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Table of Contents Welcome 3 *WASC Accreditation *Expected Schoolwide Learning Results (ESLR) SDCC Academy 5 * History * Mission Positive Behavioral Program 6 * Peace Builders & Heroic Imagination Project

* Communication Curriculum 8 * Curriculum *Homework

* Curriculum Enhancement *Reading Program

* Designated Instructional Services * Individualized Educational Plan *Behavior Support Plan * IEP Reassessment Policies & Procedures 11 * School Day, Lunch Period * Vacation/Holidays * Report Cards * Attendance/Absences * Transportation * Dress Code/Cell Phones *Visitation * Field Trips * Medications * Complaints * Sexual Harrassment * Confidential Communication wth IEP Team Members Safety 13 * Behavior Management

* Individual Student Support/School Suspension * Mandated Reporting

* Psychiatric Emergency/Crisis Management * First Aid/Medical Emergency Therapeutic Programs 17 Staff Roster 18 Hero Rules Poster 19 Dress Code 20 ESLRs tied to PeaceBuilders 21 Appendix *Safety Agreement Form *Notice of Privacy Policy *Grievance Procedure 22 *Grievance Procedure *Annual Calendar *Emergency Intervention Plan * Passenger Safety Agreement * Sexual Harrassment Policy * Right to Confidential Communication wth IEP Team Members * Picking Student up form School Policy

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Welcome Welcome to the San Diego Center for Children Academy (nonpublic school), located on San Diego Center for Children’s main campus. This handbook is designed to help you and your family understand our student’s individualized educational program. Our goal is to help your child become more successful within the academic setting by providing an environment that addresses your child’s individual needs. We provide small class size, high staff to student ratio, movement breaks, paraprofessionals assisting your child’s behavioral needs through coaching and modeling, and a safe and comfortable setting to practice acquired skills. Our final goal is to assist your child in returning to a less restrictive level of instruction. Your child may be attending San Diego Center for Children Academy as part of his/her residential program, nonpublic school placement, or as a referral from the home school district. We are a WASC accredited school serving students with emotional disturbances, learning disabilities, and autism spectrum disorders. WASC answers the question, “Why be accredited?” by listing these keys points: Certification to the public that the school is a trustworthy institution of

learning

Validates the integrity of a school’s program and student transcripts

Fosters improvement of the school’s programs and operations to support student learning

Assures a school community that the school’s purposes are appropriate and being accomplished through a viable educational program

A way to manage change through regular assessment, planning, implementing, monitoring and reassessment

Assists a school/district in establishing its priority areas for improvement as a result of the perpetual accreditation cycle that includes

o School self-assessment of the current educational program for students

o Insight and perspective from the visiting committee

o Regular school staff assessment of progress through the intervening years between full self-studies.

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Expected School-Wide Learning Results (ESLR’s)

ESLRs represent your work and accomplishment in six major areas. The Expected School-wide Learning Results were developed by teachers, students, parents and school staff members, to help you to become well educated and a productive citizen. Study the ESLRs and keep a list of your accomplishments and work in the six different ESLRs areas.

A – Academic achievers meet the expected levels of competency as measured by state and district

assessments. pursue academic and vocational skills necessary to meet future personal goals. remain lifelong learners.

S – Socially conscious and caring individuals develop integrity, strong character skills, and become responsible citizens. respect themselves, others, and the environment. behave appropriately and resolve conflict in a constructive manner.

P – Practice positive social skills by being responsible for your words and behavior. effectively sharing information. developing and maintaining positive relationships with other people. respecting and valuing diversity.

I – Independent thinkers produce quality work. choose fulfilling careers and healthy lifestyles. locate and use resources to make informed, responsible decisions.

R – Respect self and others taking care of yourself physically, emotionally, mentally, and spiritually. demonstrating self-respect, self-confidence, and self-acceptance. knowing your own strengths and recognizing the strengths of other people.

E – Effective communicators speak, read, and write effectively in standard English. speak and write to a variety of audiences. listen to and read from a variety of sources. use technology and the arts to enhance communication.

