Section: Behavioral Subject - Program and student description program capacity



Section: Behavioral


Subject: Discipline Code


^ Policy Number


Page 1


Effective Date: March 15, 2004


Approved:

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Pstudent,ABE,Inc.


^ The purpose of this policy is to describe the process for determining whether the student is or is not expected to Section: Behavioral Subject - Program and student description program capacity meet the program's regular discipline code.


Studential School Policy:


The school will participate with the student's sending school district in the development of the student's I. E. P. which indicates Section: Behavioral Subject - Program and student description program capacity whether the student is or is not expected to meet the program's regular discipline code and, if not, what modifications are required.


Procedure:

A. The school maintains a standard of Section: Behavioral Subject - Program and student description program capacity school rules that students are to follow and that

staff are to oversee. Those policies and procedures will be available at intake for the sending school district to review.


B. The school Section: Behavioral Subject - Program and student description program capacity follows procedures under 3.1 (a) (1) in order to maintain a safe school

environment.


C The school ensures that at each student's I.E.P. meeting the Team will discuss the student's ability to meet Section: Behavioral Subject - Program and student description program capacity the expectations of the program's discipline code and/or whether there needs to be adaptations to the discipline code to address the individual's capabilities.


D. The findings Section: Behavioral Subject - Program and student description program capacity from the Team meeting will be maintained in the student record by the Education Director and will be the results of cooperative planning by the members of the Team.

GUIDELINES FOR STUDENTS AT ABE Section: Behavioral Subject - Program and student description program capacity I


IMPORTANT RULES AT :

. NO VIOLENCE OR THREATS OF VIOLENCE

. NO DRUGS OR ALCOHOL ARE ALLOWED WHILE INDIVIDUAL IS IN THIS

PROGRAM

. NO SEXUAL ACTING OUT

. NO STEALING

VIOLATION OF THE RULES LISTED ABOVE COULD LEAD TO THE Section: Behavioral Subject - Program and student description program capacity STUDENT'S REMOVAL FROM THE PROGRAM


GENERAL INFORMATION:


EACH STUDENT IS ALLOWED ONLY THREE (3) TELEPHONE CONTACTS EACH WEEK TO APPROVED MEMBERS OF HIS IMMEDIATE F AMll.. Y. THE STAFF ON DUTY MUST Section: Behavioral Subject - Program and student description program capacity APPROVE ALL CALLS. ONE CALL IS PAID FOR BY THE PROGRAM. THE OTHER TWO CALLS MUST BE INCOMING, Мейд COLLECT, OR PAID BY CALLING CARD.

A STUDENT IS NOT ALLOWED OUT IN Section: Behavioral Subject - Program and student description program capacity THE COMMUNITY AT ANY TIME WITHOUT A STAFF MEMBER UNTIL HE HAS EARNED OUT OF HOUSE PASSES SUPERVISED BY HIS PARENT OR GUARDIAN.


INDIVIDUALS ARE HERE TO llvfi>ROVE THEIR BEHAVIOR, LEARN ABOUT Section: Behavioral Subject - Program and student description program capacity THEMSELVES AND HOW THEY AFFECT OTHERS.


INSIGHT OR AWARENESS WHICH IS NOT TRANSLATED INTO BEllA VIORAL CHANGES IS MEANINGLESS.


THE MORE ONE TAKES RESPONSffiILITY FORHIM:SELF THE LESS STAFF Wll.L BE Section: Behavioral Subject - Program and student description program capacity TELLING HIM WHAT HE CAN AND CANNOT DO.


STAFF HAS THE FINAL DISCRETION AS TO THE GUIDELINES OF THE PROGRAM.


A STUDENT CAN MOVE AS RAPIDLY THROUGH THE LEVEL SYSTEM AS Section: Behavioral Subject - Program and student description program capacity HE DESIRES IF HE IS WILLING TO WORK, CHANGE HIS ATTITUDE, AND CONFRONT HIS ISSUES.

IMPORTANT IDEAS AND VALUES OF :


TO BE STRAIGHT AND HONEST AT ALL TIMES-NO SECRETS.

TO Section: Behavioral Subject - Program and student description program capacity RISK TOGETHER AND EARN TRUST.

TO SHARE AND BECOME A POSfTIVE CONTRIBUTOR TO THE COMMUNITY. TO BE AWARE OF SELF AND OTHERS.

TO LEARN FAMILY LIVING VALUES.

