scheduled beaks and transitions unless otherwise directed by staff
because of an existing concern within the group.


Field Trips

Community experiences are a vital component of the academic and treatment wor
k at the
Jean Garvin School. Travel to sites in the community typically occurs in staff cars. Any
outing that includes six or more students will have two (or more) supervising staff unless
approved by a Manager.


Any student displaying unsafe behaviors w
hile traveling on a school sponsored
community outing will be required to complete additional repair work before going on
another outing (this may include a Response Meeting).


School Records and Files

The Jean Garvin School records include educational and

clinical information and are
covered by a number of laws and regulations. These primarily include the Family
Educational Rights and Privacy Act (FERPA),
and
the Health Information Portability and
Accountability Act (HIPAA). Consistent with these regulat
ions, student information is
not shared (disclosed) to anyone without proper authorization or as allowed for in the
regulations. The details of these exceptions are outlined in the
Client Advisement and
Informed Consent

form that you completed as part of
your referral and admission
process. This information is also covered in the
Howard
Center Notice of Privacy

21

Practices

that you received as part of the admission process. At the Jean Garvin School,
we take your confidentiality very seriously and set the h
ighest standard regarding
information disclosure.


Relationships

Activities at the Jean Garvin School are designed to promote the building of healthy
relationships. Relationships among students that become exclusive from the larger group
experiences are s
trongly discouraged. This may include “dating”, interactions that
involve keeping secrets, and borrowing/sharing personal items. Although these
guidelines are often challenging for teenagers, the intent is to maintain the focus of the
work on the success
ful completion of student’s individual goals.


Please direct any questions or concerns to your Jean Garvin School social worker
regarding your student’s relationships with other Jean Garvin School students.


Supervision

Jean Garvin School staff will provid
e supervision for students each program

day from
8:40

am to 2:45 pm, Monday through Thursday, and 8:4
0

am to 12:45 pm on Friday. A
parent/guardian will be notified of any changes to this schedule at least two weeks in
advance. It is the responsibility of

every student to remain in supervision at all times. A
student is considered to be in supervision when; they are in direct sight of the supervising
staff person, or the student has made a formal plan with staff to be in a space
independently. Some stude
nts may have a plan established by their team that requires
them to be in sight of supervising staff at all times.


Medication

If a student needs to take a prescription medication(s) during school hours, the
parent/caregiver must notify the Jean Garvin Sc
hool. These medications should be
turned in to the school office, where they are kept in a locked box. Medications should
be in a clearly labeled prescription container that includes the student’s name, the
doctor’s name, the correct dosage, and the time

of administration. Students that require
medications such as asthma inhalers may be permitted to keep these on their person
during strenuous activities provided that a parent gives their permission and the student
uses it responsibly. The school has an
assortment of non
-
prescription medications
available for student use (e.g. Tylenol, Ibuprofen, Nasal Decongestant, and Antacid),
however, any non
-
prescription medications sent with a student to school should be turned
in to the office.


Phone Calls

Student
s are not permitted to make personal phone calls unless given permission by staff.
Phone privileges are usually restricted to break times unless an urgent situation arises. In
this event, staff will ask a student whom they intend to call, the purpose of
the call, and
an explanation of its urgency. The granting of permission is solely at the staff’s
discretion. Some students have calling a supportive adult as part of their crisis support
plan. While this may be a positive and useful tool for some, for o
thers it can tend to
escalate their behaviors and become a m
e
ans for avoiding responsibility. Failure to get

22

permission prior to making a call, or using the phone in a disrespectful manner, could
result in the loss of phone privileges. The school also re
serves the right to interrupt any
phone conversation that is either highly offensive or disruptive to the school.


Cell Phone Protocol

Cell phones will only be allowed to be used by students who have earned Level 3 status,
and who are displaying appropriat
e and responsible behavior.
Students who have earned
this privilege will need to keep their phones silent and away. They may use their phone
with permission from a Garvin staff. Students who need to make a phone call during the
school day may ask permis
sion to use the school phone.


Transportation

Student transportation (buses, cabs, or individual drivers) is arranged by the student’s
school district. Any problems with the schedule or other concerns should be directly
addressed with the school distric
t or transportation provider. Once a student is on school
provided transportation, they are under the same rules and expectations as if they were in
school. Student misbehavior could be subject to school consequences and/or the school
district’s policies

up to and including suspension. Student or parent concerns about any
issues that arise during their transportation should be reported to Jean Garvin staff, and
the student’s Special Education Case Manager.


