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RED CEDAR ACADEMYSTAFF POLICIES AND PROCEDURES Academic Curriculum The Red Cedar Academy provides children with alternative approaches for achieving the curriculum standards indicated by the state of Pennsylvania School code. The Red Cedar Academy uses various teaching methodologies and strategies for promoting the acquisition of social and academic skills. The standards for academic success, however, remain the same and are those erected by the Commonwealth of Pennsylvania for all children. The faculty and staff at the Red Cedar Academy accomplish this by implementing students’ Individual Education Programs that incorporate specially designed instruction that was deemed necessary by the IEP team for allowing the child to progress in the curriculum. The Red Cedar Academy believes that a rich, engaging, and academically focused curriculum helps to prevent the occurrence of problematic behavior and best prepares students for reintegration to home school environments. In the end, the Academy teachers use research-based teaching practices that incorporate matching curriculum to students’ functioning level, systematic analysis of student error patterns, positive error correction, frequent feedback, high rates of active engagement and praise, systematic progress monitoring and tenacious pursuit of mastery level. Because it is a special education program, the general education curriculum is modified for every child. Common modifications to the curriculum include but are not limited to small group instruction, task-analysis of content, individual pacing through curriculum, altering the length of assignments, classroom agendas, clear expectations for performance, one-to-one assistance, peer tutoring, and cooperative learning. Students are provided frequent opportunities for practice until they reach mastery of their IEP goals. Students who display frustration during academic periods are taught the “take time” procedure. Taking time allows students to voluntarily remove themselves temporarily from instruction, regain composure, and try again. Students are reinforced verbally for doing so. Students who experience great difficulty in completing academic assignments are supplied with modified work schedules that include additional breaks throughout the school day. Student academic progress is tracked routinely using curriculum-based monitoring. Students who “stall” or fail to make anticipated progress are provided the additional supports and alternative strategies. Most instructional decisions are left to the classroom teacher however, when students present particular challenges, a staffing that consists of multiple people with knowledge of the child is convened to problem-solve solutions. This handbook is a summary of the High Five program and is intended to be used as a reference for parents and students. It is not all-inclusive. For a more detailed description, please contact the building supervisor or your child’s homeroom teacher at 215-547-0962 during regular school hours. Anger and Frustration When a student shows anger or frustration, direct the student to use his individualized anger management strategy. At the Academy, most students use “taking time” as a way to gain control over their anger. Teachers should explain in advance what “taking time” means and the rationale for its use in the classroom. Students should be allowed to take as much time as they require before returning to the assigned task and following the classroom expectations. Students who do not complete their assigned work because of their choice to take time are responsible for making up the work at a later time. The following procedures are used by the Red Cedar Academy staff to help students gain and maintain control of, and responsibility for, their behavior. Teaching Students to Take Time: When students are angry or frustrated let them know exactly what you expect them to do. Students need to be taught how to “take time’. The most appropriate place for students to take time is in the classroom. Teaching Students How to “Take Time:” a) Teach students how to signal that they need to take time. For example, raise hand and ask permission to take time or point to their watch to request time or flip over a card that you’ve placed on their desks to signal, or to use words such as, “I feel upset, I need to take time.” b) Teach students where to take time. For example, at his or her seat in the classroom, at a desk or chair in the classroom that is away from the group. c) Teach students how to return to the activity. For example, raise a hand to signal they are ready or flip over the card at their desk. Directing Students to Take time: Students may not always recognize when they need to take time. In those instances, you will need to direct them. Use the following procedure: a) Give an explicit verbal prompt. For example, “Please listen quietly to the following lesson.” b) If the behavior persists, then direct the student to take time. “John, you are talking out loud, please take time.” Indicate where he should take time. For example, at the desk or the back of the room. c) Reinforce compliant behavior. For example, “Thank you John for following my direction.” d) Once the student has settled down and is ready to return to the group, have him raise his hand to signal he is ready. e) Recognize the hand raise immediately. Direct him to rejoin the group. For example, “Thanks for raising your hand John. You may rejoin the group. Assignments and Make –Up Work Completion of academic assignments is crucial for school success. It is important that students are held accountable for their schoolwork. Many students engage in disruptive and otherwise inappropriate behavior to avoid academic tasks. Allowing them to escape work through inappropriate behavior serves to reinforce poor behavior. It is important that students are taught that unsatisfactory conduct in class does not release them of their responsibility to their academic assignments. Criteria for Acceptable Assignments: Acceptable assignments at the Red Cedar Academy meet the following criteria: • Name of the student is placed in the upper right hand corner. (modify for elem.) • The date of the assignment is included under the student’s name. (modify for elem.) • The work is legible and completed neatly (i.e. no doodling or extraneous designs) • The work is completed at or above 80% accuracy. • The work is turned into the teacher on time. Students Responsibility for Missing Assignments: a) Students who miss work because of excused absences from school are responsible to make up the class work during their 3rd period free time. If students refuse to begin work during those times, they do not earn points on the “following directions” and “on-task” goals on their point sheets and may not participate in certain school privileges such as school store, step activities and spirit day events. Should students successfully complete the assignments to teacher specifications, they have the opportunity to earn full credit for the work. b) Students are also responsible for making up work missed due to truancies and suspensions from school. Students receive zeros on their point sheets for the days they were truant or suspended but they must make up the work they missed and have the opportunity to earn credit for work that is completed to criteria. If students do not complete the work as assigned, they may not participate in certain school privileges such as school store, step activities and spirit day events. Award Ceremonies Students at the Red Cedar Academy celebrate their classroom and school successes during monthly award ceremonies. The award ceremonies are open to parents and other invited guests. During award ceremonies, students receive social recognition for academic growth, behavioral competence and improved social development. Students who have missing assignments or who “owe time” are not permitted to attend the award ceremony until the assignments have been made up. Students must be present to receive an award. Behavior Issues The Red Cedar Academy uses a positive and proactive approach to teaching classroom and school behaviors. An emphasis is placed upon teaching self-control and responsibility. Most students can participate in the school-wide behavior management system. Since the Academy serves a wide age-range of students, some variations exist in the way in which school-wide procedures are implemented. Therefore, procedures may differ for elementary students as compared to middle school or high school students. Despite any operational differences, the overall goal remains the same: to teach the social behaviors students require for success in school. The Staff is committed to manage behavior in a positive and helpful manner. Expectations for student conduct are clearly defined and communicated and consequences for correcting rule-violating behavior are clearly defined and consistently applied. Problem solving and social skills instruction are integral aspects of the curriculum, designed to teach the students the proper strategies for succeeding in school and in life. Finally, a support plan is in place to address the individual needs of students with chronic and challenging behavior. Student Responsibilities: Students are responsible for regular school attendance, conscientious effort in classroom work, and conformance to school rules and regulations. Along with school staff, students share in the responsibility for maintaining a safe school environment that is conducive to learning and living. It is the responsibility of each student to respect the rights of teachers, students, and administrators and all others who are involved in the educational process. Students should express their ideas and opinions in a respectful manner. It is the responsibility of the students to conform to the following rules: • Know and understand the rules and regulations for student conduct. • Volunteer information in matters relating to their health, safety and welfare. • Dress and groom to meet standards for safety and health. • Assist the school staff in operating a safe school for all students. • Comply with the Commonwealth and local laws. • Exercise proper care when using public facilities and equipment. • Attend school daily and be on time for all classes. • Come prepared with necessary materials for class. • Make arrangement for make-up work when absent from school. • Pursue the course of study prescribed by the Commonwealth, the local school district and the Academy. Take Five Program: The Take Five Program is modeled after the nationally recognized Program of Fern Ridge Middle School in Veneta, Oregon. The program offers a positive approach to school discipline. It is based on the assumption that staff can teach students how to behave in school. The High Five Program alerts students to behave in the following areas: • Be There-Be Ready • Be Responsible • Be Respectful • Keep Hands and Feet to Self/Personal Space • Follow