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SDCC Academy

History San Diego Center for Children was founded in 1887 and has been helping children and families ever since. In the early 1970’s, San Diego Center was the first residential treatment program in California to have public school classrooms on site. As time went on, more and more of our children needed special education services. By January 1998, the public school classrooms were moved back into the community. San Diego Center established five K-8th grade special education classrooms with a program that was closely integrated with our residential program. In 2009, we received our accreditation from the Western Association of Schools and Colleges (WASC). Currently, we have eight classrooms for grades K-12. Each classroom is staffed with a teacher and two instructional aides. Our goal is to have all of our students in the least restrictive environment; however, while they are here they are still working towards a high school diploma and focusing on the state content standards while addressing their IEP goals. Academy’s Mission The San Diego Center for Children Academy is dedicated to providing a safe, supportive environment that nurtures students through therapy and academics, and prepares them for integration into the global community. San Diego Center for Children Academy carries out this mission by its commitment to: Minimize the time spent out of the classroom due to inappropriate behaviors Utilize a positive behavioral support program Focus on each child’s strengths and interests Help children to meet and exceed IEP goals Implement creative teaching methods that provide learning incentives Teach social skills to improve relationships with peers and authority figures Work cooperatively with family members regarding successes and problems Replicate, as much as possible, the mainstream school setting in order to

prepare children for eventual return Offer counseling services to address each student’s mental health needs in

order to be more successful in school, home, and the community.

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Center-wide Mission: Protect the joy of childhood Prevent emotional suffering Incite change Vision: Inspire a world where all children & families live joyful, healthy lives Values: Welcoming Excellence Wellness Collaboration Compassion

Positive Behavioral Programs San Diego Center for Children Academy has positive behavioral support programs in place to help shape and develop your child’s behavior. This is implemented throughout the school day in the form of rewards, positive praise, coaching, and modeling. In addition, children are provided with the opportunity to learn self-monitoring techniques to help them manage their emotions, and practice these techniques every day until mastered. Peace Builders We have instituted the Peace Builders program throughout our school and have created a climate that is surrounded by six leading principles:

To Praise People To Give Up Put Downs To Seek Wise People To Notice and Speak Up About Hurts I Have Caused To Right my Wrongs To Help Others

Peace Builders is a science-based, research-validated violence prevention curriculum and professional development program for grades pre-K to 12. Its essence is a common language - six principles, taught, modeled and practiced. These same principles set behavioral expectations, reduce aggression, and transform the climate and culture of any environment to one which is cooperative, productive, and academically successful. Heroic Imagination Project The Heroic Imagination Project is a school wide program designed to prevent or reduce bullying throughout the school setting. The multi-component approach involves individuals, classrooms, entire schools, as well as parents and communities, to successfully address bullying in schools.

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Communication In order to enhance your child’s learning experience, and to work as a team, it is important that parents be in close communication with their child’s classroom teacher. Communication sheets are shared with parents and unit staff on a daily basis. Teachers provide prizes, incentives, and privileges to reinforce appropriate behavior. We ask that parents participate in this process and review the school-to-home communication sheet with the child, offering praise and encouragement with rewards or consequence as appropriate. The communication sheet is then returned back to school reporting student’s behaviors throughout the evening and weekends and of any medication changes.

Curriculum & Instruction

Curriculum The school curriculum follows each student’s Individualized Education Plan (IEP), as well as the Common Core Standards (CCS). Your child will receive instruction in math, reading, science and social studies, with subject matters aligned with the (CCS). Grade level requirements are adapted in order to meet your child’s needs in age appropriate ways. Teachers use their creativity while utilizing a variety of techniques to include audio, visual and kinesthetic methods to meet each child’s individual needs. In addition to the classroom curriculum, your child will have the opportunity to participate in art and music classes, with special showcase opportunities, and weekly “Blues Thursdays” to display their musical abilities, including singing, drums, and rhythms. Physical education is also part of the daily program along with movement breaks and transitional periods to help children practice and develop skills needed in a mainstream school. Additionally, students are taught specific social skills as part of our pre-vocational education curriculum. Along with classroom curriculum there may be a few privileged groups which students might be able to join. These groups include yearbook, leadership, high-level reading group, peer mediation, and student council.

