Lpvec Educational Staff

2015-2016 HANDBOOK

EDUCATIONAL GUIDELINES LPVEC 2015-2016 Handbook Educational Guidelines Page 2

TABLE OF CONTENTS PAGE GENERAL INFORMATION Introduction 3 Highly Qualified Staff 3 Professional Conduct 4 Professional Boundaries 4 School Closings 6 Telephones 6 Cell Phones 6 SAFETY GUIDELINE School Building Security and Student Safety 6 Procedures for Reporting Suspected Child Abuse or Neglect 7 STUDENT MANAGEMENT GUIDELINES & POLICIES Student Management 8 Classroom Seizure Protocol 8 Guidelines for Managing Students with Special Needs 9 Types of Disabilities 10 Physical Restraint Policy 18 Crisis Intervention Policy 21 Crisis Procedures 22 Family Liaison 24 Crisis Team Checklist 24 Do & Don’ts Related to Suicidal Threats 25 Student Suicide / Imminent Bodily Harm Policy 26 Support to Families and Students 27

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Guidelines for Responding to a Student’s Death 28 HEALTH GUIDELINES & POLICIES Universal Precautions for Preventing Transmission of Blood Borne Infections 31 Sanitary Gloves 32 Distribution of Medication 32 Immunization Policy 33 Emergency Procedure Information – Students 34 Comfort Care / Do Not Resuscitate (DNR) 35 GENERAL EDUCATIONAL STAFF GUIDELINES & POLICIES Fund Raising/Student Activity Account 35 Special Education Transition Planning 36 School/Classroom Visitation 37 Mentor Program 37 Stipends for Professional Development 38 Division of Salary 38 Salary Level 39 Change in Salary Status 39 Certification Requirements 39 Personnel Evaluation 40 Substitutes 41 PROTOCOL Copyrighted Print Media 41 Student Dress 42 Confidential Information 43 Student Records Policy 43

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GENERAL INFORMATION

 INTRODUCTION This handbook serves as a source of policy information, procedures, and responsibilities for the classroom faculty and staff of the LPVEC. It is meant as a supplement to the information outlined in your job description and to the comprehensive policies set forth in the LPVEC General Employment Policies. This guide does not represent a contract between LPVEC and the employee. The LPVEC has the right to change the policies in this guide at any time, for any reason, and you will be notified as such. This handbook does not create any contractual rights. Unless you have a written contract of employment with the LPVEC for a specific period of time, your employment is at-will, meaning that either you or the LPVEC may terminate the employment at any time, with or without cause or notice. Violation or failure to comply with the standards and policies outlined in the Educational Guidelines will be grounds for corrective action up to and including termination. Understandably, it cannot address every possible circumstance and event that might occur. Your professionalism, training, people skills, knowledge of policies and emergency expertise will enable you to make appropriate decisions. If you are ever in an uncertain situation, contact your supervisor or the LPVEC Central Office for assistance.

 HIGHLY QUALIFIED STAFF TEACHERS The LPVEC strives to ensure that all classroom teachers are appropriately licensed and qualified. Pursuant to MGL Chapter 40, Section 4e, no person shall be eligible for employment as an instructor of children with severe special needs, teacher of children with special needs, teacher, guidance counselor, or school psychologist unless such person has been granted a certificate by the board of education under the provisions of Chapter 71, Section 38G. The LPVEC is required by the Department of Elementary and Secondary Education (DESE) to post any positions where program requirements and teacher certification do not match. This step is prompted in large measure by the impending requirements of the Federal No Child Left Behind (NCLB) Act, as well as state law governing teacher licensure. PARAPROFESSIONALS & INDIVIDUAL AIDES In LPVEC's efforts to maintain the highest quality of services to our member districts, our paraprofessional and individual aide staff members are to maintain a "highly qualified" status. In order to be considered highly

qualified, paraprofessionals must have either a minimum of an Associate's Degree or an equivalent to an Associate’s Degree (48 credit hours) or have successfully completed an assessment to obtain certification in Teaching Assistance within thirty (30) days from date of employment. Information on the Teaching Assistance assessments are available from the Program Supervisor or from the Curriculum Development Director.

Paraprofessional and Individual Aide assignments are determined on a yearly basis at the program supervisor’s discretion.

 PROFESSIONAL CONDUCT Educational staff are required to abide by the LPVEC Personal Conduct Policy described in the LPVEC General Employment Policies and Guidelines. Classroom space, for the LPVEC programs, is arranged through a formal agreement among all participating communities. All staff working in a program are expected to do all programming in the classroom, with assistance from their supervisor. Any space other than that assigned to the program is to be used only upon the approval of the school administration. LPVEC staff is expected to follow regulations of the school in which they work. All staff members should introduce themselves to the building principal on their first day in the building and request from the principal information on any special school rules and regulations. LPVEC staff must inform the building principal of any special considerations regarding the LPVEC class or individual students. Itinerant teachers and/or therapists must introduce themselves to the building principal before they begin work in the building. They also are to inform the principals, in writing, of their schedule in that school and keep them updated as changes occur. They should check in and out of the principal's office whenever they are in the school. School superintendents have granted permission to use available AV equipment, duplication equipment, and other instructional equipment available in a school. However, these items are under the control of the building principal and therefore, individual arrangements must be made with the principal. The LPVEC is responsible for providing all program supplies and materials; these include copier paper, pencils, textbooks, construction paper, etc. Staff will order these materials using requisitions through the LPVEC office. The principal and the LPVEC supervisor are to be notified in advance of any scheduled visitors to your program. All visitors must report to the principal's office upon arrival at the school. Teachers are not to eat or drink in the classrooms except as part of a feeding or cooking program. Contact, with students or parents, outside of the scope of the classroom is discouraged. All communications should be directed through the LPVEC Central Office. Exchange of personal information, including cell phone numbers and personal email addresses, between LPVEC employees and students or parents is prohibited. If problems arise with any aforementioned situations, teachers are to consult with their supervisor.

D:\Docs\2017-12-13\09c2a22be04ec83c89ca0ec47e63c751.doc FILENAME \pZ:\WORDOCS\HR\Policy\Handbook 2016\FY16 EDUCATIONAL HANDBOOK FINAL.doc Approved by Board of Directors on August 19, 2015 LPVEC 2015-2016 Handbook Educational Guidelines Page 7  PROFESSIONAL BOUNDARIES No matter how old they are, school-aged students are children. Teachers and all staff are adults. Boundaries between students (regardless of age) and adults should be clear and maintained. Adults should speak like, dress like, and respond like adults and there are boundaries that should not be crossed. This guide is intended to provide you with assistance to establish those boundaries in your regular work environment and in your planned and spontaneous interactions with our children.  Don’t date students or touch students. While we recognize that there are moments where you might appropriately touch/hug students, you need to know that every touch/hug runs the risk of being interpreted as “inappropriate” – thus the guidance not to touch students. Physical contact with youth can be misconstrued.  Don’t “IM” students, visit Facebook profiles of students, invite students to your personal networking spaces, “friend” students, get personal with students, or text message students. If you use social networking tools as part of your instruction, make sure to create an educational version that is different from your personal version. You should urge students to do the same so that their personal online lives are not open and available to you.  When meeting with individual students, do what you can to “remain in the public eye.” Recognize that when you are occupying the same space with a student you are placing yourself at risk. Especially during before and after-school hours, keep your classroom door open when working individually with a student and keep yourself visible to anyone walking by. As an alternative, meet in public spaces such as the library, etc. Be aware of your vulnerability with working alone with youth.  Emails to students should be about homework and assignments and must be generated only from you school email address.  Do not give students your personal cell phone number.  Do not use inappropriate or hurtful comments or state anything that could resemble a sexually provocative or degrading comment. Do not tell risqué jokes. Do not bully anyone.  Don’t allow conversations about student alcohol use, drug use, partying, or inappropriate activities to continue in your presence. Silence is validation. “That’s not appropriate talk here” will work.  You may think the kids understand sarcasm, but whether intended or not, it can create an unsettled feeling like public humiliation. They may laugh, but that’s only on the outside. Also, never humiliate a student publically or privately. Never tell the class to “shut up” or yell at kids.

 Interrupt actions and comments that are racist, sexist, hate-filled or discriminatory in any way. Confront put-downs and bullying no matter how subtle or ‘minor’. Also, report it ~ it could be part of a pattern about which you are not aware.  The school’s internet is for school work. Use common sense. You should have no expectation of privacy, especially if you are crossing ethical, moral, and professional lines. Know what is in the Acceptable Use Policy.  Don’t make assumptions that could be “ouches.” An “ouch?” A stinging statement like: “Are you sure you are supposed to be in this honors class?” “Did you take your medication today?” “Are those your notes?” (said to the student proudly turning in her polished Final Project in the best spiral notebook she could afford.)  Listen. Listen some more. Then listen again…with empathy.  Respect “need to know” limits on information. Not everyone in the building needs to know the details of a discipline case or a situation. Outside of those who “need to know” it is gossip or potentially a violation of privacy.

 SCHOOL CLOSINGS School closing for inclement weather and other emergencies are announced on WHYN (560 AM, 93.1 FM), WMAS (1450 AM, 94.7 FM), WHAI-Greenfield (1240 AM, 98.3 FM), WHMP-Northampton (1400 AM, 99.3 FM), WGGB-TV (Channel 40), and WWLP-TV (Channel 22). LPVEC classes are to follow the schedule for the community where your classroom/program is located, unless otherwise specified by the Executive Director. If four of the seven districts close classes, all LPVEC classes will be closed. However, unless there is a radio/TV announcement that Lower Pioneer Valley Educational Collaborative classes are closed, staff are to report to work as usual. Regardless of any school delays, LPVEC staff will report to work at the regular time, unless there is an announcement to the contrary. While there may be a delay in one district, LPVEC students arrive on their own district’s schedule; therefore, staff must be at school to assist and supervise them. In very unusual situations a staff person is unable to arrive at work on time, the employee must inform his/her supervisor and the LPVEC Central Office at the earliest possible time.

TELEPHONES Telephones have been installed in classrooms for important LPVEC business and emergency purposes only. All member towns are within the local calling radius; therefore toll calls should be unnecessary. All calls from LPVEC phones should be made during working hours. No third-party

charges or personal calls are to be placed on LPVEC telephones.

 CELL PHONES Cell phones must be turned off during instructional and/or duty time. Staff members may use cell phone during lunch time and/or in between class time. If there are personal circumstances that require a staff member to be readily available by cell phone (ex., family illness), prior notice must be given to and approved by the appropriate LPVEC Supervisor.

SAFETY POLICIES

 SCHOOL BUILDING SECURITY AND STUDENT SAFETY Teachers have the primary responsibility for the safety and welfare of the students in their classrooms. Outside access doors should be locked at all times to prevent unauthorized persons from entering the building. Classroom doors and windows should be secured and checked at the end of every day. LPVEC classrooms located within public school buildings will be under the jurisdiction of the school building principal. LPVEC staff will follow procedures for student management and building security as dictated by the host school. Any questions or problems should be directed to the appropriate LPVEC Supervisor.