Directions Each of the Take Fives is defined according to the specific setting in which the student performs. The Take Five Program incorporates the use of a token economy as part of its reinforcement plan. Students are taught the behaviors during the first couple of days of school and visibly reinforced by the staff for following the expectations with the use of High Five tickets. The tickets are worth two points each and are like spending money that can be use to purchase items at the school store. Classroom Expectations: Students are expected to be in their assigned classroom throughout the day. They may not enter other classroom, the school offices, workrooms, or other areas in the school without permission from school personnel. At the Red Cedar Academy students are expected to behave in the following manner: • Treat teachers, staff and other students respectfully. • Use polite language. • Participate in class activities. • Follow school and classroom rules. • Exercise care when using school property. Bullying Prevention Students cannot learn effectively if they fear for their safety. Red Cedar Academy students have a right to learn in a safe and civil learning environment. Bullying is a low-level form of violence that is inflicted repeatedly on other, usually weaker, students. Bullying may consist of verbal remarks or gestures that are meant to intimidate and gain power over a victim and can include threats of bodily harm, weapon possession, extortion, civil rights violations, gang activity up to and including assault and battery, attempted murder and murder. Sexual harassment is also considered a form of bullying. Bullying is not permitted at the Red Cedar Academy. Bullying prevention is a central theme in our social skills classes. Moreover, faculty and staff are expected to actively respond to bullying behaviors through close supervision, recognizing appropriate student interactions, peer conflict mediation, problem solving, and consequences such as point sheet deductions, loss of school privileges, and other disciplinary procedures such as suspensions from school. Care of School Property Students are expected to exercise care when handling school property. Students who destroy school property or the property of others are held accountable and required to compensate the Academy for the full cost of the item(s) they destroyed, defaced or otherwise damaged. School property refers to any school furniture, books, papers, maps, charts, apparatus, or property contained in the school building or on the school ground, as well as the school van. Parents or guardians must be informed by letter of any damaged caused by their child and the estimated cost of replacement or repair. Compensation for property damage may take one of two forms: cash payment or community service. Cash payments for damaged property must be received prior to the end of the academic year. When a student damages school property, school officials reserve the right to file a formal complaint with local law enforcement as allowed for by Pennsylvania Statute. Community service allows the student to work on behalf of the Red Cedar Academy at a rate of $1.00 per half hour of work with the proceeds of their efforts being used to compensate the school for the damages they have caused. Preferred work times are either before or after school or during normally scheduled breaks. Students who wish to use community service hours to defray the financial costs of damaged property must have their parents’ or guardians’ permission. Students who fail to complete an agreement for community service will be charged the cost of the damaged they were responsible for causing. The Red Cedar Academy reserves the right to withhold a students’ final grades, report cards and transcripts until satisfactory restitution for damages of school property has been made. Daily Progress Reports/Point Sheets Progress reports and point sheets are sent home every day. The Progress Report is included on the student’s point sheet where a space is provided for writing a short note summarizing the student’s overall daily performance. Students are required to obtain a parent signature on their point sheet and return it to their homeroom teacher each morning. Students will be rewarded bonus points for returning their point sheets with a signature and a parent comment. Dismissal of Students During School Hours During school hours or school-sponsored activities, students will be released only into the custody of parents, guardians, persons in parental relationships or others persons as designated in writing by the parents, guardians, or persons in as parental relationship. In medical and behavioral emergencies students may be released to medical personnel or law enforcement authorities. However, Academy staff should first attempt to contact the student’s parents or guardians. The Red Cedar Academy reserves the right to request identification from unfamiliar persons who arrive at the school to pick up a child, such as therapeutic staff and other caseworkers. Dress Code for Students Students are expected to dress in a manner deemed appropriate by the school administration. Students should not be barefooted, wear midriffs, half-shirts, muscle shirts or sleeveless shirts or clothing with explicit tobacco, drug, alcohol or sexual references on it. Upon entry into the building students are expected to remove their hats, including bandanas and headbands, and their coats and store them in their homerooms. Students are not permitted to wear sunglasses in the building. Violations of this policy may result in exclusion from classroom activities on the day in question. All instances of inappropriate attire should be reported to the parents. Drug and Alcohol Policy A student shall not knowingly and willingly possess, use, transmit, sell, or be under the influence of any chemical or alcoholic beverage of any kind (with exception of a student who is taking prescription medication under a doctor’s direction) on school grounds before, during or after school, off grounds at a school activity, function or event: or school buses or rented carriers or private vehicles during a school sponsored activity. Chemical dependency is a treatable health problem that is primarily the responsibility of the home and community. The Red Cedar Academy shares in the responsibility because chemical dependency problems often interfere with appropriate behavior and learning. The Red Cedar Academy reserves the right to request outside consultation when there is a reasonable suspicion of drug or alcohol abuse. Grades and Grading Procedure General Information: Grades are a reflection of a teacher’s overall assessment of students’ performance in meeting the requirements of the Red Cedar Academy. Since teachers have the ability to remediate individual student’s weaknesses in various skill areas; that is, task-analyze the content, bring students along at their own rate and pace, correct errors immediately, and provide sufficient drill and practice to reinforce skills newly learned, students should make rapid growth in their academic progress. Grades also carry a social value well beyond the context of the Academy. Grades communicate to others the assessment of a student’s performance in the Red Cedar Academy Program and by implication, the school in general. Straight “A”s on a report card should reflect outstanding performance in all areas including a student’s social behavior. It would be unwise and untenable to have a student receive “A”s in academic subjects when their conduct in class is unsatisfactory, especially if the unsatisfactory performance may lead to a change of the student’s placement. Therefore, grades administered at the Red Cedar Academy are weighed to include consideration of a student’s social behavior. Students who receive an “A” for performance should be meeting the following criteria: • Working at his or her instructional level; that is, acquiring new skills in a content area. • Covering the content deemed appropriate by the teacher for an “A” grade. • Completing all assignments in a particular subject area and in fact, turning in additional assignments or work for extra credit. Missing assignments, poor motivation to engage in academic work, absences either excused or unexcused without the work being made up, excessive use of “taking time” during academic periods, frequent Detailed Behavior Reports due to misbehavior in class, or the completion of work solely at the independent level should have mitigating effects on a student’s grade and result in lower marks. Computation of Grades: A subject grade at the Red Cedar Academy consists of four components: (a) assignments, (b) participation, (c) homework, and (d) quizzes. Assignments include written work as well as listening tasks, oral responses, and presentations, and hands-on activities. An “A” grade may be issued when the academic assignment is at the student’s instructional level and is completed successfully to teacher specifications. Participation grades are derived from the student’s behavioral goal listed on the point sheet. A student who earns all “2”s on his point sheet for a given period has a 100% participation grade for the subject that was taught during that period. Quizzes refer to scores received on periodic tests or quizzes that are administered to probe acquisition of the material. Homework refers to the accurate, neat, and timely completion of homework assignments. The four components of a student’s grade are weighted as follows: Assignments: 30% Participation: 30% Quizzes: 30% Homework: 10% Listed below are the grade calculations to be used by the Red Cedar Academy teachers: A+ 98-110% A 94-97% A- 90-93% B+ 88-89% B 84-87% B- 80-83% C+ 78-79% C 74-77% C- 70-73% D+ 68-69% D 64-67% D- 60-63% F <60% Graduation Students who complete their last year of high school at the Red Cedar Academy receive a diploma from their resident school district and may participate in their local high school graduation ceremonies. The Red Cedar Academy holds an annual graduation ceremony for students who have successfully attained specified units of credit in accordance with the resident school district requirements and for those who have reached the age of 21 years and have achieved the goals listed on their Individualized Education Program. Graduation from high school with a regular diploma constitutes a change in placement requiring prior written notice. Hall Passes/Bathroom Passes All students, except those assigned an escort, should be issued a hall pass when leaving the classroom. Students are expected to carry a hall pass with them and return it to the teacher upon re-entry to the classroom. Students are expected to show the hall pass to other teachers and staff upon request to see it. Homework Homework is an important element of school success, counting for 10% of a student’s overall grade. Teachers should assign homework for academic classes and, as needed, teach pertinent study skills. Teachers who assign homework