Homework All homework is assigned at a student’s independent level. It is to provide additional practice on topics and concepts already taught in the classroom. Students are encouraged to do their homework independently, we encourage parents to provide and quiet place for them to achieve this. Homework can also be a chance for parents to see what their child in learning in school. Should you have

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any questions or concerns regarding your child’s homework please contact your child’s teacher directly.

Curriculum Enhancement In addition to the general curriculum, The San Diego Center for Children Academy incorporates an organized series of experiences which have been determined to meet the individual needs of each learner and which provide for his/her continuous growth and development toward desirable goals or behavioral objectives. The purpose of these learning activities is to enable the student, under direction of the staff, to acquire and develop skills, abilities, understandings, and attitudes, which will help him/her, live effectively and happily in their environment. Reading Program

The San Diego Center for Children Academy also offers a remedial reading program for students who are reading below grade level. Students are assessed using a battery of standardized reading measures along with information from educational reports and teacher feedback. We use various reading programs to address individual needs, such as Lindamood-Bell Processes, Wilson Reading Program, Stevenson Language Skills and Read Naturally. Designated Instructional Services (DIS)

Designated Instructional Services are provided when the IEP team agrees that your child has a specific need. Examples of DIS are: Occupational Therapy, Speech & Language Therapy, P.E., counseling. All Designated Instructional Services use a collaborative model with the teaching staff to further enhance the student’s ability to integrate acquired skills. Individualized Education Plan (IEP)

Any child with a physical, emotional, or mental disability which impedes the learning process is entitled to an IEP. The IEP is a legal document which describes academic and behavioral goals based on your child’s assessed need. IEP meetings are usually held annually, although you can request an IEP meeting during the year if necessary. Attendees usually include: parents, or legal guardian, teacher, school district representative, principal or educational coordinator, therapist, and county mental health workers or social workers if applicable. Other service providers may attend which include occupational and speech therapists. An IEP meeting needs to be held in order to add or delete any service. It is the role of The San Diego

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Center for Children Academy to assist your child in achieving the stated outcome for each IEP goal.

Behavior Support Plans (BSP) Our staff prepares Behavior Support Plans (BSP) as part of every IEP. These plans address the behavior that most negatively impacts a student’s academic progress. Each plan includes detailed information about the potential cause of the behavior and proactive measures and strategies that will help reduce the occurrences of these behaviors. By pinpointing and focusing on eliminating these behaviors, students are better able to achieve academic success. IEP Reassessment

The school district is required by law to perform a full reassessment of your child every three years, which determines eligibility to receive Special Education services. Included in the reassessment are academic testing, vision testing, and a psychological report. The San Diego Center for Children Academy is to cooperate with the schedules of school district staff, allowing them to perform the required assessments and provide relevant material to the assessor. Once the reassessment is completed, their triennial IEP meeting will be held to discuss the results.

Policies & Procedures

School Day

The school day begins at 9:00am and ends at 3:30pm Mon, Tues, Thurs, & Fri. On Wed. school ends at 1:15pm. The Extended School Year begins in mid-June and runs through July with summer break beginning in August. The Extended School Year day is from 9:00am-1:30pm. Lunch Period

In Elementary/Middle School lunch period is from 12:00-12:30 pm. In the High School lunch is from 12:30-1:00. Lunch is available to all students. If you prefer, you may send a lunch to school with your child.

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Vacations/Holidays The San Diego Center for Children Academy attempts to follow a similar vacation and holiday schedule as the San Diego Unified School District. Please see a holiday schedule in the Appendix for dates. Report Cards

Report cards are distributed quarterly through the regular school year, as well as in July. Within each report card in the traditional school year, IEP goals are listed with notes about your child’s progress towards their benchmarks and goals. Reports are given to parents, the school district, and county caseworkers, if applicable. Teacher conferences are scheduled after the first grading period. However, please feel free to discuss your child’s progress with their teacher at any time during the school year.