TO RESPECT ONESELF, OTHERS, AND PROPERTY.

THERE Section: Behavioral Subject - Program and student description program capacity CAN BE NO FREEDOM wrrnOUT RESPONSffiILITY.

GROwrn REQUIRES ENERGY.

MEANING COMES THROUGH SHARING.

THERE IS NO SUCH TIDNG AS A FREE LUNCH.


LEVELS: THE PROGRAM IS DIVIDED INTO FIVE (5) LEVELS WHICH Section: Behavioral Subject - Program and student description program capacity ENABLES THE STUDENT TO Фокус ON THE WORK TIlAT NEEDS TO BE ACCOMPLISHED AT ANY POINT IN HIS GROWTH. INDIVIDUALS ARE HERE TO GROW EMOTIONALLY AND BEHAVE IN A MORE APPROPRIATE AND Section: Behavioral Subject - Program and student description program capacity RESPONSffiLE WAY. EACH PART OF THE PROGRAM (STUDENTIAL, EDUCATIONAL, AND CLINICAL) IS IMPORTANT AND ESSENTIAL FOR POSITIVE GROWIH.

- .


WHEN A STUDENT REQUESTS TO MOVE TO TIlE NEXT LEVEL IT SHOULD BE Section: Behavioral Subject - Program and student description program capacity EVIDENT IN illS BEHAVIOR THAT HE HAS BEGAN TO DO TIlE WORK OF THAT LEVEL. STUDENT FEEDBACK ALLOWS A FELLOW STUDENT TO MOVE TO THE NEXT LEVEL IN A WAY THAT RECOGNIZES THAT Section: Behavioral Subject - Program and student description program capacity TIlE INDIVIDUAL IS TAKING RESPONSIBILITY. STUDENTS MUST COMPLETE A LEVEL REQUEST FORM AND ESSAY THAT IS PRESENTED AT A COMMUNITY LEVELS MEETING. STUDENTS MUST MEET EXPECTATIONS IN ALL THREE MAJOR COMPONENTS OF TIlE Section: Behavioral Subject - Program and student description program capacity PROGRAM (STUDENTIAL, EDUCATIONAL, AND CLINICAL) TO BE

CONSIDERED FOR LEVEL ADVANCEMENT.


ORIENTATION (MUST BE COMPLETED IN 2 WEEKS)

PURPOSE: TO LEARN WHAT IS ALL ABOUT AND DECIDE WHETHER

OR NOT TO MAKE A PERSONAL Section: Behavioral Subject - Program and student description program capacity COMMITMENT.

TO ALLOW STAFF TO DETERMINE THE APPROPRIATENESS OF THAT INDIVIDUAL FOR .


MAIN TASKS I EXPECTATIONS

1. ADJUST TO THE RULES, LIMITS AND VALUES OF TIlE COMMUNITY. 2. CARE FOR AND RESPECT ONESELF, OTHERS Section: Behavioral Subject - Program and student description program capacity AND PROPERTY.

3. GOAL DEVELOPMENT.


LIMITS: STUDENTS ON ORIENTATION ARE NOT ALLOWED TO LEAVE THE HOUSE

WTIHOUT A STAFF MEMBER VISITS ARE RESTRICTED TO APPROVED MEMBERS OF THE IMMEDIATE FAMILY WITIllN THE HOUSE. IF A Section: Behavioral Subject - Program and student description program capacity STUDENT BECOMES CONFUSED OR

OVERWHWLMED IN GROUP HE MAY INFORM A STAFF MEMBER WHO WILL LEAVE THE GROUP SETTING WTIH HIM AND DISCUSS THE SITUATION


LEVEL 1: REBA VIORAL SELF CONTROL


PURPOSE:


TO LEARN ABOUT ONESELF

TO LEARN Section: Behavioral Subject - Program and student description program capacity MORE ABOUT THE PROGRAM


MAIN TASKS I EXPECTATIONS

I. STUDENT WILL DISPLAY SELF CONTROL IN illS BEHAVIORS

2. STUDENT WILL BEGIN BUILDING RELATIONSHIPS WTIH PEERS AND STAFF

3. STUDENT WILL ATTEND SCHOOL EACH DAY

4. STUDENT WILL Section: Behavioral Subject - Program and student description program capacity ENGAGE IN APPROPRIATE INTERACTIONS WITH PEERS AND STAFF