should remember to collect it, correct it and provide feedback on it. The purpose of homework is to practice and thus reinforce the acquisition of skills already introduced during the school day; it should not be used to introduce new skills or as a punishment for student misbehavior during the day. Procedures for Tracking Homework: • Students are responsible for handing in their homework at the beginning of every period. They should have their homework when they come to class. Teachers should not permit students to leave the room to get it from another classroom once class has begun. • When students hand in their homework at or near 80% accuracy they earn a “2” on their point sheets under “homework”. • If the homework is partially completed they may earn a “1” on their point sheet. • If students do not hand in their homework, they earn a “0” and the teacher should attach the homework assignment to the point sheet. • If homework is missing, students may not earn certain school privileges such as school store, award ceremonies, step activities and spirit day events until the homework has been completed to the teacher’s specifications. Honor Roll Students with superior performance during an academic term are eligible for the Red Cedar Academy Honor Roll. Listed below are the guidelines for student eligibility: • Grade point average of 3.2 or above. • Report card grades of a “B” or better in every subject. • No suspensions or truancies during the quarter. • Approval of the building supervisor. Illness When a student is ill at school, staff should notify the school nurse. If the nurse determines that the child should be sent home for the day she notifies the on-site supervisor and then contacts the child’s parents. Some conditions that may lead to a child being sent home for the day include, but are not limited to: fever, infected skin lesions, rashes on the skin or scalp, the presence of lice or nits, severe sore throat, and nausea, vomiting or diarrhea. The school nurse may ask that the parents take the child to a health care provider. The Red Cedar Academy may ask that the child bring a note from the health care provider stating that he or she is no longer contagious and well enough to attend school. In-School Study In-School Study is a supervised learning experience that is conducted away from a student’s normally scheduled classes. Students continue to participate in the curriculum, receiving assignments from the classroom teacher and assistance on those assignments from a staff person who is assigned to supervise them. Some students may participate in In-School Study with limited staff supervision. This decision will be made by the on-site supervisor or his designee based on the needs of the student at the time of the In-School Study. Students may receive In-School Study for a number of reasons, including disciplinary. Students may also elect In-School Study. In cases of disciplinary action, In-School Study provides an alternative to suspension, giving students the opportunity to continue their school work with staff assistance and preserve their attendance in school and continuity in the school curriculum. Students who fail to follow the expectations of In-School Study, despite staff assistance, may suffer a suspension from school. Who Receives In-School Study? Students may elect to work in In-School Study when they have decided they require the extra attention or time away from their peers. Students are assigned to In-School Study when they have had two behavioral outbursts during one academic period. Rather than return to class after their second behavioral outburst they finish the period in In-School Study. Students who have three behavioral outbursts during the day receive In-School Study for the remainder of the day. Student Expectations During In-School Study: Students are expected to adhere to the following expectations when they participate in In-School Study: • Sit quietly at the desk with feet on the floor. • Work on the assigned academic task. • Raise hand to receive assistance. • Ignore other peers in the area. • Speak respectfully to the staff. Students who are assigned to In-School Study for the remainder of the day must comply with the rules. Failure to comply with the expectations of In-School Study may result in either a suspension from school for the remainder of the day or a suspension from school the following day. Leaving School Without Permission The Red Cedar Academy is a closed campus. Unless specifically authorized by school personnel, students must remain on campus from the time of arrival until classes are dismissed at the end of the school day. Students who leave grounds without permission are considered truant. When students leave school property without permission from school officials the parents will be called immediately. If the parents cannot be reached school officials may inform local law enforcement authorities. An incident report should be completed and filed on the students Black Book. Students will be required to make up the work and time missed during In-School Study upon entering to school. Low Level Misbehavior Low level misbehaviors are defined as peer provocations, cursing, side-talking, talk-outs, and other off-task behaviors that disrupt a class (e.g., tapping pencils, out of seat, disrespectful verbalizations). The following guidelines should be used in dealing with low level misbehaviors: 1. Ignore misbehavior if possible. Go to the good model. For example, “I like Bill is listening and earning his points.” 2. Remind the student of the expectations for the class. For example, “Its time to work quietly. Please remember to respect others.” 3. Request that the student use an individual anger management strategy or to “take time” at his desk. For example, “Please listen quietly or I may have to ask you to “take time” to get yourself calm. If the behavior persists, direct the student to “take time”. Reinforce the student for compliant behavior. (a) If the student “takes time” appropriately, welcome him back to the activity. (b) If the student refuses to “take time” appropriately, he should be placed on a “behavioral outburst” and referred to the problem solving. 4. After problem solving has occurred and the student has agreed to perform the expected behaviors he should be re-admitted to class. 5. If the student re-engages in the behavior after re-entering the class he should be placed on a second behavioral outburst. 6. A student who receives two behavioral outbursts during one class period receives In-School Study for the remainder of that period. Made Day At the Red Cedar Academy the term “made day” signifies that students have met their goal criteria on a particular day. The term is used in reference to students who carry point cards. Truancies and suspensions from school are days that are “not made”. In fact the student earns no points for those days and the teacher should mark those days as a zero on the student’s daily data sheet. Missing Assignments The term “missing assignments” refers to work that was assigned to a student but has not yet been completed. Missing assignments must be completed before students may visit the school store or participate in the awards ceremony or other special events such as “spirit day” activities. Pennsylvania System of School Assessment (PSSA) The annual Pennsylvania System of School Assessment is a standards-based criterion-referenced assessment used to measure a student’s attainment of academic standards and the school’s ability to enable students to obtain proficiency in the standards. Students are tested in grades 5, 8, and 11 for reading and math. Students in grades 6, 9 and 11 are tested in writing. Students with specials needs are afforded certain testing accommodations. The IEP team determines the need for specific accommodations. Personal Items The Red Cedar Academy is not responsible for the loss or theft of any personal items while the items are inside or on the premises of school property or vehicles. Students are not permitted to bring portable radios, skateboards, gameboys, pagers, cell phones and so forth to school unless they first obtain permission from the building supervisor. Items brought to school without permission or items deemed to be dangerous or distracting to others will be confiscated and turned ever to the parents at a later time. The Red Cedar Academy staff should discourage students from lending or borrowing items from other students, and the bringing of valuable items from home. Petitioning Process The petitioning process is the means by which Red Cedar Academy students advance through the Steps to Success Program. Students who achieve specified criteria at a step apply to the Petitioning Committee for advancement to the next step. Students should be taught the petitioning procedure and made aware of the behaviors the committee will be evaluating for advancement through the step system. Petitioning Committee: The Petitioning Committee consists of at least three persons. The student petitioner, the homeroom teacher and the itinerant teacher are required participants. Other members may be as follows: • Student-selected staff advocate • Parent (in person or by phone) • Peer advocate (those on step 3 or above) Initiating a Petition: The petitioning process begins when students have completed the required number of days at a particular step successfully. Successful completion of a step means that the student has earned criteria for each and every goal stipulated on the point sheet. The process may be initiated by either the student or, in the case of a reluctant student, the homeroom teacher. The process begins when a “Petition to Advance Form” is completed by the student with assistance, if needed, from the homeroom teacher and submitted to the itinerant teacher. In addition to completing the required form the student and homeroom teacher must schedule a Petition meeting with the itinerant teacher. All forms associated with the petition process are available from the itinerant teacher. Collecting Data: The decision to move a student through the step system should be based on data that reflect the student’s performance in the program. Once the teacher or student has completed and turned in the Petition to Advance form the homeroom teacher gathers information and completes the Student Performance Scale. This form includes spaces to record the following: (a) two observations of the student, (b) behavioral competencies during class time, transitions, free-time and bus (c) academic competencies, including assignment completion, homework and assignment sheet. Committee Meeting: The committee meets and decides on student advancement. At the Petition Meeting, the committee members use the “Student Report Concerning Competencies” form to rate the student’s performance at the Red Cedar Academy. Teachers may assist students if needed. The Petition Meeting should last about 30 minutes. Five to ten minutes are devoted to data review. Ten to fifteen minutes are used