 PROCEDURES FOR REPORTING SUSPECTED CHILD ABUSE/NEGLECT Upon suspecting child abuse or neglect, the staff member will report it to his/her supervisor. The supervisor will file a report, as appropriate and required by law. Cases involving students who are 18 years or older and disabled will be reported to the Disabled Persons Protection Commission. Those involving children under 18, will be filed with the Department of Children and Families. Upon reasonable suspicion, the special education supervisor will discuss the case with the Special Education Director, will file a report directly to DCF or the Disabled Persons Protection Commission, and will submit a copy of the report to the Special Education Director. The Occupational Education Director, will likewise, report to DCF or the Disabled Persons Protection Commission. Reports to DCF and the Disabled Persons Protection Commission must be both oral and written to the appropriate authorities:  Department of Children and Families (DCF) (for children under age 18):

 Oral reports are currently being made to the central screening office on the following hotlines: . Between 8:45 - 5:00, call:  Springfield at 781-0881  Westfield at 562-9681  Holyoke at 536-4762 . After 5:00, call Boston at 1-800-792-5200  Written reports MUST be made within 48 hours of the oral report and sent to Department of Children and Families, 1694 Main Street, 3rd Floor, Springfield, MA 01103; OR DCF, 113 Hampden Street, Holyoke, MA 01040; OR DCF, 125 North Elm Street, Westfield, MA 01085.  Disabled Persons Protection Commission (for students who are 18 or over and physically or mentally disabled):  Oral reports: 1-800-426-9009 (24 hour hotline)  Written reports MUST be made within 48 hours of the oral report and sent to: Disabled Persons Protection Commission, 2 Boylston Street, Boston, MA 02116. Follow-up information to the reporter is very limited. Within 60 days the mandated reporter should be notified regarding the findings of their investigation. At any time, the mandated reporters may request additional information on the status of the child by calling DCF or the Disabled Persons Protection Commission. The LPVEC Supervisor or director will assist any staff member in discussing the circumstances of the suspected child abuse and in making the oral and written reports. Who Must Report State law mandates that all professional school staff report any suspicion of child abuse or neglect to DCF or the Disabled Persons Protection Commission. It is not necessary to present proof of abuse or neglect. Mandated and non-mandated reporters are protected by law from being sued for their reports of suspected abuse and neglect. This protection, however, applies only to information given to the DCF investigator. It does not apply to communications with others such as, police or District Attorney's staff. If called upon to speak with police or DA representatives, the staff member is to contact his/her supervisor or Director of Special Education for advisement. Any such meeting will include the supervisor or Director of Special Education, the LPVEC attorney, and the DCF investigator.

Staff is reminded that abuse/neglect reports are subject to the same confidentiality protection as any other personal information on a child. State and federal regulations regarding confidentiality will apply.

STUDENT MANAGEMENT GUIDELINES & POLICIES

 STUDENT MANAGEMENT Students are to be sent home or allowed to leave class ONLY if ill or the LPVEC Supervisor has determined they should leave. In case of illness, the teacher is to contact the parent and the LPVEC Central Office. The teacher will obtain approval from the LPVEC Supervisor, the Director of the Department, or the Executive Director before taking any action to remove a student from class. All accidents, no matter how small, are to be reported promptly by telephone to the LPVEC Central Office and the building principal. A complete written report must be completed and submitted to the LPVEC Central Office within 24 hours of the accident. See the Emergency Procedure Information section for specific guidelines. All communication from parents to teachers, which involve the LPVEC, should be reported promptly to the LPVEC Supervisor. All travel of students away from the classroom must have prior written approval from the LPVEC Supervisor, the Director of the Department, and the Executive Director. A Trip and Transportation Approval Form must be submitted in duplicate to the LPVEC Supervisor at least two (2) weeks prior to the date requested. These forms are available in the LPVEC Central Office. One copy will be signed and returned prior to the trip. Staff are not permitted to transport students in their personal vehicles at any time. Any questions should be directed to the LPVEC to the LPVEC Special Education Department. A student handbook is available and provided to every student attending the Vocational Technical Education Center. The handbook outlines policies, procedures and guidelines governing student management for these individuals. All students are to read the handbook and sign a document indicating they have done so.

 CLASSROOM SEIZURE PROTOCOL

1. Stay calm . Note the time the seizure started. Move other students away from seizing child. 2. CONTACT your school nurse at the FIRST SIGN OF SEIZURE ACTIVITY.

3. Non-Wheelchair Student: East child to the floor. Remove any obstacles, which could cause harm. Try to position on his/her side (this can help breathing). 4. Wheelchair Student: Check that student is strapped securely and chair is locked. Do not take student out of wheelchair. Watch to ensure airway is not blocked (try to support head, if needed and possible). 5. Pad the area around the student, starting around and under the head. Try to loosen any tight clothing around the neck or tight belt around the waist. 6. Do not restrain the student; only try to stop them from hurting themselves, moving against fixed objects. 7. Do not put anything in the student’s mouth or give him/her anything to drink, during or after a seizure. 8. Let the seizure to run its course. Note its characteristics and its length and document. 9. WHEN TO CALL 911: **Note: for students with individual protocol sheets, call 911 when instructed to do so on their sheet!!!** a. A Seizure that lasts 5 minutes, or restarts within 5 minutes, OR b. Whenever a seizing student has signs of difficulty breathing: Blueness around the mouth or nail beds, no rise and fall of the chest, no air moving through nose/mouth OR c. If an injury occurs during a seizure. 10. Provide rescue breathing and/or CPR if needed. 11. Once the seizure is over: support their head if the student is in a chair and he/she is sleepy. Keep airway open, ease breathing. Check for injuries (if student hits his/her head with force, he/she will need an immediate medical evaluation). Make student comfortable and provide emotional support. Stay with the student until they are fully alert. 12. Contact Parents, foster parents or guardians to report seizure and to transport student home, if necessary. Parents, foster parents or guardians should be aware that seizure activity has occurred, both for their information and to relay to the student’s physician if necessary. If this was the first seizure you know of a student having, tell parents: “If this is the first seizure your child has had, he/she will need a medical evaluation immediately” (another health issue may have caused the seizure). 13. Call the LPVEC Health Office at 413-735-6308 and the LPVEC Office at 413-735-2200 with seizure activity information. 14. Chart on the Seizure Report form and send copy to the LPVEC Health Office.

D:\Docs\2017-12-13\09c2a22be04ec83c89ca0ec47e63c751.doc FILENAME \pZ:\WORDOCS\HR\Policy\Handbook 2016\FY16 EDUCATIONAL HANDBOOK FINAL.doc Approved by Board of Directors on August 19, 2015 LPVEC 2015-2016 Handbook Educational Guidelines Page 13  GUIDELINES FOR MANAGING STUDENTS WITH SPECIAL NEEDS To manage students with disabilities while in the classroom, you must know individual specific behavior patterns and required treatments. All students are affected by other people’s actions, particularly people who play significant roles in their lives. Students with disabilities may be especially sensitive to the behavior and moods of others. Parents, teachers and special education professionals may give you information about the nature and extent of a student’s disability along with other relevant information. In addition to following the previous guidelines for managing students, keep these points in mind when working with students with disabilities:  Be observant and try to anticipate problems. Always expect the unexpected.  Keep your supervisor informed of problems with the student or significant changes in behavior.  When working with individuals’ whose disability affects their ability to communicate, it is important to work with the classroom teacher or program supervisor to learn the best way to effectively communicate with the student. Some students may use an augmentative communication device such as a laminated card with pictures or a computer with a voice simulator to express their needs. It may be helpful to ask simple yes/no questions in order to communicate effectively.  Give students with emotional or behavioral disorders some responsibility in setting the standards of behavior they must meet.  If a student with an emotional disorder becomes agitated or loses self-control, you should verbally intervene and attempt to calm the situation. Do so in a calm, directive manner.  Do not take student comments and behaviors personally.  Each day, your attitude and behavior should welcome a fresh start for each student. In other words, do not hold grudges from past problems and behaviors.  Be aware that “bad days” happen. The student’s efficiency and self control may vary from day to day or from week to week. These puzzling shifts may lead you to feel much of the student’s behavior is willful disobedience. Remember, these fluctuations may not be under the student’s control. Document these incidents and report them to your supervisor, if you feel additional attention is needed. In some cases, you may work with a program supervisor, classroom teacher or other educational professional to implement a Behavior

Intervention Plan (BIP) reflecting the goals identified for that student’s development.  Always put safety first. If a student’s behavior is distracting or dangerous to others, report the situation to your supervisor immediately.  Introduce a substitute to the students in advance, if possible, since a change in routine or environment may cause some students to react emotionally. Substitutes or aides must also be made aware, and be properly trained to understand and work with each student in the classroom.

 TYPES OF DISABILITIES In addition to the general guidelines above, you should understand the different types of disabilities that students you may have in the classroom, and the specific procedures used in managing each type. Many of these conditions may not be visibly apparent, so staff must be prepared to work with different conditions. AUTISM Autism is defined as, “a developmental disability significantly affecting verbal and non-verbal communication and social interaction, generally evident before age three adversely affecting a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.” Autism spectrum disorders are viewed on a continuum. Students with severe autism may be nonverbal and often have mental impairment as a co-existing condition while students with milder symptoms may have some social skills deficits and a limited range of interests. Some students with autism may be included in general education transportation while others may require specialized services. Behaviors that may be evident in students who are autistic include: • Indifference to other people – Students with autism sometimes treat other people as if they were objects and just in the way. They may bump into you as if you were a piece of furniture, without excusing themselves or noticing they bumped into another person. • Difficulty looking people in the eye – When you talk to students with autism, you may have to work hard to get and keep their attention, especially if they are not facing you.

The students may not notice or pay attention to other students or adults. • Problems with their speech and language – Some students with autism cannot speak at all, and others may just scream or make other noises. Students who do speak may have some unusual speech patterns. For example, some students have trouble with pronouns and may use “you” instead of “I” when speaking. Some students tend to repeat what they hear instead of responding in a more typical way. For example, a student may repeat, “How are you?”, instead of responding to the question. • Unusual reactions to different parts of their environment – They are very resistant to any change in routine or environment. They are easily upset and anxious about changes other students may not even notice, such as if a different type of bus picks them up, if they have a different seat, or if they are sitting next to someone new. They are often very sensitive to changes in temperature, loud noises, or physical touch, and may have a panic reaction at times to some of these changes. • Unusual interest in objects – They may cling to objects, and examine and reexamine them. They may also be fascinated by various kinds of movements, for example, becoming completely absorbed by a spinning wheel or fan. • Problems with their own movement – They may repeat movements over and over again without any particular purpose, for example, swaying, rocking, banging their head, or flapping their hands. • Non-age appropriate behavior – Some students with autism may display behavior more typical of much younger students. When working with students who are autistic, remember these students are affected by a disorder; their conduct is not necessarily willful. They cannot always control or stop their behavior upon request. These students need sameness, calmness, structure, and firmness along with gentleness, and patience. Here are a few pointers: • Stick to a routine with the students. It will be critical. • Prepare students for changes, such as detours, new classmates or substitutes. • Use short, simple sentences and concrete concepts when communicating. For example, “Stay in your seat.” • Recognize when students may be experiencing stress from changes in the environment.

• Do not insist on eye contact.