5. STUDENT WILL NOT TIIREATEN, CHALLENGE OR ACT OUT PHYSICALLY

6. STUDENT WILL NOT ENGAGE IN HORSEPLAY OR ANY "HANDS ON" ACTIVITIES WlTII

OTHERS

7. STUDENT WILL KEEP APPROPRIATE BOUNDARIES

8. STUDENT WILL Section: Behavioral Subject - Program and student description program capacity PARTICIPATE IN ALL GROUP ACTIVITIES

9. STUDENT WILL SET TREATMENT GOALS AND IDENTIFY ISSUES

10. STUDENT WILL BE ABLE TO ACCEPT CONFRONTATION, FEEDBACK AND

CONSEQUENCES

11. STUDENT WILL LEARN TO NEGOTIATE AND LEARN CONFLICT RESOLUTION SKILLS 12. STUDENT WILL ENGAGE IN Section: Behavioral Subject - Program and student description program capacity APPROPRIATE BEHAVIORS DURING MEAL TIMES

13. STUDENT WILL REFRAIN FROM THE USE OF PROFANITY

14. STUDENT WILL PRACTICE APPROPRIATE HYGIENE

15. STUDENT WILL FOLLOW STAFF DIRECTION

16. STUDENT WILL INDERSTAND BASIC ANGER MANAGEMENT ISSUES

17. STUDENT WILL BEGIN TO ESTABLISH RELATIONSHIPS WITH Section: Behavioral Subject - Program and student description program capacity INDIVIDUAL CLINICIANS

AND ADVOCATES

LEVEL 2: EARLY TREATMENT ISSUES


PURPOSE: TO GAIN INCREASED UNDERSTANDING OF ONESELF

TO BECOME AN ACTIVE POsmVE MEMBER OF THE

COMMUNITY.


MAIN TASKS I EXPECTATIONS: 1. STUDENT WILL IDENTIFY MORE ADVANCED AND SOPIDSTICATED TREATMENT

ISSUES 2. STUDENT Section: Behavioral Subject - Program and student description program capacity WILL DEMONSTRATE ABILITY TO UTILIZE THERAPY 3. STUDENT WILL BEGIN TO UNDERSTAND THE BENEFITS OF TAKING RISKS IN

TIIERAPY

4. STUDENT WILL DEMONSTRATE ABILITY TO UTILIZE CLINICIANS AND GROUPS 5. STUDENT WILL DEMONSTRATE ABILITY TO UTILIZE ADVOCATE

6. STUDENT Section: Behavioral Subject - Program and student description program capacity WILL DEMONSTRATE SELF CONTROL ON A CONSISTENT BASIS

7. STUDENT WILL IDENTIFY FAMILY ISSUES

8. STUDENT WILL BEGIN MUL TI-F AMIL Y THERAPY WITH PARENTS

9. STUDENT WILL UNDERSTAND PEER LEADERSIllP ISSUES .

10. STUDENT WILL DEMOSTRATE APPROPRIATE Section: Behavioral Subject - Program and student description program capacity PARTICIPATION IN SCHOOL MORE

CONSISTENTLY

11. STUDENT WILL ACCEPT FEEDBACK AND CONSEQUENCES


LEVEL 3: TREATMENT ISSUES


PURPOSE: TO GAIN INCREASED UNDERSTANDING OF ONE'S ROLE IN IDS FAMILY

TO DEVELOP IMPROVED AND APPROPRIATE RELATIONSHIPS WITH

PARENTS OR GUARDIANS.

TO UNDERSTAND Section: Behavioral Subject - Program and student description program capacity HOW ONE'S BEHAVIOR. POSITIVE AND NEGATIVE,

AFFECf THE COMMUNITY AND EVERYONE IN IT.


MAIN TASKS I EXPECTATIONS:

1. STUDENT Wll..L BEGIN OUT -oF~HOUSE PASSES SUPERVISED BY PARENTS OR

GUARDIANS

2. STUDENT WILL TAKE A MORE Section: Behavioral Subject - Program and student description program capacity COMMANDING ROLE IN HIS OWN PROGRAM

3. STUDENT Wll..L TAKE GREATER RISKS IN SHARING FEELINGS AND ISSUES

4. STUDENT WILL INITIATE DISCUSSION IN CLINICAL WORK WITIllN GROUPS

5. STUDENT WILL DISPLAY PEER LEADERSIllP SKll.,LS

6. STUDENT Wll Section: Behavioral Subject - Program and student description program capacity..L GIVE APPROPRIATE FEEDBACK TO PEERS ON HOUSE BEHAVIORS