for the student interview, with the remaining time to be used for approving or denying the petition. The petitioning student should be asked to step outside the room while the committee makes a decision to approve or deny the petition, and invited back in later to hear the decision of the committee. Outcomes of the Petition Process: there are two possible outcomes of the petition process: (a) advancement to the next step, (b) retention at the present step. If the student is denied advancement to the next step, the committee should clearly stipulate their expectations for the student and work with the student to develop a plan to improve any areas of concern. A review date should be set when the homeroom teacher would either call another meeting for the committee to review the student’s progress toward the plan or inform the student of his or her automatic advancement to the next step.. Point Sheets Students at the Red Cedar Academy carry point sheets throughout the day. The point sheet lists the goals from the student’s IEP along the left-hand column and spaces to the right of the goals for rating the child’s performance throughout the entire school day. Ratings and feedback to the pupil should occur after every period, thereby providing quick and immediate feedback on performance. Progress Notes: The point sheet is sent home with the Red Cedar Academy students everyday and serves as a daily progress note to parents and guardians. The point sheet contains a space for faculty and staff to write brief notes to parents and guardians and a space for them to respond. Parents are encouraged to use the point sheet as a communication tool. Students who return their point sheets/progress notes will be awarded bonus points: 25 bonus points for a parent signature; 50 points for a signature and note from home. Point Card Distribution: Students receive one point card per day Point sheets should be stored in the front of the student’s notebook or in a file folder. Those students who choose to rip and tear up their point sheets will be required to tape them together if they wish to earn points. Students are considered “not in program” when they do not have a point sheet. Exceptions can be made at the discretion of the homeroom teacher and itinerant teacher. For example, elementary students who rip their point sheets receive a new point sheet for free but zeros are entered into every period until the point sheet was destroyed or they can purchase a new point sheet for 200 points and recover the points they earned earlier in the day. Students whose point sheets were ripped up by another student will be handed a new point sheet for the day. Forging Point Card Entries: Students who falsify point sheet entries will lose all their points at the end of the day. Teachers should use ink pens when entering points on a point sheet and initial any changes they make to an entry. Homeroom teachers will want to check occasionally with other staff to verify their marks on a student’s point sheet. Teachers should remind students of the consequences of falsifying a point sheet. If it has been discovered that a student has been forging marks on his point sheet, the homeroom teacher should wait until closing to inform the student of the penalty, that is, zero points for the day. When this situation occurs, the teacher should notify the parents to report the incident and explain why the child received zero points for the day. Response Cost: Students are charged 50 points for breaking pencils and rulers and for tearing up assigned school work in an effort to decrease the frequency of those behaviors. The deduction is made even when it is the student’s own pencil, pen or ruler from home that they have broken. For ripped up and torn assignments, students are charged 100 points for obtaining a duplicate assignment. Police Involvement Legal Foundations: “Nothing in this part shall be construed to prohibit an agency from reporting a crime committed by a child with a disability to appropriate authorities or to prevent State Law Enforcement and judicial authorities from exercising their responsibility,” [IDEA Revised, Section 615(k)(9)]. Appropriate authorities include local law enforcement, and in cases where a youth is known to the courts, juvenile authorities. Suggestions for Working with the Students: Our goal is to create a safe school environment where students can learn. Students must learn the standards of appropriate behavior. It is our duty to teach those standards. Some behavior, such as physically assaulting another individual cannot be tolerated in any setting. Students must learn alternative ways to communicate their frustration and anger. It is our job to teach them those alternative skills. When police involvement is likely, the following suggestion for working with students may be helpful. 1. Don’t threaten students with police intervention. Students should know in advance that certain behaviors trigger police involvement. Warn the students but don’t threaten them. 2. Give a clear warning. For example, “If you fight, I will call the police.” Give the student the opportunity to respond to the warning. 3. Let the students know that the rules for contacting the police are for everyone in the school and not directed at them personally. For example, tell the student, “You know that when students behave in dangerous ways, like fighting, we always call the police. We would do it if someone hurt you. We want all our students to be safe. You need to find others ways to deal with your frustration and anger. Violence is not allowed at the Red Cedar Academy”. 4. Prior to the arrival of the police, assuming that the students is calm, tell him or her exactly what will happen, and teach him or her how to behave in the presence of the officer. For example, students should be polite (e.g., speak clearly, sit up straight and establish eye contact). A student’s conduct during the interview with the police will most likely determine the outcome of the interview. When to Involve Law Enforcement: Law enforcement should be involved when a youth violates a municipal, state, or federal statute. Local law enforcement must be contacted in instances of firearms and the sale and possession of drugs. When a student has engaged in physically aggressive behavior, property destruction, or significant disruption of the learning environment (i.e., walking through hall banging on doors and walls, threatening staff and other students with bodily harm), the police may need to be called. Staff should first attempt to de-escalate potentially dangerous situations using techniques such as verbal prompts and directives, “room clears”, and when necessary, warnings to the student that continued violence and disruption will result in police involvement. . Special Considerations: Youth who have “prior notice” that certain behavior, such as assault, disruption of the learning environment, and property destruction may be referred to the appropriate authorities. Prior notice may take either written or verbal forms, or both. Before making a referral to appropriate law enforcement authorities, youth should have been judged to understand the difference between right and wrong, and able to foresee the consequences of their actions. This criterion will likely exclude any student who has been classified as mentally retarded. Problem Solving Problem solving consists of four steps: (a) problem identification, (b) prevention, (c) a plan, and (d) a commitment. The purpose of problem solving is to teach students to use polite words to resolve problems instead of aggressive or violent behaviors. Teachers should not convey nor should students be made to feel that problem solving is a consequence for behaviors. The four steps are described below: 1. Problem Identification: The student should identify the issue that resulted in the misbehavior. a. The student should be specific, describing what, when, how and with whom the problem occurred. b. The student should review the classroom or school rules that govern behavior (staff should emphasize conformance to sensible rules). c. The student should take responsibility for his behaviors. Staff should encourage him to do so. For example, staff should make a value judgement such as, “Is it helping you to behave this way? Is it helping others? Is it against the rules?” 2. Prevention: The student should articulate the replacement behaviors he could used to avoid the problem in the first place and that will help prevent similar problems in the future. Staff should prompt him to do so; for example, “What could you have done to avoid the problem?” 3. Plan: The student should identify the behaviors, including consequences that can remedy the present situation. For example, a plan for returning to class might include the following: “I will walk in quietly and ignore others.” “I will sit at my desk and raise my hand.” “I will signal the teacher when others are bothering me.” Staff might also prompt the student by saying, “What can you do differently? What do you need me to do to help? Do you need assistance from others?” 4. Commitment: The student should commit to a personal plan and to follow through with the plan. Staff should prompt, “Are you willing to do this?” Ensure that the student is calm and can repeat orally the plan that was developed. If the student is still agitated, allow him to work or wait longer in the office until he is ready to re-enter class and perform the plan. Report Cards Report cards are prepared quarterly so as to provide feedback on the student’s academic and behavioral progress. The preparation and distribution of the report cards are the responsibility of the instructional staff with the assistance of para-educators as needed. Teachers calculate grades for report cards according to the Grades and Grading Procedures detailed in this handbook. Teacher’s grades of s student’s performance should reflect the students’ academic and behavioral performance during the term. School Store The school store is located on the second floor of the lower high school building across from the kitchen. The school store contains many items that the students can purchase with the points they earn throughout the day. Items include pencils, pens, notebooks, gift certificates, sodas, candy, chips, small toys and other similar items. Classroom teachers receive a schedule indicating when their students may access the school store. Store items are to be exchanged for points. Students may not lend or borrow points. Students may not purchase or sell items to classmates who are not eligible for school store. The school store does not operate on credit and will not “sell” items based on points the student may earn at a later date. Store items should not be used for rewarding individual classroom activities. When visiting the school store students should bring with them the following items: • Escort or hall pass. • Point book that shows the number of points the student has available to spend. Students who have “behavioral outbursts” or bus citations prior to their assigned store time lose their store privileges for the day. Students who owe academic assignments may not use the store until those assignments have been completed. Search and Seizure of Suspected Illegal Items If a student is suspected of possession of illegal substances and/or items (i.e., drugs, alcohol, tobacco or firearms) staff should immediately escort the student to the supervisor’s office. The student must remain in the presence of a staff member at all times. 