Attendance/ Absences/Tardiness

Teachers take attendance daily. If your child is going to be absent or late, please notify the school administrator by telephone (858) 569-3924. Excused absences include illnesses, medical appointments, hospitalizations, or justifiable family or personal emergency. A doctor’s note is expected if your child is out sick for more than a day. In the State of California, if a student has more than three unexcused absences they are considered truant. If your child becomes truant, a meeting will be scheduled with you to discuss the need for your child to attend school on a regular basis. Repeated absences following this meeting will cause us to contact the home school district and refer you to SARB (Student Attendance Review Board). Transportation

Arrangements for transportation to school are set up prior to your child’s enrollment in school. The resident district of your child’s school will coordinate with the Administrative Coordinator for The San Diego Center for Children Academy to set up pick-up and drop-off times and locations. If there is a problem with transportation, please contact our school administrator by telephone (ext. 3924). If the bus is late, immediately call the bus dispatcher (858) 496-8460 for San Diego and press 1 to contact someone. If you’re not with San Diego Unified School District please contact your district transportation office. In the event that your child is too disruptive or unsafe to ride the bus home, you will be contacted to arrange alternative means of transportation.

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Please call your school district representative to find out the transportation contact information. Dress Code/ Cell Phones

SDCC Academy students are expected to dress appropriately, with respect for themselves and their classmates. Students are expected to exercise good judgment, safety, good taste and modesty regarding their dress and grooming. Any clothing considered to be disruptive to the educational process is inappropriate for school. Please refer to the Appendix for a detailed outline of what is acceptable school attire. Cell phones and handheld personal devices are not permitted at school. Community-based students lock up their backpacks every morning and retrieve them at dismissal. In addition, cell phones are turned into Supervisory Staff and locked in the secure location in our administrative offices. Students are given their cell phones back at dismissal. Should a student violate our dress code or cell phone policy they will be asked to spend their day in ISS (In School Suspension), until they decide to comply with our expectations. Visitation Policy

You are asked to consult with your child’s teacher before visiting the classroom as your child may have individual issues associated with your presence in the classroom. We require that you show ID to the security guard at the front gate and sign in and out as you enter and leave the parking lot. You will then go to the front lobby (A) to sign in the visitation log before going anywhere on campus. Field Trips

Field trips which relate to curriculum topics are scheduled by the homeroom teacher. Trips may include museums, parks, and plays. If your child is living at home and attending our school, you were asked to sign a field trip permission slip during admission. Teachers will attach notifications regarding field trips to student’s school-to-home communication sheets. Medications

Children in the Center’s residential and day treatment programs may receive prescribed medication from the staff nurse. If your child needs to take medication during the school day and they attend the nonpublic school only, The San Diego Center for Children Academy must have on file a copy of the

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prescription for each medication, signed by a licensed physician, or a Physicians Recommendation for Medication form signed by the physician and parent stating what medication is taken, the dose, the time of day and method of taking the medication. It is important that you inform us of changes to your child’s medication so that we are aware of possible side effects. If medication needs to be taken during school hours, you must provide a supply of the prescribed medication in the original pharmacy bottle or bubble pack. Our administrative staff will administer the medication at the prescribed times. Medications are kept in a locked cabinet in the Administrative Coordinator or Assistant’s office. You will be notified when supply is running low. Complaints

You are encouraged to discuss problems directly with your child’s teacher after school hours. If the problem cannot be resolved, you may contact the nonpublic school principal. Every effort will be made to address your concerns and provide you with the information that you need. Located in the appendix is a Grievance Policy and Form.

Safety Procedures

Behavior Management The safety and well-being of your child is our top priority and a continuous goal for all staff. Within the school setting, one of the goals of discipline is to prompt and ensure appropriate student behavior. One key to a successful discipline policy and procedure is a positive behavior program, which will reinforce and encourage appropriate social and academic behaviors. Classroom staff is expected to use the least restrictive level of intervention with students and participate in ongoing training, which emphasizes this principle and promotes positive behavior support, such as Collaborative Problem-Solving (Ross Green), The Motivation Breakthrough (Rick Lavoie), Heroic Imagination Project, Applied Behavior Analysis, and the Peace Builders program.