7. STUDENT WILL BE A POSITIVE ROLE MODEL

8. STUDENT WILL DEMONSTRATE CONSISTENT EFFORT IN ALL CLASSROOM ACTIVITIES 9. STUDENT Wll..L CONTINUE TO WORK ON FAMILY ISSUES


LEVEL Section: Behavioral Subject - Program and student description program capacity 4: ADVANCED CLINICAL TREATMENT AND TRANSmON


PURPOSE: TO DEMOSTRATE A LEVEL OF GROWIH WORTIN OF REINTEGRATION INTO

THE FAMILY AND THE HOME COMMUNTIY

MAIN TASKS I EXPECTATIONS:

1. STUDENT Wli SPEND INCREASING AMOUNTS OF TIME REINI'EGRATING Section: Behavioral Subject - Program and student description program capacity INTO THE

HOME COMMUNITY.

2. STUDENT Wli BEGIN OVERNIGHI' PASSES HOME

3. STUDENT Wll..L BEGIN ATIENDANCE IN AFl'ERCARE GROUPS

4. STUDENT Wll..L BEGIN TO EXPLORE JOB/CAREER OPTIONS

5. STUDENT WILL DEMONSTRATE APPROPRIATE PROGRESS IN SCHOOL

6. STUDENT Section: Behavioral Subject - Program and student description program capacity WILL BEGIN TO EXPLORE EDUCATIONAUVOCATIONAL OPTIONS

7. STUDENT WILL BEGIN REINTEGRATION TREATMENT WORK WITIl FAMILY RESOURCE

8. STUDENT WILL ACCEPT MORE OF A LEADERSHIP ROLE IN GROUP ACTIVITIES 9. STUDENT WILL TAKE AMORE ACTIVE ROLE AND DEMONSTRATE MORE

RESPONSIBILITY Section: Behavioral Subject - Program and student description program capacity IN GROUP INTERACTIONS

10. STUDENT WILL HELP OTHER STUDENTS WHEN APPROPRIATE IN CLASS

11. STUDENT WILL TAKE RESPONSIBILITY FOR EDUCATIONAL GOALS

12. STUDENT WILL ROLE MODEL APPROPRIATE HOUSE BEHAVIORS fOR PEERS

LEVEL 5: DISCHARGE ISSUES

PURPOSE: TO BECOME AWARE OF SEPARATION ISSUES

TO Section: Behavioral Subject - Program and student description program capacity SPEND INCREASING AMOUNTS OF TIME REINTEGRATING INTO TIIE HOME COMMUNITY, MAKING NEW APPROPRIATE FRIENDS, AND BUILDING A POSITIVE SUPPORT NETWORK OUTSIDE OF

TO CONTINUE TO BE WILLING TO SHARE ONE'S SELF Section: Behavioral Subject - Program and student description program capacity, TIME, AND TALENTS FOR CONTINUED GROWTH IN THE COMMUNITY


MAIN TASKS I EXPECTATIONS:

1. STUDENT WILL BEGIN WEEKEND HOME PASSES

2 STUDENT WilL ATI1vfPT TO FIND WORK IN TIIE COMMUNITY FOR AFTER HIS

GRADUATION FROM

3. STUDENT Section: Behavioral Subject - Program and student description program capacity WILL DISPLAY INDEPENDENT MOTIVATION TOWARD HIS EDUCATION AND

CAREER EXPLORATION

4. STUDENT WILL ASSIST IN TIIE DEVELOPMENT OF HIS OWN DISCHARGE PLANS

5. STUDENT WILL EXPLORE COMMUNITY TRANSmON ISSUES

6. STUDENT WILL MAKE CONTACT WTI1I Section: Behavioral Subject - Program and student description program capacity AND EST ABLISH RELATIONSHIPS Willi

COMMUNITY RESOURCES

7. STUDENT'S COMMUNITY EDUCATIONAL PLAN WILL BE ESTABLISHED 8. STUDENT WILL BEGIN APPROPRIATE TERMINATION wrm THE PROGRAM

ABE Administrative Policy Manual


Section: Child Abuse and Neglect


Subject: Report of Abuse or Section: Behavioral Subject - Program and student description program capacity Neglect


Policy Number: 9.1


Page 1 of 4


Updated: March 20, 2002


Revised: March 1,2004




Pstudent Title


The purpose of this policy is to define child abuse and neglect and the school 's procedures for addressing reports of abuse and neglect that Section: Behavioral Subject - Program and student description program capacity are brought to the school 's attention.