Students that either refuse to ride their trans
portation or miss their ride due to behavior
problems will need to be transported by a parent or their designee.
Should a parent be
unavailable, the student should contact a Jean Garvin School staff to discuss options.

If
the Jean Garvin School arranges
for a cab the student will be

required to pay for or make
restitution for these expenses.


Students frequently want to make plans to visit each other after school. Since
transportation providers will only drop
-
off students at designated sites, this often
requires
planning and coordination. Jean Garvin staff will only permit a student to ride on their
scheduled transportation unless they have received prior authorization from both
students’ parents. This can either be by phone or a written note, and the p
lans made prior
to the beginning of the day. Students are not permitted to try to make arrangements at the
last minute. Please keep in mind that school districts will not pay cab fares for students
going to a location other than their scheduled location,

or for students not in their district;
so make sure all financial requirements are covered.


Since the student’s school district is paying for transportation, they require notice of any
transportation changes (student absent or leaving school with parent)
. Either inform the
transportation provider directly or the school district’s Transportation Coordinator.


Student Grievance/Complaint Procedure

A student has the right to have a staff person assist him/her with each step of the
complaint procedure.



23

The
following steps explain the procedure students should follow to address and resolve
problems associated with school, school related activities, or school staff.


Step 1
:
The problem should be discussed with the staff person most directly involved
(teacher

or support staff).


Step 2
:
Speak with
the Jean Garvin School Director

if you feel staff did not satisfactorily
address your problem.


Step 3
:
Speak with the Assistant Director of the
Howard
Center if you feel the
Jean
Garvin School Director

did not sati
sfactorily address your problem.


Step 4
:
Bring your complaint to the
Howard
Center Critical Incident Committee if you
feel the Assistant Director of the
Howard
Center did not satisfactorily address your
problem.


X.

General School Information


School Closings

In the event of a major snowstorm, ice storm, blackout, or other natural disaster, the Jean
Garvin School will announce their closing on
Channel 5
, as well as online at
www.sovernet.com
. This information will be b
roadcast by
7:00

am. In addition, any
school closing information will be placed on the main school voicemail (488
-
6767) by
that time as well. However, please be aware that we have 6 different school districts that
send students to our school and it is no
t unusual that 1 or more of these will be closed
when out school remains open. Should your school district be closed, it is likely that any
district
-
provided transportation will be canceled. Under these circumstances, parents
may either transport their s
tudent, or keep their student home in the interest of safety.
These absences will be excused.


Contacting the Jean Garvin School in the Event of an Emergency

The Jean Garvin School is an active environment and as a result someone may not always
be availa
ble to answer the phone in the event of an emergency or when urgent
information needs to be relayed to us. While all our phones have voicemail, there may be
times when staff may not be able to respond in a timely manner. Please follow the below
instructi
ons to directly contact a staff member in the event of an emergency.


1.

Under Normal Circumstances:

When there is no emergency or urgency (i.e.,
you do not need to talk to someone before a particular time) you can call the
main
Jean Garvin School number, 48
8
-
6767, and leave a message. You can also call
the
specific number of the person you wish to reach. Please be aware that it is
difficult to have a confidential conversation when students may be in the room.
Students are present at the Jean Garvin School

from 8:45 am to 2:45 pm, Monday
through Thursday, and 8:45 am to 12:45 pm on Friday.


Garvin Staff Phone Numbers:


24

Name

Title

Phone #

Lisa Bilowith

Director

324
-
4314

Kelly Perline

Assistant Director

878
-
1009

Stephanie Rosenstein

Social Worker

343
-
2342

All other staff

Teachers, Ed Counselors,
Senior Interventionist and
Administrative Assistant

488
-
6767


2.

In the Event of an Emergency or Urgent Circumstances:

First try the school
number 488
-
6767. If you do not reach anyone immediately, please call
Lisa
B
ilowith at 324
-
4314.

Always leave a message.


You may always come to the school if there is an emergency. However, we ask
that you give as much advance notice as possible if there is a change in your
student’s schedule or transportation plans.