• Some students respond well to music. VISUAL SENSORY IMPAIRMENT Some students may have vision capacity, which even after correction, is limited, impaired, or absent and results in one or more of the following: reduced performance in visual acuity tasks; difficulty with written communication; and/or difficulty with understanding information presented visually in the education environment. The term includes students who are blind and students with limited vision. Students who have visual impairments may have partial sight, meaning they can only see low light or shapes, or be legally blind. While the visual impairment may affect their educational performance, it will not affect their intelligence unless they have cognitive disabilities as well. The educational development of students with visual impairments may not be very different from students without a visual impairment. The inclusion of students with visual impairments in general education transportation is fairly common. Students with visual impairments should be allowed to move independently, but they should be monitored for safety. Students with visual impairments may use a cane, service animal or other mobility device, and may rely on auditory and tactile information. Be sure to address the student clearly and specifically by name so he/she is sure you are communicating with him/her. As the student becomes more familiar with the school routine, he/she may need less assistance as the school year progresses. HEARING SENSORY IMPAIRMENT Students with hearing sensory impairment may have the capacity to hear with amplification, is limited, impaired, or absent and results in one or more of the following: reduced performance in hearing acuity tasks; difficulty with oral communication; and/or difficulty in understanding auditorally- presented information in the education environment. The term includes students who are deaf or students who are hard of hearing. Students who have hearing impairments may require special transportation though the inclusion of students with hearing impairments in general education transportation is fairly common. Hearing impairments may range from some degree of hearing loss to totally deaf. Students who are deaf are taught and communicate through their other senses and therefore rely on visual and tactile information. Their greatest difficulty is to learn speech and language. To communicate, the student often learns to respond to lip movement, facial expression, signs, and/or finger spelling. When reading lips, students may not understand all of what is said, so repetition may be necessary. You may need to gain the student’s attention by tapping him/her on the shoulder or waving your hand.

Remember to look directly at the student, maintain eye contact, and speak clearly, naturally and slowly; shouting is useless. Repetition, facial expressions and gestures can also help with communication. Ask the teacher or parent to explain the nature and extent of the student’s hearing loss, and the best way to communicate with him or her. If the student communicates using sign language, you should attempt to learn a few common, useful ‘signs’ the student will understand.

DEAF-BLIND SENSORY IMPAIRMENT Students with deaf-blind sensory impairment may have simultaneous hearing and visual impairments, the combination of which causes severe communication and other developmental and educational needs. Education staff should learn signals for help, distress, toileting needs, illness, hunger, and any other daily events that may occur on in the classroom as these signals are the only means by which the student can communicate. EMOTIONAL IMPAIRMENT Students who are emotionally impaired have a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects their educational performance: • An inability to learn that cannot be explained by intellectual, sensory or health factors; • An inability to build or maintain satisfactory relationships with peers and teachers; • Inappropriate types of behavior or feelings under normal circumstances; • A general pervasive mood of unhappiness or depression; or • A tendency to develop physical symptoms or fears associated with personal or school problems. The inclusion of students with emotional impairment in general education transportation is fairly common. These students may act in ways that are inappropriate, either in their nature or in their timing or degree. Since many have unusual difficulties maintaining interpersonal relationships, they can be aggressive, withdrawn, anxious, or easily frustrated. These students may be unable to express feelings and needs. They may be loud, excitable, defiant and aggressive, particularly when confronted by adults setting rules. Behavior may include destroying property, starting fights, and using offensive or inappropriate language. On the other end of the spectrum, some students who are emotionally disturbed have a pervasive mood of unhappiness or depression, and do not cope well with stress. They may be excessively shy and withdrawn, and avoid contact with their peers and adults alike.

As a education employee, it is likely you will encounter students with emotional impairments. Therefore it is important to be calm, firm, fair, and consistent. Pay attention to your students and immediately report any threats of suicide to the school. It is a difficult challenge to maintain a professional distance and to stay involved with the students, but it is an important to make the efforts to do so. INTELLECTUAL IMPAIRMENT Intellectual disability is defined as, “permanent capacity for performing cognitive tasks, functions, or problem solving is significantly limited or impaired and is exhibited by more than one of the following: a slower rate of learning; disorganized patterns of learning; difficulty with adaptive behavior; and/or difficulty understanding abstract concepts.” In addition, they struggle with age appropriate adaptive behavior skills. Adaptive behavior refers to the daily living skills that students need to function and includes communication, personal care, motor skills, and social skills. Some students will have mild intellectual disability while others will be significantly impaired, and so the levels of assistance and/or specialized equipment may vary. Be patient as students with intellectual disabilities will require more repetition than typical peers to learn procedures. MULTIPLE DISABILITIES A student with multiple disabilities has a combination of disabilities (such as intellectual disability and blindness or intellectual disability and orthopedic impairment). The combination of disabilities causes such severe educational needs that such students cannot be accommodated in special education programs solely for one of the impairments. Students with multiple disabilities often require specialized transportation, especially if one of the impairments is an orthopedic impairment. These students are typically severely impaired and may need significant assistance in all areas of functioning. Specific guidance for such severely impaired students from knowledgeable individuals may be provided to you. ORTHOPEDIC IMPAIRMENTS Students with orthopedic impairments may have difficulty with the physical capacity to move, coordinate actions, or perform physical activities is significantly limited, impaired, or delayed and is exhibited by difficulties in one or more of the following areas: physical and motor tasks; independent movement; performing basic life functions. The term includes severe orthopedic impairments caused by congenital anomaly, cerebral palsy, amputations, and fractures if such impairment adversely affects a student’s educational performance. Some students may require wheelchairs or other holding devices for mobility, while others can walk with crutches or a walker.

Some common physical disorders and their effects include: • Cerebral Palsy (CP) — Causes abnormal changes in physical movement, such as slow or spastic limb movement or seizures. A person with CP may be unable to coordinate body movement and may have possible speech problems. Intellectual functioning is often not affected. In the transportation setting, a student with CP may need a special harness. • Muscular Dystrophy (MD) — A progressive general weakening of various muscle groups in the body. Students with MD may fatigue easily and may require the use of braces, harnesses or a wheelchair. Spina Bifida — A birth defect involving the spinal cord. Depending upon the severity of the defect, the student may be partially paralyzed (lower half of the body) or have a physical deformation. Some students with spina bifida are very verbal. Be careful with lower body positioning because these students may not have feeling in the lower half of their body. If they are positioned too close to a heater, they can get serious burns on their legs and not realize it.

OTHER HEALTH IMPAIRMENTS Students with other health impairments have limited strength, vitality or alertness, including a heightened alertness to environmental stimuli resulting in limited alertness with respect to the educational environment. This is due to chronic or acute health problems, such as asthma, attention deficit hyperactivity disorder (ADHD), diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, or Tourette’s Syndrome. These conditions can adversely affect a child’s educational performance. Some students may wear medical identification tags specifying care and medical limitations. Some of the more common impairments are discussed below. Epilepsy Epilepsy is a chronic brain disorder, characterized by seizures of varying degrees. Students with epilepsy are commonly included in general education transportation. Epileptic seizures may be triggered by stress, hitting bumps in the road while driving, hot weather or a hot passenger compartment, strobes or flashing lights. You should know what to do, if a student has a seizure during the school day. Most students will have an “emergency preparedness plan” or “seizure plan”. This plan will provide you with some basic information on how to respond appropriately for that student. Follow these steps to minimize any injuries to the student:

• Listen to the student – Sometimes a student with epilepsy experiences a peculiar sensation known as an aura before a seizure. • Keep calm – The student is usually not suffering or in danger. • Help the child to a safe place, but do not restrain his or her movements. Move anything the student may strike against with his or her head, arms, or legs. Most injuries occur from bumping hard objects. • Do not force a hard object between the student’s teeth. • Do not give the student anything to drink. • Saliva may flow from the student’s mouth. Wipe it away with a tissue. • Stand by until the student has fully recovered consciousness and seems clearheaded. The student may seem dazed and incoherent for awhile after a seizure. • Encourage deep breathing after the student regains consciousness. • Assure the student all is well and encourage him or her to go about regular activities. • If the student is unconscious after the seizure, call for assistance and place him/her on his/her side in the recovery position. • Occasionally, after a seizure, the student may want to sleep. Help him or her to a safe place to rest. • Refer to local guidelines and procedures regarding the administration of medications and any supervisor/parent notification requirements. Tourette’s Syndrome Tourette’s Syndrome is a neurological disorder characterized by repetitive, stereotyped, involuntary movements, and vocalizations called tics. The early symptoms of Tourette’s are almost always noticed between the ages of seven and 10 years. Most people with the condition experience their worst symptoms in their early teens, with improvement occurring in the late teens and continuing into adulthood. Students with Tourette’s are commonly included in general education transportation. Tics are classified as either simple or complex. Simple motor tics are sudden, brief and repetitive movements such as eye blinking and other vision irregularities, facial grimacing, shoulder shrugging, and head or shoulder jerking. Simple vocalizations might include repetitive throat-

clearing, sniffing or grunting sounds. Complex motor tics might include facial grimacing combined with a head twist and a shoulder shrug. Other complex motor tics may actually appear purposeful, including sniffing or touching objects, hopping, jumping, bending, or twisting. More complex vocal tics include words or phrases. Do not be offended by the behavior or language exhibited as this may be a manifestation of the syndrome. Note that tics are involuntary and are often worse with excitement or anxiety and better during calm, focused activities. Here are a few tips for you as a education employee: • Do not point out the behavior to the student; • Give careful consideration to seat assignment; • Stick to a routine as much as possible; and • Keep your rules and directions short. Attention Deficit Hyperactivity Disorder (ADHD) Attention Deficit Hyperactivity Disorder (ADHD) includes primarily inattentive type, primarily hyperactive-impulsive type, and combined type. Students with ADHD have significant difficulty maintaining their attention to effortful tasks, excessive physical activity and impulsivity, or both. Common symptoms include: Impulsiveness - A child who acts quickly without thinking first or exhibits uncontrolled, abrupt and sudden changes in behavior. Students often act without considering the consequences and may endanger or harm themselves, or others. Hyperactivity - A child who can’t sit still, walks, runs, or climbs around when others are seated, talks when others are talking. They may also be unable to stick to one task for very long before looking for something else to do. Inattention - A child who daydreams or seems to be in another world or is sidetracked by what is going on around him or her. Forgetfulness - The student may forget items or have a tendency to misplace them. Have patience with a student with ADHD. Like other students with impairments, have firm, fair and consistent expectations. You may need to provide verbal clues to let your student know when his/her stop is nearby so he/she can gather his/her belongings. For some students, permission to use electronic devices (i.e., music device, handheld game, etc.) may be considered to keep the child engaged in a preferred activity and minimize problem behaviors. SPECIFIC LEARNING DISABILITY Students with learning disabilities are those who have a disorder in one or more of the basic psychological processes involved in understanding or using spoken or written language. The disorder may show up as trouble

with listening, thinking, speaking, reading, writing, spelling, or solving math problems. This category does not include students with learning disorders caused by visual, hearing or motor disabilities, or mental, emotional, cultural, economic or environmental disorders. The inclusion of students with learning disabilities in general education transportation is common. COMMUNICATION IMPAIRMENT Communication impairment may limit, impair, or delay the capacity to use expressive and/or receptive language in one or more of the following areas: speech, such as articulation and/or voice; conveying, understanding, or using spoken, written, or symbolic language. The term may include a student with stuttering, impaired articulation or a speech, language impairment, or voice impairment that adversely affects a child’s educational performance. The inclusion of students with a speech or language impairment in general education transportation is fairly common. Students with communication impairments may have trouble communicating clearly because they may be difficult to understand. Listen attentively and repeat back what you think was said. Keep your manner of responding “encouraging” rather than “correcting” and be patient! Watch a student’s reaction to your response. It will help you know whether the message has been communicated. If you still don’t understand the student, ask a peer to help, or ask a series of short questions that require “yes” or “no” answers. It may be helpful to use an alternative means of communication such as a pen and paper. NEUROLOGICAL IMPAIRMENT) Students with neurological impairments have a nervous system that is limited or impaired with difficulties exhibited in one or more of the following areas: the use of memory, the control and use of cognitive functioning, sensory and motor skills, speech, language, organizational skills, information processing, affect, social skills, or basic life functions. The term includes students who have received a traumatic brain injury. TRAUMATIC BRAIN INJURY (TBI) Students with injury to the brain may experience total or partial functional disability including impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; or speech. Participation in regular transportation will be dependent on the level of impairment. Students with TBI may exhibit the following characteristics: • Reduced physical stamina, • Possible seizures or headaches, • Possible hearing or vision problems,

• Easily confused, • Susceptible to mood swings, and • Issues with social skills. Remember to be consistent, and review the rules of the classroom often. Be clear with your expectations.