Policv:


Any staff person of ABE that become aware of and/or observing what he/she feels to be child abuse or neglect, whether Section: Behavioral Subject - Program and student description program capacity internal or external, will make an immediate report of such treatment to all necessary parties.


Procedures:


1. All staff of ABE shall be informed of their role as mandated reporters

of child abuse and neglect Section: Behavioral Subject - Program and student description program capacity during their orientation as new employees of the school .


2. All staff shall review C 119.s51A of Massachusetts General Laws.


3. All interns and volunteers of ABE shall be мейд aware of the school Section: Behavioral Subject - Program and student description program capacity 's

policies during their orientation to the school .


4. All employees, interns and volunteers will be trained in reporting procedures of

suspected neglect and or abuse during their orientation and every year thereafter Section: Behavioral Subject - Program and student description program capacity.


5. All employees, interns and volunteers of ABE shall be encouraged to

bring any concerns of abuse or neglect to their School Director.

Page 2 of 4


A. Defining Abuse and Neglect


1. ABE shall define neglect Section: Behavioral Subject - Program and student description program capacity as the failure, either deliberately or through negligence, to take those actions necessary to provide a child with minimally adequate food, clothing, shelter, education, medical care, supervision, emotional stability, growth, or other essential care.


2. ABE Section: Behavioral Subject - Program and student description program capacity shall define abuse as the non-accidental commission of any act upon a child which causes or creates a substantial risk of serious physical or emotional injury, or constitutes Section: Behavioral Subject - Program and student description program capacity a sexual offense under the laws of the Commonwealth of Massachusetts.


B. ^ Reporting Abuse or Neglect


(a) Whenever an employee or volunteer of ABE becomes aware of the abuse or neglect or allegations Section: Behavioral Subject - Program and student description program capacity of abuse or neglect of a child internally (within the school) or externally (occurring at the child's home or during a visit), they are required to notify the School Director of Section: Behavioral Subject - Program and student description program capacity their concerns.


(b) In the absence of the School Director, the employee or volunteer is

required to inform the most senior supervisor or staff person.


(c) Once the School Director or senior staff Section: Behavioral Subject - Program and student description program capacity is informed of the alleged abuse or neglect, the school shall assist the employee or volunteer in filing a 51-A report of abuse or neglect with the Department of Social Services (in Section: Behavioral Subject - Program and student description program capacity accordance with M.G.L. c. 119, s51A) and the Office for Child Care Services within 48 hours. In addition, all state regulating agencies and the referring school shall be notified during the same time period Section: Behavioral Subject - Program and student description program capacity.


(d) In those situations where no specific allegations of abuse or neglect are мейд, but a student, staff, collateral or volunteer reports that they suspect that abuse or neglect has taken place Section: Behavioral Subject - Program and student description program capacity for any reason, including the fact that there are rumors that abuse or neglect may have taken place, the school will file a report to DSS, all state regulating agencies, and Section: Behavioral Subject - Program and student description program capacity the referring school as noted in section c above, and complete an internal investigation.

Page 3 of 4


(e) If the employee or volunteer is for some reason unable to file the Section: Behavioral Subject - Program and student description program capacity report, the School Director shall file a 51-A report on behalf of ABE


(f) The report of abuse or neglect shall be мейд in a timely manner, but no later than twenty-four hours after the Section: Behavioral Subject - Program and student description program capacity situation becomes known to the employee or volunteer.


(g) The report shall be мейд by telephone and followed up in writing within 48 hours to the Department of Social Services, all Section: Behavioral Subject - Program and student description program capacity state regulating and referring agencies.


C. ^ Internal Investigation


(a) If any staff person suspects that a student has been subjected to illegal, dangerous, inhumane, abusive or neglectful treatment and/or that human rights, including Section: Behavioral Subject - Program and student description program capacity the right to appropriate clinical treatment have been violated, they shall make a complaint to the School Director.


(b) All complaints shall be clearly documented on a Compliant Form.