1. All searches must have a minimum of two staff members present. One Member of the administrative team must be present. 2. All searches must have at least one staff member who is of the same sex as the child. 3. Searches of the following areas on the student are permitted: (a) Any article designed for carrying items such as purse, pockets, and shoes. (b) Pat searches of arms and legs. 4. Searches of the torso area above the legs and below the neck are not permitted. 5. Illegal substances or items will be reported to the police. 6. An Incident Report, giving the details of the episode, must be completed. 7. The child’s parents or guardian must be notified. Self-Management The Red Cedar Academy employs a self-monitoring strategy that is used in conjunction with the student’s point sheets. As students move through the program they are taught how to self-monitor and evaluate their school and classroom behaviors independent of school staff. The self-management procedure is described below. Students at Steps I and II: The teacher completes the point sheet. As teachers complete students’ point sheets they should have a private dialogue with the students regarding their points. The verbal feedback is important for students in that it provides them the opportunity to learn the teacher’s expectations and helps them understand the rationale for the points they earn. Students at Step III: The teacher completes the point sheet. The student is asked to tell the teacher what he thinks he earned that period. The teacher listens to the student’s input. The ultimate decision as to the number of points earned rests with the teacher but the dialogue gives the student practice at monitoring their own behavior. Students at Step IV and Transition: The student completes the point sheet using a pencil. The student is now responsible for evaluating his or her performance. The teacher checks the student’s marks at the end of the period. As the students develop independence in evaluating his performance, the teacher checks less frequently. Sometimes the students are ready to monitor their progress prior to step IV. The decision to permit students to self-monitor should be a team decision that is made during a special staffing for the student. Serious Misbehavior: The Early Warning Signs Students who continue to experience behavioral problems, despite the school-wide prevention activities the Red Cedar Academy has in place, may be exhibiting early warning signs of violent behavior. The list below presents the early warning signs to serious misbehavior, including violence toward self and others. Teachers and staff are encouraged to become familiar with the early warning signs so that they may take appropriate actions. • Social withdrawal • Excessive feelings of isolation or being alone • Excessive feelings of rejection • Being s victim of violence • Feelings of being picked on and persecuted • Low school interest and poor academic performance • Expression of violence in writing and drawing • Uncontrolled anger • Patterns of impulsive and chronic hitting, intimidating and bullying behaviors • History of discipline problems • History of violent or aggressive behavior • Intolerance for differences and prejudicial attitudes • Drug and alcohol use • Affiliation with gangs • Inappropriate access to, possession of, and use of firearms • Serious threats of violence Taken from Dwyer, K.P., Osher, D., & Warger, W. (1998). Early Warning, Timely Response: A Guide to Safe Schools. Washington, D.C: U.S. Department of Education. Staffings A staffing is held for students who are experiencing particular difficulty in the Red Cedar Academy program. Staffings are periodic meetings of key Academy personnel that allow for sharing in-house professional expertise for the development and evaluation of behavior intervention plans. When to Call a Staffing: Teachers and other staff members may call a staffing whenever they feel that a student’s behavior is in need of more intensive intervention. However, a staffing must be called when a pupil has been suspended three times within one marking period. Staffing are scheduled for after school hours. Who Should Attend a Staffings? Staffings are open to any staff member who wishes to attend. At a minimum, staffings should include the homeroom teacher, the itinerant teacher and the building supervisor. Other personnel such as counselors, social workers and the like may be included as appropriate to the student’s needs. Components of a Staffing: The person who scheduled the staffing is responsible for gathering information that will assist the group. The following types of information and times frames should be considered. 1. A description of the problem behavior (2 minutes). 2. A description of the conditions under which the problem behavior is most likely to occur: including when, where and with whom (3 minutes). 3. A description of what usually happens immediately after the problem behavior occurs (2 minutes). 4. A description of what usually happens immediately before the problem behavior occurs (3 minutes). 5. A description of what the teachers does when the behavior occurs (3 minutes). 6. description of what other students in the vicinity do when the behavior occurs (3 minutes). 7. A description of what the teacher would like the student to do instead of the problem behavior (2 minutes). 8. A description of the interventions attempted previously (5-10 minutes). 9. Hypothesis about the function of the behavior (3 minutes). 10. Recommendations for a revision in the behavior plan or other action (3 minutes). One person in the staffing should take notes and later compile a one-page behavior assessment summary. Any special program or program modifications resulting from staffings should be communicated to all appropriate staff, and under certain conditions, to the IEP team. Teachers should make a notation on the student’s daily data sheet and point sheet when the program changes take place. Steps to Success Program Description: The Red Cedar Academy uses a step system to guide students through the program. Our goal is to teach students to regulate and gradually improve their classroom and school behavior. The step system is a positive behavior management program consisting of incentives and consequences that provide a process for monitoring growth and progress as students move from highly structured to less structured learning environments. The design of the step system is based on the notion that students who have difficulty controlling their own behavior need consistent assistance from adults. As students progress through the step system and develop more responsible alternative behaviors, the amount of assistance from adults decreases. The step system provides a concrete monitoring tool for students and staff alike. Students have clear expectations and know exactly where they stand with regard to meeting expectations and the criteria for success. Faculty and staff have the parameters and the structure to guide and encourage students to meet those criteria, and measure for how well they are doing so. Special Considerations: The step system procedure should be implemented consistently to facilitate positive behavioral changes in our students. Faculty and staff should become familiar with the step system and follow its procedures with care. Faculty and staff are not permitted to unilaterally develop special programs or contracts with students without first holding an IEP meeting or staffing. The point sheet is the primary tool for recording and monitoring a student’s behavioral performance. Goals for Students: Students at the Red Cedar Academy work to achieve goals specified on their IEPs. For most of our students, those goals include the following: • Attend school. • Respect others. • Follow directions, promptly. • Remain on task. • Complete in-class and homework assignments. • Keep an organized notebook. • Maintain an orderly assignment sheet. • Learn to self-manage and make responsible choices. • Other individual goals as appropriate. STEP I Purpose: To orient new students and their parents to the academic and behavioral expectations of the Red Cedar Academy Steps to Success program. Length: Students remain on step I status for 10 school days. At the end of ten days, students move to step II status without a petition meeting, if their performance has been judged as satisfactory by their team. Criteria: Step I is an orientation step. Since movement to Step II is automatic There is no firm percentage criterion for students to meet. Past data from other participating schools show that most students Achieve well beyond the minimum expectations in most goal areas. Step I is a time for learning the expectations and requirements of the Red Cedar Academy and provides teachers an opportunity to record the baseline performance of their students in the new setting. The goal for students is to increase their performance on a daily basis, preparing them to meet the more rigorous expectations in Steps II, III, IV and transition. Privileges: 1. School store once each week with teacher escort (1 item total) 2. All-school reinforcement: group goals and step activities. 3. All-school assemblies. 4. High-five tickets. 5. Eligible for bonus points for returning point sheets with parent signature (25 points) and comments (25 points) for a total of 50 bonus points. 6. Bus award High School Middle School/Elementary Homework Award Homework Award Attendance Award Attendance Award Family Involvement award Family Involvement award Restrictions: 1. Supervised restroom and hallway privileges. 2. No outdoor free-time activities at breaks. 3. No community-based instruction trips. 4. No computer privileges during breaks and/or free-time games. 5. No visitation to other classrooms during breaks and lunch. STEP II Purpose: To teach students academic and social behaviors that are considered critical for success in school. Length: Students remain on Step II for a minimum of 40 school days before they may petition for Step III status. Criteria: Students on Step II are expected to achieve the following goals and criteria: • Greater or equal to 80% in each goal area when on step II. • A minimum average of a C grade in Social Skills class. • Identify and begin using anger management strategy with staff prompts. • Respond to tickets and school store privileges appropriately. • Initiate age-appropriate interactions with staff and peers. Privileges: 1. School store two times per week with escort (4 items total: a maximum of 2 items each trip) 2. All-school reinforcement: group goals and step activities. 