If the least restrictive positive interventions are not effective, the next intervention level may include ignoring the behavior, restricting privileges and prizes, and time-outs. It is important to note that time outs are never used punitively. Time outs are regarded as a helpful coping tool for most children when they feel anxious or angry. Space outside of each classroom has been marked or

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fenced in to be utilized as space or time out areas. Children are always under staff supervision.

The expectation is that physical holds be used only as a last resort and only to protect a child from danger to self or others if positive interventions have not worked. Classroom staff are certified in S.P.A. (Safe and Positive Approaches), a state approved training which emphasizes strategies for avoiding conflict, de-escalating behaviors, and safe methods of physical restraint. Individual Student Support/School Suspension

Individual Student Support (ISS) is designed to provide assistance to a student who is demonstrating unsafe behavior that is seriously impacting his/her learning or the learning of others. These behaviors are chronic and are not responding to the universal or targeted behavioral supports. ISS allows the students to focus on practicing safe behaviors necessary for them to be successful in their assigned classroom. This is not an official suspension or punishment for a specific behavior, but an individualized, targeted, planned intervention. ISS provides a safe environment that allows individual attention, immediate positive feedback, and reinforcement for appropriate behaviors. Behaviors that would results in ISS are: Serious disruption of classroom learning through verbal outbursts, non-

compliance, etc. Repeated refusal to participate in classroom activities Refusal to follow school rules such as dress code, cell phone, hands on

policies, etc. Although suspension from school would only be used as a last resort, students at the San Diego Center for Children Academy may be suspended from school based on the California Education Code. Suspension would only be used when teachers can clearly document that other less restrictive interventions have been attempted without success in changing the dangerous/disruptive behavior or in an “emergency situation” which is defined as “a situation determined by the principal, the principal’s designee, or the superintendent of schools to constitute a clear and present danger to the life, safety or health of pupils or school personnel.” Such situations occurring either on school grounds, while going to or coming from school, during lunch period whether on or off campus, during or while going to or coming from a school-sponsored activity might be:

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Causing or threatening injury to another person Willfully using violence against another person Possessing any (imitation or real) firearm, knife, explosive or other

dangerous object Possessing, furnishing, or selling tobacco or any other controlled or illegal

substance Committing robbery Causing damage to school or private property Committing an obscene act or engaging in habitual profanity or vulgarity Disrupting school activities or otherwise willingly defying the valid authority

of school staff Harassing or intimidating other pupils to the extent that a hostile

environment is created A 20 Day Notice of exit from this school may be issued if the following occurred:

● Weapon possession including use, selling, or furnishing to others, and/or carrying a weapon on school grounds Weapons are: fire arm, knife, explosive or other dangerous objects

● Unlawful possession, use, selling or furnishing of any controlled

substance or an intoxicant of any kind on school grounds Mandated Reporter

The law requires all Center staff to report any sign or suspected allegation of child abuse. Any person working with your child who suspects physical, sexual, or emotional abuse and/or neglect is expected to contact Child Protective Services within 24 hours. The identity of the person filing the report is kept confidential. Psychiatric Emergency/Crisis Management

Maintaining the safety of all clients, staff, and visitors is our utmost priority. All threats and acts of harm toward self or others are taken seriously. If a crisis happens while your child is in the program, our staff is trained to support your child through the crisis, utilizing proactive methods of de-escalation. If your child appears to be in a crisis situation where harm to self or others is imminent, our staff may be required to physically hold your child in accordance with S.P.A.