 PHYSICAL RESTRAINT POLICY

The LPVEC uses Safety-Care Behavioral Crisis Prevention and Management. The prevention and de-escalation interventions in Safety-Care are drawn from extensive clinical research on treatment of undesirable and dangerous behavior. Specifically, they are drawn from the field of Applied Behavior Analysis (ABA). This research has developed powerful, non-coercive ways to prevent crises and teach positive alternatives to dangerous and disruptive behavior. Safety-Care is based on the following principles:  Respect, dignity, and avoidance of coercion.

 Use of the least restrictive interventions that are safe and effective.

 Applicability to many settings, populations, and regulatory environments.

 Broad use of clinically proven, well-accepted, evidence-based procedures.

 Functionally sound interventions that minimize inadvertent reinforcement of challenging behaviors. Safety-Care provides staff with physical techniques for responding safely to dangerous behavior. There is no infliction of pain, injury, psychological trauma, or other harm. It does not hyper-extend joints or place the student in an uncomfortable or awkward position. There is adaptability to all age ranges and individuals who are frail or who are affected by physical or medical conditions. In the event that a student engages in dangerous behavior to themselves or others (staff and/or peers), physical management procedures will be used: 1-Person Stability Hold: Staff steps behind the individual and sweeps one arm across holding at their waist. The arm is held above the wrist to avoid pressure on the joints and the other arm is held using a cupped hand above the elbow to avoid spinning out of the hold. De-escalation strategies are then employed and students are released as soon as it is necessary to do so. This hold is used for smaller individuals. 2-Person Stability Hold: Staff approaches the student at the same time, from the side. Each staff holds the student by the arm using a grasp above

the wrist and through the arm above the elbow. De-escalation strategies are then employed and students are released as soon as it is necessary to do so. This hold is used most often with larger individuals and those who have physical/medical conditions. Safety-Care follows the regulations established by the Department of Elementary and Secondary Education under Special Education, Education Laws and Regulations (603 CMR 46.04) :

46.04: Determining When Physical Restraint May Be Used (1) Use of restraint. Physical restraint may be used only in the following circumstances: (a) Non-physical interventions would not be effective; and (b) The student's behavior poses a threat of imminent, serious, physical harm to self and/or others. (2) Limitations on use of restraint. Physical restraint in a public education program shall be limited to the use of such reasonable force as is necessary to protect a student or another member of the school community from assault or imminent, serious, physical harm. (3) Prohibitions. Physical restraint is prohibited in the following circumstances: (a) As a means of punishment; or (b) As a response to property destruction, disruption of school order, a student's refusal to comply with a school rule or staff directive, or verbal threats that do not constitute a threat of imminent, serious, physical harm. (4) Referral to law enforcement or other state agencies. Nothing in these regulations prohibits: (a) The right of any individual to report to appropriate authorities a crime committed by a student or other individual; (b) Law enforcement, judicial authorities or school security personnel from exercising their responsibilities, including the physical detainment of a student or other person alleged to have committed a crime or posing a security risk; or (c) The exercise of an individual's responsibilities as a mandated reporter pursuant to MGL c. 119, § 51A. These regulations shall not be used to deter any individual from reporting neglect or abuse to the appropriate state agency.

Reporting Requirements Program staff shall report the use of physical restraint after administration of a physical restraint that: a. Results in injury to a student or staff member; or b. Lasts longer than five minutes. The staff member who administered such a restraint shall verbally inform the Supervisor of the restraint as soon as possible and by written report no later than the next school working day. The written report shall be provided to the Supervisor or his/her designee. The Supervisor or his/her designee shall maintain an on-going record of all reported instances of physical restraint, which shall be made available for review by the Department of Elementary and Secondary Education, upon request. The Supervisor or his/her designee shall verbally inform the student’s parent(s)/guardian(s) of such restraint as soon as possible, and by written report postmarked not later than three school working days following the use of such restraint. If the LPVEC customarily provides school related information to the parent(s)/guardian(s) in a language other than English, the written restraint report shall be provided in that language. The written report required shall include: a. Names and job title of all staff involved in administering the restraint and observers, if any; b. Date of restraint and time restraint began and ended; c. Name of administrator who was verbally informed following the restraint; d. Description of the activity the student, other students, and staff in the area were engaged in immediately preceding the use of physical restraint; e. Student’s behavior that prompted the restraint; f. Efforts made to de-escalate the situation and alternatives to restraint that were attempted; g. Justification for initiating physical restraint; h. Description of administration of restraint including:  The holds used and reasons such holds were necessary  The student’s behavior and reactions during the restraint  How the restraint ended and  Documentation of injury, if any, to the student and/or staff during the restraint and any medical care provided

i. For extended restraints (lasting more than twenty minutes), include:  Description of the alternatives to extended restraint that were attempted, the outcome of those efforts, and the justification for administering the extended restraint;  Information regarding any further action(s) that the school has taken or may take, including any disciplinary sanctions that may be imposed on the student; and  Information regarding opportunities for the student’s parent(s)/guardian(s) to discuss with school officials the administration of the restraint, any disciplinary sanctions, and/or other related matters. Within five school working days of the reported restraint, the LPVEC will provide to the Department of Elementary and Secondary Education a copy of the written report as described above and a copy of the record of physical restraints maintained by the program administrator for the thirty day period prior to the date of the reported restraint when: a. A restraint has resulted in a serious injury to a student or program staff member; or b. When an extended restraint has been administered. Parent(s)/guardian(s) may voluntarily waive the reporting requirements as stated above for restraints that do not result in serious injury to the student or a program staff member and do not constitute extended restraint. LPVEC may seek such individual waiver for students who present a high risk of frequent, dangerous behavior that may require the frequent use of restraint. LPVEC shall not require parental consent to such a waiver as a condition of admission or provision of services. Parent(s)/guardian(s) may withdraw consent to such waiver at any time without penalty. Extended restraints and restraints that result in serious injury to a student or program staff member must be reported as described above regardless of any individual waiver. The following documentation regarding individual waiver of reporting requirements will be maintained on-site in the student’s file and will be made available for inspection to the Department of Elementary and Secondary Education upon request: a. Informed written consent of parent(s)/guardian(s) to the waiver, which shall specify those reporting requirements listed above that the parent(s)/guardian(s) agrees to waive; and b. Specific information regarding when and how the parent(s) /guardian(s) will be informed regarding the administration of all restraints to the individual student.

Grievance Procedures Complaints regarding restraint practices should be referred to your Supervisor. Students with Disabilities Restraints may be administered to a student with a disability pursuant to the student’s Individualized Education Plan or other written and agreed upon plan developed in accordance with state and federal law, subject to the following exceptions: a. The limitations on chemical, mechanical, and seclusion restraint as stated above shall apply; and b. The training and reporting requirements described in this policy shall apply.

 CRISIS INTERVENTION POLICY Each year, many school communities experience the effects of tragic events. Accidents, illnesses, deaths, suicides and violence have impact upon students, faculty, staff and the surrounding community. The LPVEC, in concert with families, must assume a key role in supporting those who are coping with trauma or grief. The goals of the LPVEC Crisis Intervention Procedure are to articulate the elements of crisis and crisis response, and to provide a system-wide protocol that assures consistency of response to the wide range of situations that may be encountered. The following guidelines are offered to assist staff and students in responding to tragic events as they occur. The purpose of these guidelines is to help members of the LPVEC meet the immediate needs of students and faculty in the aftermath of a crisis or tragedy, and promote a healthy environment in which the process of bereavement and healing can take place. Definition of Crisis: The following mode, called the Crisis Protocol (CP), can be applied to various traumatic occurrences. Events that call for use of this model include personal tragedies such as the:  Death of a student or staff member or natural disaster, accidents or criminal activity  Serious illness or injury of a student or staff member  Suicide or attempted suicide Composition and Function of Teams: There will be one interdepartmental Crisis Planning Team, serving both the Special Education Department and the Career Technical Center, which will include the following:  Department Director or his/her designee

 LPVEC Supervisors  Counselor(s)  Nurse  Teacher  Department Secretary  Others (as designated by the Department Director) The Crisis Planning Team will be subdivided into two departmental Crisis Intervention Teams. The Executive Director or the assigned Departmental Director, acting in his/her behalf, will serve as Crisis Liaison, supervising the process and working among the staff, the Crisis Intervention Team and others. In this capacity the Crisis Liaison will ensure that: a. The Executive Director is briefed on the crisis at the earliest possible time. b. Information about the tragic event is verified for accuracy, and family members are consulted to determine what information may be shared in the school setting.

 CRISIS PROCEDURES During School Hours: . The first person to hear of the loss or crisis will notify the Crisis Liaison, who will (a) notify the Executive Director as soon as is feasible, (b) verify the information directly with the proper family member, as described below, (c) in consultation with the Executive Director and the Crisis Team, determine the next steps to be taken to inform staff, students, parents and others and to provide the necessary supports to those who need them. . The Crisis Liaison or Department Director will convene an emergency meeting of the departmental Crisis Intervention Team to assign roles in implementing the crisis protocol. The need for additional supports, i.e. consultant counselors, will be determined by the Department Director, and be re-assessed as appropriate throughout the process. . To the extent possible, and when appropriate, staff will be notified through personal visit by a Crisis Team member. . All communication with parent(s) and media will be coordinated by the Crisis Liaison, in consultation with the Executive Director and the appropriate Superintendent(s) and Principal(s). The information given out shall include only that which the family has verified and agreed to share and has been approved by the Executive Director,

in consultation with the Department Director and the appropriate Superintendent(s) and Principal(s). . Staff will be reminded that they should not respond to inquiries from the press or others, but to refer all inquires to the Crisis Liaison. Staff and students will be instructed to instruct the media to contact the LPVEC Central Office for information. . Media will not be allowed access to any student while in school or on school grounds under any conditions. Parental consent will be obtained prior to allowing access of others to students; this will include law enforcement officers unless they are in the process of arresting the particular student. The Crisis Liaison will obtain this consent. Student information of any kind, including names and addresses will not be shared with the media. . The Crisis Team will identify potentially vulnerable staff and students who may require special consideration or referral. This might include witnesses to the event; close friends, siblings; people who have experienced a similar situation in their family or their own lives; or those who may closely identify with the person or event. . In some situations, a meeting of the faculty may be necessary. If the tragic event has occurred during non-school hours, the Connect Ed system may be utilized, and an emergency faculty meeting to be held before the beginning of the next school day may be announced. In extreme cases, a weekend meeting may need to be called. . The Crisis Liaison, in consult with members of the Crisis Team, will determine which students need to be informed. Faculty members will be asked to read a prepared, written paragraph to their students at a designated time. Teachers will be advised of the importance of getting to staff and student’s accurate information on what has happened. Students who have been identified as vulnerable may need to be informed separately and may need follow-up attention from their teacher or counselor. . Other agencies i.e., DMH, First Call, DCF will be notified, as appropriate. . The Crisis Intervention Team may determine that a letter to parents is necessary (for example, when the crisis involves a classmate, teacher or other person known to the students.) The letter, which will be based strictly on what was released to the teachers and students should inform the parents of what had occurred and what the LPVEC has done and will be doing to support the students, and staff. The letter will inform the parents of LPVEC staff whom they may contact if they have questions or concerns. . The Crisis Management Team will diligently attempt to notify all affected LPVEC employees and students in a timely and sensitive

manner. However, under crisis conditions, typically there may be a delay in contacting some people. Outside School Hours: . Program Directors and/or Supervisors will call staff and give instructions. The Connect Ed system will be utilized, to get information distributed in a rapid and efficient manner, should the need occur.