(c) A copy of Section: Behavioral Subject - Program and student description program capacity the Complaint Form shall be forwarded to the Pstudent of

ABE


(d) If a student, parent, guardian, collateral, or volunteer approaches any staff person making allegations that they have been abused or neglected Section: Behavioral Subject - Program and student description program capacity, or requesting assistance in filing a complaint concerning the student's human rights, the staff person shall be obligated to assist the student in completing the Complaint Form, and filing a complaint


(e Section: Behavioral Subject - Program and student description program capacity) If the allegations are that a member of the ABE staff is responsible or involved in the abuse or neglect of a child, the School Director shall immediately place the staff person Section: Behavioral Subject - Program and student description program capacity on administrative

leave, and not allow himlher to continue working with the students of the school.


(f) When it is alleged that the School Director has been involved in the abuse or neglect, the Section: Behavioral Subject - Program and student description program capacity Pstudent of ABE shall be notified immediately.

Page 4 of 4


(g) The ABE school shall conduct an internal investigation. The Pstudent of Life Recources, Inc, or his/her designee, shall Section: Behavioral Subject - Program and student description program capacity assign a member of the senior staff to conduct the investigation. When ever possible, the investigation should be conducted by the Director of Program Operations, or The Director of Clinical Services. The investigation Section: Behavioral Subject - Program and student description program capacity may be conducted by the School Director or the Clinical Director at the school when assigned to do so.


(h) The Pstudent of ABE shall be notified immediately of any abuse or neglect Section: Behavioral Subject - Program and student description program capacity alleged to have involved employees or volunteers of the school .


(i) An internal investigation will be conducted within 24 hours of the allegations being brought to the attention of the Pstudent of ABE


G Section: Behavioral Subject - Program and student description program capacity) The internal investigation shall in no way delay the filing of a 51-A report to the Department of Social Services and notifying the Office for Child Care Services and the funding school Section: Behavioral Subject - Program and student description program capacity of the allegations.


(k) The internal investigation shall in no way interfere with or impede any investigation conducted by the Department of Social Services, state regulating agencies, or the funding school .


(1) Upon Section: Behavioral Subject - Program and student description program capacity completion of the internal investigation, a report shall be мейд in writing to the School Director and forwarded to the Pstudent of ABE The report shall follow the same format Section: Behavioral Subject - Program and student description program capacity as that used to report serious incidents. The original report shall be kept on file at the school site. Upon receiving the report, the School Director and the Pstudent shall review the report Section: Behavioral Subject - Program and student description program capacity and determine a course of action.


(m) Corrective action shall be initiated by the School Director. Disciplinary action that is initiated as part of the corrective action plan shall be documented and Section: Behavioral Subject - Program and student description program capacity placed in the employee's personnel file. Any employee found to have abused a child in the school shall be dismissed.

^ ABE,Inc. Administrative Policy Manual


Section: Behavioral


Subject: Discipline Code


Policy Number


Page 1


^ Effective Date Section: Behavioral Subject - Program and student description program capacity: March 15,2004





Pstudent,ABE,Inc.


^ The purpose of this policy is to describe the process for determining whether the student is or is not expected to meet the program's regular discipline Section: Behavioral Subject - Program and student description program capacity code.


Studential School Policy:


The school will participate with the student's sending school district in the development of the student's 1. E. P. which indicates whether the student is or is Section: Behavioral Subject - Program and student description program capacity not expected to meet the program's regular discipline code and, if not, what modifications are required.


Procedure:

A. The school maintains a standard of school rules that students are to follow Section: Behavioral Subject - Program and student description program capacity and that

staff are to oversee. Those policies and procedures will be available at intake for the sending school district to review.


B. The school follows procedures under 3.1(a) (1) in order to maintain a Section: Behavioral Subject - Program and student description program capacity safe school

environment.


C The school ensures that at each student's LE.P. meeting the Team will discuss the student's ability to meet the expectations of the program's discipline code and/or Section: Behavioral Subject - Program and student description program capacity whether there needs to be adaptations to the discipline code to address the individual's capabilities.


D. The [mdings from the Team meeting will be maintained in the student record Section: Behavioral Subject - Program and student description program capacity by the Education Director and will be the results of cooperative planning by the members of the Team.

^ ABE Administrative Policy Manual


Section: Administrative


Subject: Coordination/ collaboration with Public school districts

^ Policy Number:

Page


Effective Date: March 10, 2004


Approved Section: Behavioral Subject - Program and student description program capacity:


Pstudent Title


The purpose of this policy to is to describe how the school works with the sending school district to ensure that all the students are provided access to general Section: Behavioral Subject - Program and student description program capacity education programs so that they have opportunities for a least restrictive placement.