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practices or call the Police Department. If indicated, a PERT (Psychiatric Evaluation Response Team) or other mobile crisis assessment agency may be called for evaluation. Parents and guardians are notified of these situations via phone as soon as possible. Therapists or school staff may call parents / guardians and recommend a psychiatric evaluation when concern for safety of self or harm for others happens at school. If you are concerned about the immediate safety of your child or a family member, contact the 24 hour Access and Crisis Line at 888-724-7240, or if there is a danger of harm to self or others call 911. Informing your assigned therapist of crisis that takes place at home will help us provide support and comprehensive treatment for you and your child.

First Aid

There is a first aid kit in each classroom. Classroom staff can treat minor cuts and bruises. First Aid kits are also taken on all off-ground field trips. Classroom staff is trained in First Aid and CPR. There is also a Nursing Office located among the residential facilities. Medical Emergency

In the case of a medical emergency, staff is instructed to call 911 immediately. The Center’s staff nurse or psychiatrist may only treat children in the residential program. You or your designated emergency contact person will be called immediately after 911 is called. It is very important that you provide the Center with a number where you or an emergency contact can be reached. Campus Security Guard

All visitors are required to check in with the security guard at the front gate in order to enter the campus. You must show identification, and you will be issued a Visitor Badge that must be worn at all times until you check out again at the security gate.

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Therapeutic Programs The San Diego Center for Children Academy has two full time therapists on staff. Their role is to provide counseling support services to help students meet their social-emotional goals, and be successful in school. They provide individual therapy and facilitate classroom groups. Crisis management is also provided in the event that a critical clinical issue occurs during the school day. Each elementary and middle school classroom receives social skills group training once a week. The goal is to build on student’s social skills and emotional development. Group topics include anger management, assertive communication, interpersonal skills, conflict resolution, positive decision making, and improving self-regulation and self-esteem. For the high school students, a Leadership class is offered four days per week. This group is focused on developing self-awareness, skills for success, positive decision making, interpersonal communication, healthy relationships, and stress management.

The school therapists also coordinate leadership activities for all students, including Peace Builders and the Heroic Imagination Project, as well as Student Council. We strive to create a school culture of trust and respect for oneself and others. We strive to work as a team, providing input and reports to the rest of the IEP team on clients’ progress towards their social-emotional behavioral IEP goals. We also seek to support our students’ parents as well, providing consultation for parents as needed and requested. It is the goal of these programs to support each individual student’s personal growth, as well as the growth of our community, so that each child feels safe, supported, and empowered throughout their school day to be the best independent learner and citizen they can be.

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San Diego Center for Children Academy Staff Roster

Main Office (858) 277-9550 x 2100

Please contact us any time & the best time for teachers is 8:30-9:00am & 3:35-4:30pm

Administration:

Nancy Macnamara, M.ED., Principal/Director (858) 569-2166 Christy Gordon, IEPS, Admin. Manager, set IEPs (858) 569-2131 Mark Whitley, Support Staff Supervisor (858) 569-2118

Nina Urias, NPS Office, report absence & tardy (858) 569-3924 Rosanne Lewton, Learning Specialist & IEP (858) 569-3048

Academy Therapists: Counselor, Arielle Lugn, MFTI (858) 569-2182 Counselor, Jessica Townshend, MFTI (858) 569-2109

Elem/Middle School Teachers: Classroom 1 Teacher: Bill Luecke (858) 569-2107

Classroom 2 Teacher: Jennifer Weydant (858) 569-3947 Classroom 3 Teacher: Jennifer Szwarc (858) 569-2149 Classroom 4 Teacher: Nicole DeNike (858) 569-3943 Classroom 11 Teacher: James McElroy (858) 569-2146

High School Teachers:

Classroom 8 Teacher: Jacke LiVolsi (858) 569-2122 Classroom 9 Teacher: Jason Poynter-Lausch (858) 569-2187 Classroom 10 Teacher: Stacey Gubens (858) 569-2151

Reading Lab Brooklyn Earle & Sandy Ross (858) 569-2249 Instructors:

Jerome, Physical Ed. Instructor/Coach (858) 569-2147 Dave Hall, Music Instructor (858) 569-2206

DIS: Mark Wilson, OTR., Occupational Therapist (Mon., Tues. Thurs. (858) 569-3974

Christian Grasso, Speech /Language Pathologist (858) 569-2236 (Tues., Wed., Thurs.)