 FAMILY LIAISON In the event of a crisis involving a student, the Crisis Liaison will appoint a person to serve as Family Liaison. Whenever possible, this person will be someone close to the family. The Family Liaison will: . Contact the family, assuring them of support from the LPVEC and asking their preferences as to information that may be shared about their child. . Serve as intermediary between the parents and the LPVEC and others.

 CRISIS TEAM CHECKLIST  The Crisis Liaison or his/her designee will contact the family to verify the crisis and the information which the family is willing to have shared with the school population, making note of any special request(s) for instructions such as floral pieces, memorial service, etc.  Inform staff that the LPVEC Central Office will be used as a crisis (or discussion) center. Alternative site may be chosen at the discretion of the Crisis Team. Students who are upset and cannot be handled by a teacher will be escorted to the guidance/nurse’s/principal’s office and will remain supervised. Another staff member as assigned by LPVEC Supervisor will relieve staff that are upset and cannot continue their work.  Alert SPED Administrator and the host school principal and principals of other schools in case siblings are involved.  Have a TEAM member collect the deceased’s belongings from his/her locker or other sites within the building.  If appropriate, contact the Funeral Director for the arrangement regarding the wake/funeral.  Psychological Consultant will seek out and meet with at risk students and staff, including friends, enemies, siblings, teammates and people who are familiar with similar deaths or illnesses. Communicate by phone with parents of these individuals if necessary.

 Prevent students from leaving the classroom without teacher permission or the building without parental permission.  Assign staff to check the bathrooms to prevent students from grieving without support. Encourage students to visit the crisis center, if appropriate.  Encourage teachers to allow the expression of grief in their classes to whatever extent they are comfortable.  Encourage any staff member who is upset and cannot continue with their work to call a TEAM member for someone to take over the class.  Request counselors or other appropriate personnel to stay after school to assist those individuals needing help, and if necessary, for extended hours into the evening.  Notify appropriate bus drivers about the crisis through the appropriate transportation office.

 DO’s & DON’Ts RELATED TO SUICIDAL THREATS The publications of many organizations and governmental agencies contain advice for people who want to help suicidal youngsters. That advice is summarized below. D O’s LISTEN to what the student is saying and take her/his suicidal threat seriously. OBSERVE the student’s nonverbal behavior. In children and adolescents, facial expressions, body language, and other concrete signs often are more telling than what the students says. ASK whether the student is really thinking about suicide. If the answer is “yes”, ask how she/he plans to do it and what steps have already been taken. This will convince the student of your attention and let you know how serious the threat is. GET HELP by contacting an appropriate Crisis Team member. Never attempt to handle a potential suicide by yourself. STAY with the student. Take the student to a Crisis Team member and stay with that student for a while. The student has placed trust in you, so you must help transfer that trust to the other person. D O N’ T s DON’T leave the student alone for even a minute.

DON’T act shocked or be sworn to secrecy. DON’T underestimate or brush aside a suicide threat (“You won’t really do it; you’re not the type”), or try to shock or challenge the student (“Go ahead. Do it.”). The student may already feel rejected and unnoticed, and you should not add to that burden. DON’T let the student convince you that the crisis is over. The most dangerous time is precisely when the person seems to be feeling better. Sometimes, after a suicide method has been selected, the student may appear happy and relaxed. You should, therefore, stay involved until you get help. DON’T take too much upon yourself. Your responsibility to the student in a crisis is limited to listening, being supportive, and getting her/him to a trained professional. Under no circumstances should you attempt to counsel the student.

 STUDENT SUICIDE/IMMINENT BODILY HARM POLICY If a staff member becomes aware of the possibility of a student committing suicide or of a student's imminent bodily harm, there is a duty to inform your supervisor immediately. In the case of a possible suicide, the LPVEC's Suicide Intervention Protocol is to be immediately implemented. The supervisor will then immediately notify the parent/legal guardian/caretaker. SUICIDE INTERVENTION PROTOCOL Step 1: Stabilize  Under no circumstances should a suicidal youth be left alone.  Immediately talk to the student to determine if the student has any dangerous instrument(s) on or near him/herself.  Immediately remove from the student and from the student's environment any dangerous instrument(s), if the student will allow.  Take the student to a prearranged, non-threatening place, away from other students, where there is another adult and a telephone available.  Call a LPVEC Supervisor or Director immediately. The supervisor will contact the parent/legal guardian/caretaker. Step 2: Assess Risk  Calmly talk to the student in order to assess the risk that the student will harm him/herself:  If the student will not relinquish dangerous instrument(s), then go to Extreme Risk Procedure.  If the student is in imminent danger of harming him/herself, then go to Severe Risk Procedure.  If the student is not in imminent danger of harming him/herself, then go to Moderate Risk Procedure. Step 3: Determine Services  EXTREME RISK PROCEDURE  Call police. Notify supervisor and, if appropriate, principal and sending school superintendent.  Calm student by talking and reassuring until police arrive.  Try to have the student relinquish means of harming him/herself and try to prevent student from harming him/herself.

 Be sure that other students are being properly supervised at all times.  SEVERE RISK PROCEDURE  Calmly talk to the student. Determine if the student's distress is the result of parent/legal guardian/caretaker abuse, neglect, or exploitation.  If so, the supervisor will call the appropriate child protective services agency, give them the facts, ask them to intervene, and follow their instructions.  If not, the supervisor will call the parent/legal guardian/caretaker and ask them to pick up the child. The supervisor will refer them to the appropriate community mental health services. If neither the agency nor parent/legal guardian/caretaker will intervene (or none is available) before the school day is over, the supervisor will transport the child to the nearest hospital emergency room and remain with the child until agency personnel or parent/legal guardian/caretaker arrives.  MODERATE RISK PROCEDURE  Determine if the student's distress is the result of parent/legal guardian/caretaker abuse, neglect, or exploitation. o If so, the supervisor will call the appropriate child protective services agency, give them the facts, ask them to intervene, and follow their instructions. o If not, the supervisor will call the parent/legal guardian/caretaker, give them the facts, ask them to come and pick up the child and take the child to the appropriate community mental health services agency.  If the parent/legal guardian/caretaker will not, or cannot, respond immediately the supervisor will call the appropriate community mental health services agency, give them the facts, ask them to intervene, and follow their instructions. The supervisor will call parent/legal guardian/caretaker and inform them of the action taken. Step 4: Inform  Inform the supervisor, in writing of the facts and action taken. The supervisor, in turn, will inform the appropriate members of the administration, including teachers, counselors, social workers, psychologists, and sending school superintendents of the facts and action taken. Step 5: Follow-Up The LPVEC Supervisor Will:

 Determine whether emergency or short-term procedures were followed through.  Determine whether long-term services have been arranged.  If emergency, short-term or long-term services have not been satisfactorily pursued, contact the appropriate child protective services agency or community mental health services agency.  Continue to show concern for the student.

 SUPPORT TO FAMILIES AND STUDENTS In the event of a death of a student, utmost sensitivity should be used in handling a deceased student's belongings and returning them to the family when they are ready to receive them. To the extent possible, all LPVEC programs will operate as usual to convey to students there is order and structure even in a crisis. A counselor trained in grief counseling will be retained by the LPVEC to be on call to provide support as needed. A counselor will also be obtained to be available either in the LPVEC Central Offices or at another site appropriate to the situation. The Crisis Liaison will provide a list of school- based and community resources available. As students and staff begin to resume normal routines, the Crisis Team needs to be aware of any delayed reactions to the event. Ongoing support may be required for particularly vulnerable students or faculty. Special consideration and services may need to be offered. Some staff may be released, upon their request, to attend the funeral or memorial service of a fellow staff member or one of their students (current or past), provided that all classrooms will remain adequately and appropriately staffed. Staff will not be required to use personal leave time, upon approval to attend a funeral or memorial service for other staff member or student. No student will be released from the classroom to attend a funeral or memorial service unless a parent or other authorized family member comes to pick up the student from school. A student considered at risk for emotional crisis or self-harm shall not be left unsupervised at any time while in school. A student considered at risk will be sent home only upon assurance that a responsible adult will be there to receive him/her. The psychological consultant assigned to the student's program will be contacted immediately for assessment, direct assistance and advisement. The parent or guardian will be directly notified at the earliest opportunity. Debriefing Once a crisis has been managed, the Crisis Team will be convened as soon as possible to:

. Review and document the process that took place as well as any issues that may have surfaced during the crisis period. . Provide feedback to the Crisis Team as aspects that were especially successful or that might require changes. . Recognize and attend to the emotional needs of those who have had primary care taking roles in the crisis response process: the Crisis Liaison, Family Liaison, Crisis Team Members. . Provide a network of peer support for the members of the Crisis Team.

 GUIDELINES FOR RESPONDING TO A STUDENT’S DEATH 1. React to the student’s death. Share your reactions with the class. 2. Let the students talk and write about their feelings. 3. Listen to what students have to say. It is important not to shut off discussion. 4. If the student died of an illness and it is appropriate to do so, discuss the illness. This is especially useful for younger children who may need to separate the illness of the child who dies from any medical problems his or her classmates experience. 5. Never tell young children, “God took Sally away because He loves her”, because children will wonder if it’s a good idea to be loved by God. Likewise, don’t say, “Sally went to sleep”. You may create a class of children afraid to go to sleep. 6. A “regular” day may be too hard for grieving students. Offer choice of activities, such as letters, journals and discussions. 7. If the students want to, let them write sympathy notes to the parents or to a student who has suffered a loss. Provide an address or offer to deliver them. 8. If acceptable to the affected family, make sure the funeral times are well publicized, perhaps including ideas on funeral etiquette. 9. If applicable, share any cultural information related to the meaning of death and death observances that will help students understand and respond comfortably to affected family members. 10. Talk with students about their concerns regarding “what to say” to other bereaved students and the family of the deceased. Emphasize that trying to avoid grieving individuals or being overly solicitous to them will not help. Students should be themselves and share their caring feelings and support. Point out the need to resume normal relationships.