Studential School Policv:


The school will work collaboratively with the sending school district in order to provide students with Section: Behavioral Subject - Program and student description program capacity a general education program (sending school's program or curriculum) when deemed appropriate by the Team. It will be the Special Education Coordinator's responsibility to coordinate that access so that the Section: Behavioral Subject - Program and student description program capacity student will be provided with least restrictive programming and community service opportunities. It will further be the above person's responsibility to perform the required documentation that will include contracts, correspondence, and records of contacts Section: Behavioral Subject - Program and student description program capacity with each placing school's districts out-of­district liaison for each student.


Procedures;


The school will work collaboratively and in a coordinated fashion with the sending school districts in the following Section: Behavioral Subject - Program and student description program capacity areas;

1. Admissions: the school will receive a phone call and/or a referral packet from the sending school district or another funding school . The inquiry will be logged to Section: Behavioral Subject - Program and student description program capacity keep track of the referral process. The appropriate school staff will make contact with the sending school district personnel to collaborate on the interview and admission process

2. I.E.P. development and implementation plan: IEP's Section: Behavioral Subject - Program and student description program capacity are developed by the sending school and parent prior to admission to the school. The school contributes by updating the Administrative Data Sheet and the Service Delivery page. Prior to Section: Behavioral Subject - Program and student description program capacity the IEP expiring the school will be the initiating body to remind the sending school of a need for a new IEP or a three-year evaluation. Parents and other

significant parties are also Section: Behavioral Subject - Program and student description program capacity notified. The sending school district will chair the IEP meeting. The school will make the sending school aware of any changes or concerns that may come up in the IEP Section: Behavioral Subject - Program and student description program capacity meeting. The school will maintain a copy of the attendance sheet for that meeting in its file.

3. Contracts: The school has developed a Placement Agreement to be signed by the sending schools Section: Behavioral Subject - Program and student description program capacity upon admission and resigned annually. Copies of this agreement will be kept in the student's file.

4. Team meetings and other key meeting: The school and the sending school district each have responsibility to cooperatively Section: Behavioral Subject - Program and student description program capacity request such meetings. The meetings can be formal or informal. Formal invitations are the responsibility of the sending school district. Examples of meetings are quarterly updates, transition planning, social Section: Behavioral Subject - Program and student description program capacity/emotional changes, community behavioral meetings and other meetings that are requested by other agencies involved with the student.

5. Written progress reports: The school is responsible for sending out Quarterly Progress Report Cards to all sending Section: Behavioral Subject - Program and student description program capacity districts. A log is kept of these mailings entitled DOE Student Tracking for Special Education Directors/Progress Report Mailings for Students. The Quarterly Reports and report cards are also sent to Section: Behavioral Subject - Program and student description program capacity parents/guardians.

6. Documentation regarding student-related development: The school is responsible for letting the sending school district know of any major concerns or findings regarding a student's social/emotional problems and Section: Behavioral Subject - Program and student description program capacity/or behavioral concerns. Depending upon the incident see immediate notification policy and the suspension policy. Manifestation Determination is the responsibility of the sending school district and parent with input from the school. All Section: Behavioral Subject - Program and student description program capacity documentation regarding these issues are kept in a separate area and locked in a file cabinet in a locked room. All goals that are outlined on the IEP and specific to Section: Behavioral Subject - Program and student description program capacity the IEP are located in the student's educational record.

7. Administration of tests: The administration of tests is the responsibility of the sending school district. Upon request, the school may administer Section: Behavioral Subject - Program and student description program capacity educational testing. The sending school district shall request parental permission to proceed with testing

8. Preparation for access to least restrictive settings: The school will assess all students quarterly in order to determine less Section: Behavioral Subject - Program and student description program capacity restrictive placement. The school will then work with parents, sending school districts, outpatient providers and other agencies to assist in determining transition back to the public school or another change in Section: Behavioral Subject - Program and student description program capacity the placement. Students will be encouraged to access extracurricular activities provided by their local public schools.