3. All-school assemblies. 4. High five tickets. 5. Eligible for bonus points for returning point sheets with parent signature (25 points) and comments (25 points) for a total of 50 bonus points. 6, Bus awards. 7. All Bonus Points 8. Supervised outdoor activities at break High School Middle school/Elementary Eligible to apply for 1 in-school job Sportsmanship Award Sportsmanship Award Most Improved Awards Above and Beyond Award Above and Beyond Award Most Improved Award Homework Award Employee Recognition Attendance Award Homework Award Family Involvement Award Attendance Award Family Involvement Award Restrictions: 1. Limited unsupervised movement around the building (with pass) Deemed appropriate by the team. 2. Limited outdoor activities at break. 3. Building supervisor and/or itinerant teacher and parent/guardian must approve all community-based trips prior to participation. 4. No computer game privileges during breaks or free time. 5. No visitation to other classrooms during breaks and lunch. STEP III Purpose: To provide opportunities for repeated practice of critical academic and social behaviors learned on Step II in the in the school and in the community. In addition, to provide the opportunity for students to start initiating positive, pro-social behaviors such as taking time, problem solving and making positive choices. Length: Students remain on Step III for a minimum of 40 school days before petitioning for Step IV or Transition. Criteria: Students are expected to achieve the following while on Step III: • Greater than or equal to 85% in each goal area. • A minimum average of a B grade in Social Skills class • Minimum average of C in all other classes. • Employ an anger management strategy consistently (between 80-85% with staff prompts as needed. • Use High Five tickets and school store privileges appropriately. • Demonstrate age-appropriate interactions with staff and peers. Privileges: 1. School store 3 times per week with hall pass (6 items total: a maximum of 2 items per trip. 2. All-school reinforcement: group goal and step activities. 3. All-school assemblies. 4. High Five tickets. 5. Eligible for bonus points for returning point sheets with signature (25 point) and comments (25 points) for a total of 50 bonus points 6. Bus award. 7. All bonus points 8. Supervised outdoor activities at breaks. 9. Unsupervised hallway and bathroom privileges with pass. 10. Eligible to apply to be a student council representative. 11. Peer tutoring and mentoring opportunities. 12. Eligible to spend 25 points to eat lunch or spend break time in other homeroom (student choice and schedule). 13. Use of computer during breaks for 50 points and with teacher Permission. 14. Eligible for tours of less restrictive educational placements. 15. Community-based instruction trips with parent permission. STEP III (continued) High School Middle school/Elementary In-school jobs Homework Award Above and Beyond Award Attendance Award Homework Award Family Involvement Award Attendance Award Most Improved Award Family Involvement Award Sportsmanship Award Most Improved Award Classroom Jobs Sportsmanship Award In-School Jobs Community Jobs Employee Recognition Outstanding Vocational Award Teamwork Award Perfect Attendance Award Academic Award Citizenship Award Citizenship Award Other Award Other Award STEP IV Purpose: To allow students the opportunity to continue in their educational placement at the Red Cedar Academy if the IEP team has determined that the Academy continues to be the less restrictive environment and most appropriate setting. Students who choose to remain at the Academy stay on Step IV and do not move into Transition. However, students may proceed to Transition contingent upon satisfactory progress and a determination by the IEP team. Length: Students remain on Step IV until they are ready to participate in Transition or a graduation plan is established by the IEP team. Criteria: Students are expected to achieve and maintain the following criteria in Step IV: • Maintain >90% in each goal area. • Maintain a minimum grade of C in all courses and a minimum grade of A in Social Skills class. • Employ an anger management strategy independently and consistently. • No suspension, truancies or police intervention. After one occurrence, the IEP team will reconvene if deemed necessary. • Perform to daily point sheet expectations consistently without moving back to Step III more than 1 time in 25 days. • Self-manage appropriately and accurately. Privileges: 1. Daily school store privileges with hall pass (10 items total: a maximum of 2 items per trip) 2. All-school reinforcement: group goal and step activities. 3. All-school assemblies 4. High Five tickets 5. Bonus points for returning point sheet with parent signature (25 points) and comments (25points) for a total of 50 bonus points 6. Bus Award 7. All bonus points 8. Supervised outdoor activities at breaks. 9. Unsupervised hallway and bathroom privileges with pass 10. Eligible to apply to be student council representative. 11. Peer tutoring and mentoring opportunities. 12. Eligible for tours of less restrictive educational placements. 13. Community-based instruction trips with parent permission. 14. Eligible to bank (free of charge) to eat lunch or spend break time in other homeroom. 15. Use of computer on breaks (free of charge) with teacher permission. 16. Access to a “Gold Card” and its privileges (400 points). Note 1. Students who successfully petition to Step IV or Transition receive the following reinforcements at the conclusion of the petition meeting: • A check worth 1,000 points; deposit to pointbook. • A coupon for one Homework Pass good for the length of time the student is on Step IV or Transition (1 time use). • A coupon for 50 academic points toward any grade on a test, quiz or assignment (all points must go to one item). • A coupon for 300 points to be used in the School Store. High School Middle school/Elementary In-school jobs Homework Award Above and Beyond Award Attendance Award Homework Award Family Involvement Award Attendance Award Most Improved Award Family Involvement Award Sportsmanship Award Most Improved Award Classroom Jobs Sportsmanship Award In-School Jobs Community Jobs Employee Recognition Outstanding Vocational Award Teamwork Award Perfect Attendance Award Academic Award Citizenship Award Citizenship Award STEP IV (Continued) Other Award Other Award Model Employee Award Star Student Award Outstanding Academic Award Extra “specials” time (with Gold Extra “specials “ time (with Gold Card) Card) Award Ceremony Assistant TRANSITION STEP Purpose: To allow students who want to practice critical classroom, school and Community behaviors in their home school or other less restrictive Settings (e.g., vocational-technical schools and community jobs) with assistance from homeroom teacher, school counselor, itinerant teacher and their home school district. Length: There is no set number of days a student must remain in Transition Step. However, the student must meet certain expectations during this critical phase of Transition. The first step in the Transition Process is an IEP Meeting to discuss placement options and the student’s interests. During the planning phase staff observes the site and collaborates with home district personnel to develop a Transition Plan. The student’s IEP team develops a Transition Plan that outlines specific criteria and timelines for the re-integration process to occur. The Transition Process may be hastened depending upon a student’s accelerated performance on daily goals and the ability to meet teacher expectations. Criteria: Students are expected to maintain the following criteria on the Transition Step: • Maintain >90% on each goal area while working on Transition Step and during the transition process. • Maintain a minimum grade of B in all courses and a minimum grade or average of A in Social Skill class. • Employ an anger management strategy consistently (90-100% of the time without staff prompts). • Occurrence of a suspension, truancy and/or police intervention while on Transition Step will result in restart of the agreed upon timelines in the Transition Plan. • Perform to daily point sheet expectations consistently without moving back to Step IV more than 1 time in 25 days. • Self-manage effectively and appropriately. Privileges: 1. Daily school store privileges with hall pass (10 items total: a maximum of 2 items per trip). 2. All-School reinforcement: group goals and step activities. 3. All-School assemblies. 4. High Five tickets. 5. Bonus points for returning point sheets with parent signature (25 points) and comments (50 points). 6. Bus Award 7. All bonus points. 8. Supervised outdoor activities at breaks. 9. Unsupervised hallway and bathroom privileges with hall pass. 10. Eligible to apply to be a student council representative. 11. Peer tutoring opportunities. 12. Eligible for tours at less restrictive educational placements. 13. Community-based instruction trips with parent permission. 14. Eligible to eat lunch or spend break time in another classroom. 15. Use of computer during break time (free of charge) with teacher permission. 16. Access to a “Gold Card” and it privileges (200 points). High School Middle School/Elementary In-school jobs Homework Award Above and Beyond Award Attendance Award Homework Award Family Involvement Award Attendance Award Most Improved Award Family Involvement Award Sportsmanship Award Most Improved Award Classroom Jobs Sportsmanship Award In-School Jobs Community Jobs Employee Recognition Outstanding Vocational Award Teamwork Award Perfect Attendance Award Academic Award Citizenship Award Citizenship Award Other Award Other Award Model Employee Award Star Student Award Outstanding Academic Award Extra “specials” time Extra “specials “ time Award Ceremony Assistant Award Ceremony Assistant Best Overall Performance Award Movement Through the Step System: Students move through the Step System as they achieve the expected criteria for each step for the required number of days and after successfully completing the petition process. Stepping Back: Students, with the exception of Step II, who fail to “make days” for three consecutive days are automatically moved back to the previous step. Moreover, when students are suspended three out of the last ten school days, they should be moved back to the previous step. Days “not made” include any day that a student was suspended. Those days should be marked as “zero” on the daily data sheet and averaged accordingly. Students are not to be penalized for legal absences. For example, a step III student fails to achieve 85% on the goal of following directions for three days in a row. Because he did not achieve his target percentage on this goal for three days in a row, he is moved back to Step II and remains on that step until he has achieved four consecutive made days at 80%. It is important to note that