11. Remember that your class may remain quiet and depressed for some time after the death and that some students may begin to act out noisily and physically as a method of dealing with their feelings. SAMPLE STATEMENT TO BE READ TO STUDENTS (To be amended according to the particular case by the LPVEC Central Office and approved by the parent family.) Joshua Wilson: 9/6/78 to 9/27/88 Parents: Rick and Sara Wilson 5th grade - North Street School (Ms. White, teacher) Today we have some very sad news to share with you. Joshua Wilson who was a new student at school in (town) and was in Ms. White’s room was in an accident. The rescue squad and others tried to help Joshua and got him to the hospital. Something apparently went wrong with Joshua’s heart and although the doctors in the emergency room tried to help him, they were unable to keep his heart working. It stopped and he died. Nobody made it happen and apparently there was nothing any of us could have done to prevent it. This is a very unusual and very sad thing to happen to a child. When someone we know dies, people often feel hurt and angry and afraid and sad. We can talk about our feelings and our questions here at school and at home. Joshua’s mother and father asked us to share this information with you. Joshua loved being in this school and had many friends here. The family will arrange for Joshua’s funeral service and will let us know when it will be. Let the students ask as many questions as they wish. We do not know the exact cause of death except that he had an unknown heart ailment. It’s okay to tell students that you don’t know the answer to a question but that you will try to find out. If they have any religious questions you can tell them that different families believe different things about life and death and suggest they talk with their families. SAMPLE LETTER TO PARENTS September 27, 1995

North Street Elementary School 512 North Street

Anywhere, MA 02000

Dear Parents: Today we had a sad and unusual happening at the school. Joshua Wilson, a fifth grade student, collapsed in the hallway outside the art room this morning. He was rushed to the hospital where his parents met him. Unfortunately his heart would not function and the doctors were unable to revive him. His parents understand that the cause of death was a previously undiagnosed heart condition. We have a Crisis Intervention Team and procedure in place at our school. Our staff has spoken to all students and given them the information in the first paragraph of this letter. Trained mental health professionals were available today and will be in the future to provide support. Your children may or may not wish to discuss this with you when they come home. We expect that they will, over the next several weeks, be working on four psychological tasks that confront children when a friend dies: understanding, grieving, commemorating, and going on. If you have any questions, please call Mr. Rodriguez (xxx-xxxx) or Mrs. Jones (xxx-xxxx). Both Mr. Rodriquez and Mrs. Jones will be at school until 5 p.m. today. Sincerely, EMILIO RODRIQUEZ Principal

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 UNIVERSAL PRECAUTIONS FOR PREVENTING TRANSMISSION OF BLOOD- BORNE INFECTIONS “Universal precautions,” as defined by the Centers for Disease Control, are a set of precautions designed to prevent transmission of human immunodeficiency virus (HIV), hepatitis B virus (HBV), and other blood- borne pathogens when providing first aid or health care. Under universal precautions, blood and certain body fluids of all persons are considered potentially infectious for HIV, HBV and other blood-borne pathogens. Universal precautions apply to blood, other body fluids containing visible blood, semen, and vaginal secretions. Universal precautions also apply to tissues and to the following fluids: cerebrospinal, synovial, pleural, peritonaleal, pericardial, and amniotic fluids. Universal precautions, involve the use of protective barriers such as gloves, gowns, aprons, masks, or protective eyewear, which can reduce the risk of exposure of the health care worker’s skin or mucous membranes to potentially infective materials. In public schools, universal precautions refer to the usual and ordinary steps all school staff must take in order to reduce their risk of infection with HIV, the virus that causes AIDS, as well as all other blood-borne organisms (such as the Hepatitis B virus.) They are universal because they refer to steps that need to be taken in all cases, not only when a HIV-infected staff member or student is known. They are precautions because they require foresight and planning, and should be integrated into existing safety guidelines. Appropriate equipment (mops, buckets, bleach, hot water, hand soap, disposable towels and latex or vinyl gloves, and plastic trash bags) must be readily available to staff members who are responsible for the cleanup of body fluid spills. The following procedures shall be followed by anyone providing personal care to a student such as diapering, catheterization, treatment of injuries, or when cleaning up blood, urine or feces, or other bodily fluids*: 1. Treat human spills with caution. 2. Clean up blood spills promptly. 3. Inspect the intactness of your own skin on all exposed body parts, especially the hands. Cover any and all open cuts or broken skin, or ask another staff member to do the clean up. 4. Wear latex or vinyl gloves (surgical type) whenever cleaning any body fluids. After assessing a child or cleaning up bodily fluids, change to new gloves before assisting another child.

5. Clean up spills with a solution of one part household bleach to ten parts water (1:10) pouring the solution around the periphery of the spill. Disinfect mops, buckets and other cleaning equipment with fresh bleach solution. The building custodian must be notified when a spill occurs. 6. Discard all disposable materials, including gloves, bandages, diapers, toilet tissue, disposable towels and baby wipes in a sealed plastic bag and immediately taken to a dumpster. 7. Always wash hands thoroughly after any contact with body fluids. This should be done immediately in order to avoid contaminating other surfaces or parts of the body (be especially careful not to touch your eyes before washing up.) Soap and water will kill HIV. Please Note: Urine, vomit, or feces, unless grossly contaminated with blood, do not pose a significant risk of HIV infection. However, in the interest of proper hygiene, universal precautions should be used routinely when handling these fluids as well.

 SANITARY GLOVES Sanitary gloves shall be worn whenever dealing with bodily fluids (blood, urine, feces, saliva, etc.). Gloves are to be changed and hands washed before and after working with each child. Staff is required to read and follow the universal precautions procedures adopted by the LPVEC.

 DISTRIBUTION OF MEDICATION The school nurse employed by each town is the person authorized to administer medications. In addition, the LPVEC school nurse serves specific LPVEC programs and, from time to time, provides substitute coverage for other LPVEC programs for the distribution of medications in the absence of a school nurse. This coverage is limited, and only on "as available" basis. If the school nurse is not available to administer medication to your students, contact your supervisor and coverage will be arranged. The LPVEC school nurse is registered with the Department of Public Health (D.P.H.) to delegate administration of prescription medication by designated, unlicensed personnel in the case of field trips and other short- term special school events. According to D.P.H. regulations, "Every effort shall be made to obtain a nurse or school staff member trained in prescription medication administration to accompany students at school events. When this is not possible, the school nurse may delegate prescription medication administration to another responsible adult. Written consent from the parent or guardian for the named responsible adult to administer the prescription medication shall be obtained. The school nurse shall instruct

the responsible adult on how to administer the prescription medication to the child." In compliance with D.P.H. regulations, the LPVEC school nurse will have attended the Department of Public Health training program for prescription medication administration. Under D.P.H. regulations, for field trips a LPVEC teacher may be delegated authorization by the nurse to administer prescription medication in the absence of the nurse. The teacher will have been trained in the administration of medication to the particular student. The LPVEC school nurse will supervise all delegated administration of prescription medication. The following D.P.H. regulations shall also apply:  Only a student's parent or guardian or responsible adult designated by the parent/guardian may deliver prescription medications to be administered by school personnel to the school nurse or other person designated by the school nurse.  There will be a medication administration record in each school for each student receiving medication during school hours. This record shall contain a daily log and a medication administration plan. All documentation shall be in ink and shall not be altered.  All delivered medication shall be in a pharmacy or manufacturer labeled container and shall be accompanied by specific medication instructions from the child's physician. The school nurse or other responsible person receiving medication shall document the quantity of medication delivered. All prescription medications are to be stored in their original pharmacy containers. They shall be kept in a securely locked cabinet used exclusively for medications. The cabinet shall be substantially constructed and anchored securely to a solid surface.  The school nurse shall document any medication errors on an accident/incident report form. With the exception of delegated administration of prescription medication, as outlined above, no LPVEC employee is to distribute medication of any type, including aspirin or other over-the-counter drugs.

 IMMUNIZATION POLICY

The LPVEC school nurse will manage student immunizations according to the General Laws of Massachusetts - School Immunization Law, Chapter 76, Section 15. PESTICIDE USE LPVEC Owned Facilities: The LPVEC prohibits the use of pesticides indoors while children are on the property (ant traps are an exception to this policy and may be used according to manufacturer’s directions for use). In addition, only certain pesticides may be used indoors pursuant to M.G.L.

130A. The LPVEC must notify in writing all employees, students, and their parents/legal guardians at least two (2) workdays before pesticides are used outdoors at school. Whenever used outdoors, a “Notice of Pesticide Use”, provided by the pesticide manufacturer, must be posted on the school/program bulletin board at least two (2) days before pesticides will be used. Any questions with regard to pesticide use should be directed to your supervisor or the principal of your building. (MGL Ch. 132B, Sec. 6 F-G) LPVEC Programs Located in Member District School Buildings: LPVEC programs located in member district public school buildings shall follow the policy for the use of pesticides established by that School Committee. LPVEC staff members who have questions regarding the application of pesticides or the notice requirements should consult with their building principal and LPVEC Supervisor. PROCEDURE FOR EVALUATION OF ILL CHILD If a child is considered to be ill by the LPVEC Nurse or one of the District School Nurses, or has a possible contagious disease or detectable fever, then that child should be excluded from school and referred to his/her own physician for evaluation and treatment.

 EMERGENCY PROCEDURE INFORMATION - S TUDENTS

IF A STUDENT IS INJURED OR BECOMES ILL :  Insure that the student is comfortable.  Contact the school nurse/school office (where your program is located).  Call the parent.  Call the LPVEC Central Office and speak to the LPVEC Supervisor and the LPVEC Nurse.  LPVEC Supervisor or LPVEC Nurse may advise you to make arrangements for the student to be transported home.  Deliver a completed Incident Report: Accident/Exposure Report form to the LPVEC Central Office, within 24 hours. Student Incident Reports shall be submitted for the following incidents while in school: - Death - Hospitalization - Auto accident - In-patient hospitalization - Any injury from restraint - Emergency medication - When a student runs away - Emergency Termination - Written termination summary sent to student, parent, SPED administration, agencies, DESE. - Filing of 51-A or Disabled Persons complaint - Any action by Federal, State, or Local agency - Any legal proceedings vs. the school regarding care of a student

IN CASE OF AN EXTREME EMERGENCY : (severe bleeding, seizures, loss of consciousness, etc.), in addition to the above: 1. Assign a staff person to stay with the injured person and call for emergency medical help (e.g. 911). 2. Contact school nurse. 3. Administer emergency resuscitation or first aid, if necessary. 4. Call parent or other persons listed on Emergency Information Form. 5. Contact the LPVEC Nurse and, LPVEC Supervisor or Director.

6. If necessary, make arrangements for injured person to be transported to medical facility (by parent/staff/ambulance). 7. If situation is judged life threatening, the child's Physician/Medical facility should be contacted immediately. 8. In all cases, the safety and comfort of the injured person is the first priority.

COMFORT CARE / DO NOT RESUSCITATE (DNR) Increased medical knowledge and technology have led to the survival of many children who previously would have died of a variety of conditions. The law provides that children have access to education in the least restrictive environment appropriate for their needs. The general thrust of legislation and policy has been to integrate children with disabilities back into the classroom. Consequently, some chronically and terminally ill children may be at risk of dying while in an LPVEC Collaborative program. As children with potentially life-threatening problems come to school, families, professionals, and paraprofessionals must face the challenges involved in their care. In some instances, families may not wish Cardio Pulmonary Resuscitation (CPR) or other extraordinary measures to be initiated in the case of respiratory or cardiac arrest. Decisions to limit potentially lifesaving measures involve careful deliberation about the goals of treatment for a terminally ill child in the school setting. The parents/guardians, along with the child’s physician(s), need to discuss this issue thoroughly. Pursuant to Section 504 of the Rehabilitation Act of 1973, DNR orders for a student and their implementation in the Collaborative program, must be considered on an individual basis and according to state and local laws with additional district legal counsel for guidance. A TEAM meeting will take place with appropriate participants present, such as the school nurse, the child’s and/or Collaborative physician, EMS personnel, parents, administrators, teachers, and the student, when appropriate and as determined by the home school district Special Education TEAM. The purpose of that meeting is to develop a plan that specifically states the procedure to be followed in case of respiratory or cardiac arrest. Appropriate staff will be instructed in the procedures outlined in the plan. The Special Education TEAM should review the plan at least annually.