9. Preparation for transitions at 14,16 and 18 years of age. For all transitions there is

a team discussion with the sending school Section: Behavioral Subject - Program and student description program capacity district taking the lead. All students at 14 are responsible for a vision statement. The school staff will work with all parties in providing planning at age 16 for a student's Section: Behavioral Subject - Program and student description program capacity transition to adulthood. Students leaving the school will have a transition plan in place or will already be connected to other service agencies. All students are required to sign their IEP's at 18 years Section: Behavioral Subject - Program and student description program capacity of age. Some students will transition back to their high schools prior to

10. graduation or at graduation go to college. Other students will transition into adult education training programs or jobs. For Section: Behavioral Subject - Program and student description program capacity those students with chronic issues receiving DMH services, these services will continue into young adulthood.

11. School district monitoring student's progress: The school will provide the sending school district with all the Section: Behavioral Subject - Program and student description program capacity required correspondence and communication as outlined by the department. The sending school district personnel are welcomed at the school and are strongly encouraged to tour the school and view their Section: Behavioral Subject - Program and student description program capacity student's progress.

12. Diplomas: The school does not grant diplomas. Quarterly Reports, Report Cards and school transcripts are sent to the guidance counselors responsible for each student. The school has programs from Section: Behavioral Subject - Program and student description program capacity each sending school and the school's educational team. The school will examine whether a student can attend their local school's graduation.

3.1 (a) (t)

Educational Program Procedures


The Education Director of the school Section: Behavioral Subject - Program and student description program capacity is responsible for the educational component of the school program and oversees the procedures described in section 3.1(a) which ensure the delivery of services to students.


Serves as liaison to local Section: Behavioral Subject - Program and student description program capacity school districts and the Department of Education Coordinates/collaborates with sending school districts to develop and implement students' IEPs

Supervises the provision of special education services, related services, and any supplementary aids and services needed by Section: Behavioral Subject - Program and student description program capacity students in the school

Oversees the development of lesson plans which address IEP requirements of students

Oversees the development of lesson plans which are aligned with the Massachusetts Curriculum Frameworks and the curriculum of Section: Behavioral Subject - Program and student description program capacity students' sending districts

Makes quarterly reports on student progress toward achieving IEP goals to sending school districts

Ensures student participation in state assessment programs in the manner described in their IEPs, provision Section: Behavioral Subject - Program and student description program capacity of accommodations and alternate assessments when needed Coordinates with sending school districts and state agencies to maximize students' return to less restrictive educational environments

Designs, approves and/oversees vocational educational components which will prepare Section: Behavioral Subject - Program and student description program capacity students for adult life, careers, and further education.

Maintains student records in accordance with Massachusetts Student Record Regulations (603 CMR 23.00 and MGL c. 71, s. 34H)


Special Education teachers report to the Education Director Section: Behavioral Subject - Program and student description program capacity and have the following responsibilities in the implementation of special education services:


Implement all IEP components as they apply to the students assigned to him/her Develop lesson plans which are aligned Section: Behavioral Subject - Program and student description program capacity with the Massachusetts Curriculum Frameworks and meet the requirements of students' IEPs

Provide instructional accommodations which meet the requirements of students' IEPs Prepare tests, projects, and assignments designed to determine students' academic achievement and Section: Behavioral Subject - Program and student description program capacity progress toward achieving IEP goals

Keep the Education Director aware of students' progress, problems and educational needs

Maintain records and reports on the progress, behavior and development of students Meet with parents, caseworkers, and Section: Behavioral Subject - Program and student description program capacity other appropriate professionals to keep them advised of students' educational status

Participate in IEP team meetings to discuss the problems, needs and progress of students

Regular Education teachers report to the Section: Behavioral Subject - Program and student description program capacity Education Director and have the following responsibilities in the implementation of special education services:


Implement all IEP components as they apply to the students assigned to himlher Develop lesson plans for students which Section: Behavioral Subject - Program and student description program capacity are aligned with the Massachusetts Curriculum Frameworks and the requirements of the students' IEPs

Deliver instruction with the accommodations required by students' IEPs

Prepare tests, projects and assignments designed to determine students' level Section: Behavioral Subject - Program and student description program capacity of academic development and progress toward achieving their IEP goals

Keep the Education Director aware of students' progress, problems and educational needs

Meet with parents, caseworkers, and other appropriate professionals to keep them advised Section: Behavioral Subject - Program and student description program capacity of students' educational status

Maintain records and reports on the progress, behavior and development of students Participate in IEP meetings to discuss the problems, needs and progress of students

^ ABE Administrative Policy Manual

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