stepping back is not an option for students at Step II. Rather, faculty should convene a staffing for students who have repeated difficulty on Step II and develop a special program that helps the student move along. Stepping Up: Students who were moved back to a previous step for additional practice are automatically moved up when they have successfully completed four consecutive made days at the previous step. Some students accomplish this quickly; others may not. The four-out-of-five-day window continues to move along until the student successfully achieves criteria for that period of time. For example, a Step III student is moved back to Step II. She must make four of five days at Step II before returning to Step III. She makes her days for three days in a row but fails to make her days on days four and five. She must now make the next four days in a row to return to Step III. When a student returns to a step after having stepped back, they continue where they left off at that step. For example, a Step III student is moved back to Step II after completing 15 days at Step III. The student successfully makes his four consecutive days at Step II. When the student returns to Step III, the teacher counts the next “made day” as day 16 on Step III. Gold Card Privileges and Guidelines: Students who have reached Step IV or Transition are eligible to purchase a Gold Card (Step IV-400 points, Transition-200 points). The Gold Card may be purchased at any point in their Step IV or Transition status. Gold Cards are available for sale by the itinerant teacher. Students should make their purchase before or after school or during other non-academic times of the school day. Any Step IV student who is required to “step back” to Step III will have his or her Gold Card and it’s privileges revoked. There will be no refund of points and students will need to re-purchase the Gold Card when they “step up”. Transition students who “step back” to Step IV will have their Gold Card privileges temporarily suspended until they return to Transition. There will be no refund of points however, when they “step up”, their Gold Card privileges will be restored at no cost. The possession of a Gold Card indicates that a student has demonstrated the ability to act in a responsible manner and make positive, pro-social choices regarding their behavior and academic performance. In addition to the extra privileges, Gold Card memberships affords the students a higher level of independence in and around the school and demonstrates that they have proven themselves to be trustworthy and capable of making positive decisions without staff prompts and intense supervision. Additional privileges include, but are not limited to, the following: • Freedom to move about the school without a hall pass. The Gold Card acts as a hall pass and students should be able to produce it upon request from staff. • Three-minute early dismissal to lunch. • Three-minute early dismissal to specials. • Guest participation in Student Council meetings. • Guest presenter/speaker at Awards Ceremony (high school transition students) • Extra “specials” time (one period every two weeks). • Additional privileges as they are developed and agreed upon by the team. The team will listen to, and consider suggestions, that students have regarding activities they find rewarding. (for example-order out lunch on Fridays) It is the teacher’s responsibility to be sure that all students with a Gold Card have a clear understanding of the rules and regulations pertaining to membership and it’s privileges. The general guidelines for participation are as follows: 1. Students are Step IV and Transition are entitled to purchase a Gold Card at any point during their time at these levels. 2. Students are entitles to the privileges listed on the back of the Gold Card as well as others that may be created throughout the year. 3. Students who abuse their Gold Card privileges will be required to forfeit it to the itinerant teacher for a period of two weeks. Their card will be returned at the end of two weeks as long as the students has not been required to “step back”. Students will lose their Gold Cards if they (a) Lend it to another student. (b) Take privileges even though a teacher has said, “Not this time, maybe next time”. For example, a student wishes to be excused for an extra art period but the teacher feels the lesson they will miss is particularly important. (c) “Step back” for failure to meet goals and criteria to maintain placement at that step. (d) Engage in behaviors that the teacher/team feel are in direct conflict with the purpose of Gold Card membership (i.e., suspension, bus write up). 4. If a student’s Gold Card privileges are revoked or suspended, they should give the card to the teacher. The teacher should return it to the itinerant teacher who will re-issue it when the student returns to the appropriate step. 5. Students who misplace or destroy their Gold Card will be required to purchase a replacement card from the itinerant teacher if they wish to continue with its privileges. The cost will be the same as the original purchase price plus a re-issue fee of 100 points. Please allow 2-3 days for the card to be re-processed. 6. Students must have their Gold Card with them in order to have access to available privileges. If the card is left at home or on the bus, they are not eligible for Gold Card privileges on that day. 8. Students that have had their Gold Card privileges revoked or suspended but continue to use it’s privileges will be denied access to the card for a period of 20 school days. If, at the end of 20 school days, they want to purchase another card at the original price plus a100 point re-issue they should submit a written request to the building supervisor and/or itinerant teacher. The request should include a description of proper card usage. 9. Teachers will be provided with a list (every Monday) of students who Have purchased Gold Card privileges. Another list will include students Who have lost their privileges and returned their cards and those who should have returned them. 10. Student’s point sheets should indicate their Gold Card membership and the date of their purchase. Student Council The Red Cedar Academy council provides students the opportunity to practice governance and influence decisions that enhance the operation of the school program. Members: The Student Council consists of one member from each of the school homeroom classes. For students who wish to participate as a council member, they must first meet the criteria listed in the Steps to Success program. Students must reach and maintain Step III status to act as a homeroom representative. Suicide Prevention Sometimes, troubled youth will talk about, threaten, and even attempt to commit suicide. Staff should be skilled at identifying the early warning signs of depression that may lead to suicidal ideation and the procedures used at the Red Cedar Academy for suicidal students. Some of the early warning signs displayed by suicidal students are listed below: 1. Changes in academic performance • Decreased achievement levels • Loss of interest in grades 2. Change in school attendance • Frequent absenteeism • Cutting class 3. Changes in physical state • Changes in sleep pattern • Poor hygiene • Panic attacks • Neglect of personal appearance • Agitated or increased activity level • Recent onset of impulsive behavior • Increase in physical injuries • Excessive fatigue • Changes in appetite 4. Dramatic changes in behavior • Withdrawal from staff and/or peers • Depressed moods • Lack of communication with others • Recent loss of interpersonal relationships • Verbalizations of hopelessness and death All incidents of suicidal threats or gestures must be reported to the counselor and/or building supervisor immediately. A suicidal student must remain under the supervision of a staff member at all times. Commitment for Suicidal Students and Other Endangering Behaviors: Sometimes a student’s behavior is so disruptive and potentially dangerous that more intensive intervention is called for. Especially for students who exhibit significant mental health problems, a sharp change in behavior may indicate the need form medication re-evaluation and perhaps hospitalization. Hospitalization: There are two types of commitment to the hospital: voluntary and involuntary. Voluntary commitment (entitled 202) may take place under two conditions: (a) the parents of a child under 14 years of age agree to commit the child to the hospital, and (b) a child over the age of 14 makes the decision to seek treatment for him or herself. Involuntary commitment (entitled 302) usually follows a determination made by a crisis team along with a physician that a child or youth’s behavior is unsafe, unable to be contained and represents an imminent danger to him or herself or others. All incidents of suicidal threats or gestures must be reported to the school counselor and or building supervisor immediately and Incident Report should be completed. A suicidal student must be kept under observation and supervised at all times. Emergency Procedures: The school counselor along with the building supervisor serve as the lead team during all mental health crises. After receiving verbal information and a written Incident Report from the staff, the team makes the decision to contact the local crisis center. Once the decision has been made to contact the crisis center, the school counselor describes the situation to the dispatcher; for example, “The situation is acute, thee child or youth is in immediate danger of hurting himself and others and is unable to be contained.” Upon completion of the phone call, the building supervisor and school counselor will do the following: 1. Assign a staff person the monitor the student in crisis. 2. Contact the student’s parent or guardian. 3. Meet with the crisis center personnel at the school or at their location. 4. Provide descriptive and demographic information, including: a) Description of the problem behaviors and whether a weapon was involved. b) Names of the child and his or her parent or guardian. c) Insurance information (if available). d) Type of mental health services the child is presently receiving. e) Current medication the child is taking and other relevant treatment information. 