GENERAL EDUCATIONAL STAFF POLICIES

 FUND RAISING/STUDENT ACTIVITY ACCOUNT

While fund raising activities are permissible, money raised through or on behalf of the LPVEC is considered public funds. As such, they must be accounted for as any other LPVEC funds. For this purpose, the LPVEC Board of Directors has authorized the Student Activity Account (SAA). The SAA has been established as a department of the LPVEC Fund Accounting system as a Revolving Account; with separate line items for each individual program. In addition, there is an authorized SAA petty cash account for emergency purposes. No other type of cash or checking account is authorized. Procedures 1. Whenever possible, staff should accept checks only, made out to the LPVEC Student Activity Account. 2. All proceeds shall be promptly deposited with the LPVEC Business Office. 3. All expenditures are to go through the normal purchase order process. Checks will be issued on the monthly warrant. 4. Periodic revenue and expenditure reports will be provided to all programs. 5. The SAA will be audited periodically. These procedures are necessary in order to maintain the proper accountability of these funds. While the use of SAA funds is very liberal, cash payments to individuals or for purchase of alcoholic beverages are not allowed.

 SPECIAL EDUCATION TRANSITION PLANNING 1. Individuals with Disabilities Education Act A. (IDEA) requires that transition planning be part of the Individualized Education Program (IEP). The LEA (home school district) has primary responsibility for transition planning. Beginning no later than the first IEP developed when the eligible student is 16, the Team is required to consider the student's need for transition services and to document this discussion. If appropriate, the IEP includes a statement of needed transition services. The school district is required to maintain documentation of a full discussion of the student's transition needs, whether or not such discussion identifies needed transition services for the IEP. Such documentation must be reviewed and updated annually thereafter. Students must be invited to all educational meetings and allowed to participate actively when transition planning is discussed. (1.) The LPVEC staff providing special education and related services to a student 16 or older will assist the LEA with transition planning by submitting recommendations to the

Team that are focused on improving the academic and functional achievement of the student to facilitate the student's movement from school to post-school activities. (2.) Such recommendations shall be based on individual strengths, preferences and interest; and as appropriate shall include instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and when appropriate, acquisition of daily living skills and functional vocational evaluation. 2. Transfer of Parental Rights to Student at Age 18 In Massachusetts, regardless of the severity of their disability, students are considered adults and competent to make their own decisions at age 18 (Age of Majority). Unless there is a court appointed guardian or the student has chosen to share decision making with his or her parent, the school district must seek the consent of the student to continue the special education program. Students at age 18 have the right to make their own educational and medical decisions and must sign all consent forms. Parents and students must be notified by the LEA about the transfer of parental rights to the student at least 1 year before the student turns 18 years of age. 3. Chapter 688 Referrals and General Referrals For students with severe disabilities, LPVEC staff will assist the LEA, as appropriate, with submitting a Chapter 688 referral to one or more public agencies are part of the eligibility process for receiving services and supports as adults. For other students who require fewer supports and services and may not meet the eligibility requirements for Chapter 688, LPVEC staff will assist the LEA, as appropriate, in submitting a general referral for services can be made to adult service agencies. 4. Before Student Graduates or Turns 22 Only school systems (LEAs) can refer students that they believe may be eligible for adult services through Chapter 688. A referral must be made by the LEA at least 2 years before the student is expected to graduate from school or turns 22 years of age in order to allow enough time to determine eligibility for adult services. LPVEC staff will assist the LEA in this process as appropriate.

 SCHOOL / CLASSROOM VISITATION The Collaborative encourages the involvement of parents and professionals in the education of students enrolled in Collaborative programs. At the same time, the Collaborative has a duty to protect the safety and confidentiality of its students, as well as to ensure that the educational process is not unnecessarily disrupted. As a result, certain rules and

procedures must be followed to ensure that visits are beneficial to the visitors but not detrimental to the students or the educational process. “ Visitors”, as used in this policy, are parents of current students in an LPVEC program, parents of students where the school district is recommending the student’s placement in an LPVEC program, professionals who are currently evaluating the student and want to observe the student in his/her current LPVEC program, or school district personnel who wish to observe a program for a current or potential student. Visitors will only be allowed to enter school buildings or Collaborative classes for pre-arranged meetings, visits, or observations. The only exception shall be for quick visits by parents or legal guardians, for the purpose of dismissing a student, bringing in medications, dropping off lunches, gym clothes, etc. Such “quick visits” need to be pre-arranged by a prior telephone call. Further, if such “quick visits” become too frequent, or in the opinion of the administrator of the program, are being used to circumvent this visitation policy, this privilege may be withdrawn. All visitors to a Collaborative program must report to the main office immediately upon entrance in the school building. All visitors must sign in at the main office, noting the time of their arrival and identifying the location and purpose of their visit. These visitors must adhere to the LPVEC’s and school’s visitor procedures, which may include wearing a badge or having an escort while in the building. Upon completion of their pre-arranged meetings, visits, or observations, all visitors shall proceed directly to the main office, sign out, noting the time of their departures, and return their visitor’s badges. Visitors may not proceed to any areas of the building other than the designated locations of their meetings, visits, or observations, without first returning to the main office and obtaining express administrative approval to do so.

 MENTOR PROGRAM The LPVEC Mentor Program is established to aid every teacher who is new to the teaching profession or new to the LPVEC. Every new teacher who enters a classroom will be provided a formal “beginning teacher support program” because our teachers are highly valued; we care about their comfort on the job, their ability to engage in collegial associations, and maintaining a high morale. Beginning teachers who receive mentoring focus on student learning much sooner and become more effective as teachers because they are learning from guided practice rather than trial and error. A mentored support program is viewed as the start of a teacher’s professional development and will be embedded in the LPVEC’s ongoing Professional Development Plan. Experience in other states has shown that new teachers who receive this kind of support elicit higher student test scores and are more likely to remain in the teaching profession than teachers who are not supported in this way.

Each beginning teacher or teacher who is new to the LPVEC will be assigned a support team consisting of an individual mentor and an administrator qualified to evaluate teachers. Additional support will be achieved through contact with outside professional development providers. This provides the new and/or beginning teacher with exposure to a wide range of viewpoints and types of expertise. Teachers selected as mentors will receive a one-time training stipend of $100 upon completion of approved training. Each trained mentor, who is subsequently assigned to a beginning teacher and completes the one-year mentor/beginning teacher relationship, will receive an annual mentoring stipend of $250. Should a trained mentor agree to coach more than one beginning teacher in a school year, there will be no additional stipend. Should a mentor/beginning teacher pair agree to extend their coaching relationship beyond one year, there will be no additional stipend. The beginning teacher’s program supervisor will be responsible for evaluation utilizing the current LPVEC policy and procedure on personnel evaluations. Evaluation is not the role of the mentor.

 STIPENDS FOR PROFESSIONAL DEVELOPMENT LPVEC professional staff providing staff and professional development training shall be paid a stipend of $50.00 per hour of training provided outside of normal working hours. For those developing a workshop that will run for a minimum of 10 hours, two hours of preparation (at $50 per hour) will also be paid. In addition, pursuant to Department of Elementary and Secondary Education policy on professional development, each presenter who develops and presents a minimum of three separate sessions in a professional development series are eligible to receive twice the number of Professional Development Points (PDPs) granted to the participants, with the presenter receiving a minimum of 10 PDPs and a maximum of 24 PDPs. All other work provided by LPVEC staff will be at a prevailing rate for that work but will not exceed $50.00 per hour.

 DIVISION OF SALARY School-year employees are given the option of dividing their annual salary over 22 or 26 pay periods. Employees choosing 22 pay periods will be paid through June of the work year; employees choosing 26 pay periods will be paid on a year round, twelve month basis. ANY CHANGES IN AN EMPLOYEE'S SELECTION OF PAY PERIODS MUST BE MADE WITHIN THIRTY (30) DAYS OF THEIR FIRST DAY OF EMPLOYMENT OF THE CURRENT YEAR.

 SALARY LEVEL Salary levels for teachers and other staff on the teachers' salary schedule will be established according to the following criteria:

For Teachers: 1. The salary schedule in effect at the time of commencement of employment will be used to determine the actual salary. 2. In determination of the proper salary group the following criteria will be used: a. Latest degree earned; plus b. Increment of fifteen (15) credits beyond the last degree. 3. In determination of the proper salary step, the following criteria will be used: a. Each year of paid teaching experience will advance to one (1) salary step, plus; b. Special Education - Each two (2) years of paid related experience, in the field of direct services to special needs individuals will be considered for one salary step, plus; c. Occupational Education - Each two (2) years of trade experience directly related to the instructional area will advance one (1) salary step; plus d. Each year of LPVEC employment (if hired on or before March 1) may advance one (1) salary step depending upon evaluation in the succeeding year. 4. Partial years of teaching experience will be cumulatively considered, but will not equal a full step unless the aggregate of partial teaching employment equals a whole (i.e., 1, 2, 3, 4). 5. Partial years of related work experience will be cumulatively considered but will not equal a full step unless the aggregate of work experience equals an even whole number (i.e., 2, 4, 6, 8).

 CHANGE IN TEACHER’S SALARY STATUS Changes in teacher salary schedule status brought about by degrees or credits received must be submitted in writing with accompanying documentation to the employee’s supervisor by October 1 or March 1. Changes in monetary compensation will be reflected in the payroll following October 1 or March 1 and proper verification.

 CERTIFICATION REQUIREMENTS Special Education - All professional staff must meet certification requirements set forth by the Department of Elementary and Secondary Education. Occupational Education - Certification by the Department of Elementary and Secondary Education under Chapter 74 regulations is required

of each instructor and staff member as outlined in the job description. Professional Development Plans - Professional Development Plans will be approved by the educator’s direct supervisor: Position Supervisor Vocational Teachers Director of Occ Ed SpEd Teachers SpEd Administrator SpEd Administrators Executive Director Curriculum/Staff Dev. Coor. Executive Director Director of Special Ed/Oc Ed Executive Director Executive Director

Chairperson/Boa rd of Directors In all cases, the Executive Director reserves the right to request substantiation of academic preparation, teaching and work experience.

 PERSONNEL EVALUATION Personnel evaluation is the process of making judgments about a person's strengths and weaknesses in performance of their duties. Evaluations in this process provide the basis for organizational decision-making. LPVEC personnel evaluations will reflect the LPVEC goals and objectives, the teaching environment, the total educational process and the results of these combined efforts. Therefore, the purpose of these evaluations is to: a. Identify the employee's strengths and weaknesses with regard to job performance as related to the job description. b. Assist the employee in continued improvement of job performance as related to the job description and LPVEC-wide goals. c. Making determinations regarding rehiring, promotion, and/or salary increments. Negative evaluation may result in loss of increments or not being rehired. Procedure for Evaluation 1. Job Description - Two copies are given to each employee with their acceptance of appointment. One copy is to be signed and returned upon acceptance of the position. New employees will sign the job description at the time of hiring. 2. Evaluation Instrument - All staff will be evaluated by the program supervisor on an annual basis. Newly hired staff will be evaluated within the first 90 days of their employment. This does not preclude additional evaluations at any time the administration deems it necessary or beneficial. 3. Review Meeting - The evaluation report will be reviewed with the individual employee. After the evaluation has been reviewed, the employee will sign the evaluation along with the Supervisor signifying that he/she has read and discussed the evaluation.

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 SUBSTITUTES Teachers Teacher Substitutes will receive $65.00 per day until 21 consecutive days, at which time the substitute is moved to the first step of the Bachelors pro-rated salary on a per diem basis if the substitute possesses a Bachelors degree or holds qualifications for certification regarding education and employment experience under 603 CMR 4.00. The Executive Director, at his or her discretion and for good reason, may decide to move a substitute to the Bachelor – Step 1 pay rate before the 21 days have expired or decide to pay a substitute at the Bachelor – Step 1 pay rate retroactive to the start of his/her substitute assignment if the assignment is long term, hard to fill, or for any other reason deemed advantageous to the quality of education provided to the students. Classroom or technical assistants who serve as a substitute teacher will receive an additional $20.00 per day for each day they substitute. This stipend pay will be prorated to $10.00 if the classroom or technical assistant is subbing for a half day. An existing assistant or aide resigning his/her position to be appointed as a long-term substitute will be granted continuation of health insurance benefits throughout the duration of that substitute appointment. Assistants and Aides Substitute Aides - shall be paid the minimum wage as set by Massachusetts Department of Labor. Substitute Classroom Assistants - shall be paid the minimum wage as set by Massachusetts Department of Labor. An assistant or an aide resigning his/her position to be appointed as a long-term substitute will be granted continuation of health insurance benefits throughout the duration of that substitute appointment.

PROTOCOL

 COPYRIGHTED PRINT MEDIA The Board of Directors of the LPVEC hereby adopts the following policy relative to print media copyright at the sole discretion of the Board of Directors. Federal copyright law recognizes the needs of teachers and students for copyrighted print media, but it also sets limits. All teachers and staff members must get the written permission of the owner of the copyright before making copies of copyrighted work, with the following exceptions: 1. Single copies for class or own use. Teachers may make single copies of any of the following for their scholarly research or for use in teaching or preparing to teach a class: a. A chapter from a book;

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b. An article from a periodical or newspaper; c. A short story, essay or poem; or d. A chart, graph, diagram, drawing, cartoon, or picture from a book, periodical, or newspaper. 2. Multiple copies for class. Teachers may make multiple copies for classroom use or discussion if: a. The copying is spontaneous. The use of the material in class must be at the “inspiration,” meaning the idea, of one teacher. Teachers may not copy the same item from semester to semester, as this will not meet the test for spontaneity. In addition, the decision to use the work, and the moment of its use, must be so close in time that there is not time enough to obtain permission for its use. To obtain permission, teachers should contact the owner of the copyright (e.g., the publisher of a book) in writing. b. The copied material is brief. This means you may copy: a poem or excerpt of a poem if the copied material is no more than 250 words; a complete prose work if it is no more than 2,500 words; an excerpt from a prose work if it is less than 1,000 words or 10 percent of the work based on the number of pages, whichever is less; or one chart, diagram, cartoon, or picture per book or periodical. c. The copying must not exceed the prescribed cumulative amount. Teachers may not copy more than a certain amount per term. This means the copying must be for only one course in the school. Teachers may not copy more than one short poem, article, story, or essay, or two excerpts, from the same author, or more than three from the same collective work or periodical volume during one class term. Teachers may not copy copyrighted material for a class more than nine times during the class term. 3. No copying of copyrighted workbooks or tests. Teachers shall not copy works intended to be “consumable” in the course of study or teaching. This includes workbooks, standardized tests, and test booklets. These materials are intended to be used by the consumer who buys them, and the publishers could lose money if you make photocopies. 4. No copying to take the place of an anthology. Teachers must not make copies of works to take the place of a published anthology. So teachers may not copy every short story listed in an anthology and distribute it in class. 5. Include notice of copyright. Teachers must include a notice of copyright on each copy. This means writing the symbol 8 before the year of the copyright and its owner. The owner of the copyright should be listed in the front of the work.

 STUDENT DRESS Students should wear clothing that is clean, neat, and appropriate for their vocational-technical training area, as defined in the student handbook. Clothing that may affect the health and/or safety of the individual or the student body will not be allowed. Clothing that may be considered offensive to anyone in a protected category, i.e., derogatory based on racial, cultural, religious, or sexual orientation is not permissible. Clothing which advertises or promotes alcohol, drugs, or

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 CONFIDENTIAL INFORMATION Staff are to use discretion and confidentiality in handling or transferring information regarding students. Student records in the classroom must be locked when the teacher is not in the classroom. Any requests to release student information should be approved by the Special Administrator, the Director of Occupational Education or the Executive Director. Any records from a student's personal file will be released from the LPVEC office or Vocational Technical Education Center only.

 STUDENT RECORDS POLICY A. General Provisions The student record contains all information concerning a student that is kept by the Collaborative. The rights outlined below may be exercised by the parent(s) with physical custody of a child/guardian (for a student under the age of 14 years), the non-custodial parent unless denied access pursuant to 603 CMR sect. 23(5) and M.G. L. Lic. 71, sect. 34H, or jointly by the parents/guardians and the student. A student over the age of 14 years is called an eligible student@. A student 18 years or older may, in writing, deny his parents/guardian access to his/her student record, with the exception of transcripts, report cards and/or progress reports. Each eligible student and eligible parent/guardian has the right to see his/her own student records. Copies of any record may be obtained upon request and shall be provided within ten (10) days of the request. The student’s record is available to authorized school personnel. This includes administrators, teachers, therapists, consultants, counselors, administrative office staff and clerical personnel. They do not need permission to see student records. No information in the student’s record is available to anyone outside the Collaborative or the LEA system without written permission from the student and/or parent or guardian, unless the requesting party is an exception as provided by the Massachusetts Student Records Regulations. Otherwise, a written release must be signed by the parent/guardian or eligible student to have any part of the school record sent outside the Collaborative. This includes, but is not limited to prospective employers, technical schools, and colleges. Exceptions under the Massachusetts Student Records Regulations would be a probation officer, court order, subpoena, where health or safety requires the disclosure or upon transfer to another school district. However, students and parents will generally be notified before these records are released. B. Directory Information Notice The Lower Pioneer Valley Educational Collaborative has designated certain information contained in the education records of its students as directory information for purposes of the Family Educational Rights and Privacy Act (FERPA) and the Student Record Regulations at 603 CMR 23.00 et seq.

The following information regarding students is considered directory information: (1) name, (2) address, (3) telephone number, (4) date and place of birth, (5) major field of study, (6) participation in officially recognized activities and sports, (7) weight and height of members of athletic teams, (8) dates of attendance, (9) degrees, honors and awards received, (10) post high school plans of the student. Directory information may be disclosed for any purpose in the discretion of the Collaborative, without the consent of a parent of a student or an eligible student. Parents of students and eligible students have the right, however, to refuse in writing to permit the designation of any or all of the above information as directory information. In that case, this information will not be disclosed except with the consent of a parent or student, or as otherwise allowed by FERPA and 603 CMR 23.00 et seq. You are hereby notified that pursuant to this notification, the Collaborative will provide requested directory information to military recruiters unless the parent or eligible student specifically directs otherwise in writing, as required by the No Child Left Behind Act. Any parent or student refusing to have any or all of the designated directory information disclosed must file written notification to this effect with the appropriate administrator (Special Education Administrator or Director of Occupational Education) on or before the 15th day of each September. In the event that a refusal is not filed, it is assumed that neither a parent of a student nor an eligible student objects to the release of the directory information designated. C. Rights Of Parents With No Physical Custody A non-custodial parent is eligible to see and get copies of his/her child’s student records unless the school or district has been given documentation that: 1. The non-custodial parent has been denied legal custody based on a threat to the safety of the student or to the custodial parent, or 2. The non-custodial parent has been denied visitation or has been ordered to supervised visitation, or 3. The non-custodial parent's access to the student or to the custodial parent has been restricted by a temporary or permanent protective order. It is necessary for divorced or separated parents to submit a copy of the custody agreement or order so that the Collaborative may identify which of the parents has physical custody of the child, and then to determine if one of the conditions above exists. The non-custodial parent must request in writing that he/she be permitted to look at or copy his/her child/s student records. However, the Collaborative can allow the non- custodial parent to have access to the child's records only after the Collaborative has notified the custodial parent and twenty-one (21) days has elapsed from this notification. During that twenty-one day period, the custodial parent can obtain a court order restricting access to the child's records or can submit a copy of any outstanding protective orders; if such orders are provided to the Collaborative, then the Collaborative cannot release records.

D. Amending a Student’s Record

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1. A parent has the right to add information, comments, data, or any other relevant written material to the student's record. The parent should submit the additional information in writing to the appropriate Collaborative Administrator (Special Education Administrator or Occupational Education) with a written request that the information be added to the student record. 2. A parent has the right to request in writing deletion or correction of any information contained in the student's record, except for information, which was inserted into that record by the Special Education TEAM. Such information inserted by the TEAM shall not be subject to such a request until after the acceptance of the Individual Educational Plan (IEP), or, if the IEP is rejected, after the completion of the Special Education Appeal process. Any deletion or amendment shall be made in accordance with the following described procedure: (a) If a parent is of the opinion that adding information is not sufficient to explain, clarify or correct objectionable material in the student's record, the parent shall present the objection in writing and/or have the right to have a conference with the Director or his/her designee to make the objections known. (b) The Director or his/her designee shall within one week after the conference or receipt of the objection, if no conference was requested, render to such parent a decision in writing, stating the reason or reasons for the decision. If the decision is in favor of the parent, the Director or his/her designee shall promptly take such steps as may be necessary to put the decision into effect. (c) If the Director's decision is not satisfactory to the parent, the parent may file an appeal to the Executive Director. Such appeal shall be in writing and submitted to the Executive Director within five (5) business days of receipt of the Director's decision. The Executive Director shall render a written decision on the appeal within two (2) weeks of receipt of the written appeal. (d) If the Executive Director's decision is not satisfactory to the parent, the parent may appeal to the Board of Directors by filing a written appeal within five (5) business days of receipt of the Executive Director's decision. The Board of Directors shall conduct a hearing as required on the appeal as required by 603 CMR '23.09(4). E. Notice On Transfer To Other Schools Pursuant to 603 CMR 23.07(g), notice is hereby given to parents and eligible students that the Lower Pioneer valley Educational Collaborative forwards all school records to the student’s home school district (LEA) upon the student’s transfer out of the Collaborative. Such transfer of records takes place without consent of the parent or eligible student.

F. Destruction of Records

1. Notice is hereby given that the temporary record of a student will be destroyed or returned to the home school district (LEA) no later than seven (7) years after that student transfers, graduates or withdraws from the Collaborative system. When the student transfers, graduates or withdraws from Collaborative, and if the eligible student or the parent/guardian want the temporary record, they must request, in writing, prior to the last day of school, that the documents be provided to them. No additional notice, other than this Notice in the handbook, will be provided to the student or his parent/guardian of such destruction. 2. In addition, each year the Collaborative Administrators and/or teachers and/or other service providers may destroy the following documents that are considered part of the student’s temporary record: disciplinary records (other than documentation of suspensions/expulsions/exclusions), any notes from the parent/guardian or other documents concerning absences, early dismissals, late arrivals, as well as examples of student work. If the eligible student or the parent/guardian want those records, they must request, in writing, prior to the last day of school that the documents be provided to them.

END OF EDUCATIONAL GUIDELINES

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