5. Accompany the student to the emergency room and complete the petition to commitment if deemed necessary. Taking Time Success in using this procedure requires teaching it to your students. Students need to be encouraged to identify and state the emotion or physical symptom they are feeling. Therefore, the procedure calls for individual arrangements for students to determine the condition under which taking time should be used. Thereafter, determinations need to be made regarding the physical space that is allowable for taking time and the amount of time the student can use to “get himself together” and rejoin the class. It is preferable to have the students take “mental time” i.e. head down on the desk or to “take time” somewhere in the classroom, perhaps at a desk or chair in the rear of the room. The recommended amount of time is three minutes or until the student is ready. Do not clock watch. The goal is to have the student calm him or herself down and return to the activity. Some students need only a minute or two to do so. In those instances, welcome them back to class. Students who are spending excessive amounts of time are not earning their points for being on task. Students who take time outside the classroom should have a special program. They must have a hall pass that signifies a teacher’s permission for them to be out of the room. Telephones The possession of telephones is prohibited on school grounds, at school-sponsored activities and on buses or other vehicles provided by the school. Telephone Use by Students Students are not permitted to use school telephones for personal use. If a situation arises that would make it necessary for a student to contact his or her parent during the school day, they should bring it to the attention of the teacher who will determine if a phone call is warranted. It is the teacher’s responsibility to decide if the student can place the call or if the teacher should do it. Unless it is a matter of some urgency, the call should be made during non-academic time. Students will not be permitted to make calls requesting that a parent bring their homework to school. Tobacco The possession and use of tobacco products and related items, such as lighters and matches, are prohibited on The Red Cedar Academy property. Under Pennsylvania law it is unlawful for any pupil to use tobacco in school buildings, school buses or on school property. Tobacco use includes smoking and the use of smokeless tobacco in any form. Students possessing or using tobacco products and related items on Academy property will be directed to turn these materials over to school officials, and their parents will be notified. Possession and use of tobacco products and related items on school property will result in disciplinary action up to and including suspension from school. In addition, school officials may notify appropriate law enforcement agencies as prescribed by law. Transcripts Official transcripts are completed for high school students at the end of every academic quarter. Transcripts are used to document the number of credits earned by students during the term. At the end of the academic year, the homeroom teacher transforms course grades into units of high school credit. Transition to Adult Life Transition services are a coordinated set of activities designed for students with disabilities that promote movement from school to post-school life. This outcome- oriented process encourages continuing and adult education, adult services, and preparation for employment, independent living and community participation. Services must be based on individual student’s needs, taking into account the student’s preferences and interests. When Red Cedar Academy students reach 16 years of age, Their IEP must indicate a statement of the transition service needs focusing on the student’s course of study, such as participation in academic or advanced placement-placement courses, a vocational education program, daily living skills or preparation for employment. The IEP must also include a statement of inter-agency contacts such as Office of Vocational Rehabilitation and other linkages with agencies external to the school. The staff provides students and their families with practical skills and knowledge for making successful transition to adult life. Staff members responsible for students aged 16 or older should use the following list of community living preparation activities as a guideline for planning transition. • Assist students in developing monthly schedules. • Visit future possible living arrangements. • Provide opportunities for students to become familiar with service organizations for post-school membership. • Assist students with selective service registration. • Provide classroom and community-based instruction in banking services, check writing and account balancing. • Visit public library services and resources. • Practice the scheduling of appointments. • Instruct students in the use of public transportation and traveling by bus to community locations. • Instruct students in developing skills for self-advocacy. Our efforts are founded on the belief that students with disabilities can achieve independent or nearly independent lives within their community when supplied with the requisite knowledge, skills and support. Transportation Transportation to and from the Red Cedar Academy is the responsibility of the student’s resident school district regardless of whether it is the school district or intermediate unit that actually provides the transportation [Section 1374 of the Public School Code of 1949]. The Red Cedar Academy has designed an intervention procedure to prevent the occurrence of behavior problems when students are in route to and from school. The behavior intervention is entitled High 5 on the Bus. The procedure sets clear expectations for students to follow when they are on the bus. The bus expectations are listed and defined below: 1. Be There, Be Ready Be prompt and on time Enter and exit safely 2. Be Responsible Respect property Wear seat belt at all times 3. Be Respectful Use quiet voice Use appropriate language Refrain from horseplay 4. Personal Space Keep hands and feet to self Keep arms/hands inside the window 5. Follow Directions Follow driver’s directions No eating or drinking on the bus High Five Tickets on the Bus: Students who demonstrate the expectations are eligible to earn a High Five on the bus ticket from the driver or the bus aide. Each ticket is worth 2 points in the token economy at the Red Cedar Academy. In addition, the tickets are collected at the end of the week and placed in a raffle during the quarterly awards ceremonies. Raffle winners are treated to a “take out” lunch from local restaurants. Bus Disciplinary Procedures: Students are expected to ride the bus in a safe and civil manner. Students who follow bus expectations are eligible for bus awards. Student who violate the expectations are subject to a system of progressive discipline as described below: • Students who violate bus rules receive a bus citation. • The first citation results in a conference with school officials and a phone call to the child’s parents informing them of the rule infraction. • A second bus citation results in a Bus Card. • Students must carry the Bus Card until they receive 10 consecutive bus rides with each expectation marked “yes”. • Students who receive a citation when they are using a Bus Card are suspended from transportation for a period of one day. • Every bus citation that is received when students are using a Bus Card results in an additional day of suspension from the bus. Weapons Policy Weapons are forbidden at the Red Cedar Academy. Weapons include, but are not limited to, firearms, knives, cutting instruments, metal knuckles, straight razors, explosives, poisons or anything used or fashioned with the intent to do harm. Students may not bring, hold or conceal weapons on Academy property. Any such individual is subject to search by school staff and, where warranted, by the police upon reasonable suspicion. Prohibited items will be confiscated as evidence, and the violator will be subject to school discipline and, where appropriate, to criminal prosecution. Procedures: If staff observe or suspect that a student possesses a weapon on school property, do the following: • Report your suspicions and observations to the administrations immediately. • With another staff member, escort the student to the supervisor’s office. • Inform the school counselor of the situation and intended search. When the student is in an isolated, private area, the building supervisor and at least on other person should do the following: • State the suspicion and request that the student place the weapon on a desk or table. Never ask for a weapon to be placed in your hand. If the student complies, confiscate the weapon and call the parents. Staff may elect to call local law enforcement officials. In the case of a handgun or knife over four inches long, the police are to be notified immediately, in Incident Report filed, and the weapon turned over to the authorities. • If the student threatens to use the weapon, or begins to flourish the weapon in a dangerous manner, the building supervisor should indicate to the student that the police will be called, and direct a staff person to call 911 to report a school emergency. Staff should leave the room and await the arrival of the police. The student should be observed from a safe distance. Handgun References by Students If a student is overheard talking about handguns and other types of dangerous weapons as defined in the weapons policy of this handbook in any other context other than as part of a curriculum unit, the teacher will notify the building supervisor immediately. Staff will escort the student to the building supervisor’s office and complete an Incident Report, giving all the details of the situation as they observed it. The building supervisor will conduct a search of the student following the procedures listed in the Search and Seizure portion of this handbook. Work-Study Program The Work-Study Program provides students with pre-vocational and vocational training geared to acquiring and maintaining employment. The Work Study Program consists of two components: In-School jobs and Job Internships in the community. Students may apply for In-School employment when they have achieved the required criteria in the Steps to Success Program (Step III or higher). Students with In-School jobs receive payment in the form of points to be used in the token economy system. Job Internships in the community are available to students 16 years of age or older who have demonstrated mastery of criteria in the Steps to Success Program. The Bucks County Intermediate Unit provides Job coaching/transition services for students in the work-study program employed within the community. Students who enter The Red Cedar Academy already employed may continue in their position as long as they demonstrate satisfactory progress through the Steps to Success program, Teachers in the high school program, especially those with students who are eligible for employment within the community, are strongly encouraged to institute a pre-vocational curriculum to their academic instruction. This curriculum should assess career interests and aptitudes, instruct students in personal resources, workplace skills, human relationships, and job acquisition skills to foster a successful transition to the world of work. |
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© Bucks County Intermediate Unit #22
705 N. Shady Retreat Road - Doylestown, PA 18901
(800) 770-4822 | (215) 348-2940 |
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