San Diego Bus Dispatcher (858) 496-8460 x 1 If your home school district is different than San Diego Unified, please call your school district representative to find out the transportation contact information.

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San Diego Center for Children Academy

Dress Code Students are expected to exercise good judgment, taste, safety and

modesty regarding their dress and grooming. Any clothing considered to be disruptive to the educational process is inappropriate for school.

1. No midriffs, shoulders, cleavage, undergarments exposed. No sagging pants. 2. Skirts/Dresses must be as long as or longer than mid-thigh. If wearing a dress or skirt shorter than mid-thigh, shorts (non mini/micro) must be worn underneath. 3. NO Mini or Micro shorts that allow for the viewing of undergarments. 4. No hats, sunglasses or hoods may be worn indoors. 5. Footwear must have tread and be worn at all times. 6. No vulgar or inappropriate displays on any article of clothing or personal item. 7. Jewelry must adhere closely to body and not pose safety hazard. *Failure to follow Dress Code will result in student wearing alternative clothing Revised 6/29/12

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San Diego Center for Children Academy

Mission Statement SDCC Academy is dedicated to providing a safe, supportive environment that nurtures

students through academics and therapy, and prepares them for integration into the global community.

Expected School-Wide Learning Results (ESLRs) A – Academic achievers

seek wise people right wrongs help others

S – Socially conscious and caring individuals praise people help others give up put-downs build peace at home, at school, and in our community each day

P – Practice positive social skills seek wise people notice and speak up about hurts you have caused right wrongs build peace at home, at school, and in our community each day

I – Independent thinkers give up put-downs seek wise people notice and speak up about hurts you have caused right wrongs

R – Respect self and others praise others give up put-downs notice and speak up about hurts you have caused right wrongs help others

E – Effective communicators give up put-downs notice and speak up about hurts you have caused help others build peace at home, at school, and in our community each day

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Appendix

1. Safety Agreement Form

2. Grievance Procedure and Form, Children’s Form

3. Notice of Privacy Practices

4. Emergency Intervention Plan

5. Passenger Safety Agreement

6. Sexual Harrassment Policy

7. Right to Confidential Communication wth IEP Team Members

8. Picking-up Student From School Policy

9. Annual School Day Calendar

San Diego Center for Children’s Academy

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Student Safety Agreement

San Diego Center for Children Academy is committed to creating a safe and nurturing school environment for all of our students. We ask that all students who enter the school agree to the following rules: ● No active gang involvement (in any setting) ● No fire setting behaviors ● No current sexual predatory/assaultive behaviors ● No weapon possession including use, selling, or furnishing to others, and/or carrying a weapon on school grounds Weapons are: fire arm, knife, explosive or other dangerous objects

● No unlawful possession, use, selling or furnishing, or being under the influence of any controlled substance, alcoholic beverage, or an intoxicant of any kind. No use of and/or furnishing tobacco on school grounds.

Every student and their parent/guardian are provided with this safety agreement to review and sign at the time of enrollment. The signed agreement is then filed in the student chart section 2.

San Diego Center for Children

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Subject: Client/Family Grievance Procedure Policy Statement: It is the policy of San Diego Center for Children to ensure that clients and their families have a fair and equitable opportunity to voice, as well as address, grievances which exist as between clients/families and SDCC. _____________________________________________________________________________________________ Definitions: "Family" shall mean any family receiving services from SDCC. “Client” shall mean any individual receiving services from SDCC. "Board" shall mean the Board of Trustees of SDCC. "Grievance" shall mean any complaint which affects the health and wellbeing of any client. Grievances shall include, but not be limited to:

A. Matters pertaining to the physical or mental wellbeing of any client. B. Matters involving the right of any client to humane care and to treatment.

Procedure: SDCC is dedicated to providing the most effective and therapeutic services possible to children and families. This requires a cooperative effort on the part of our staff and families. It is expected that very few formal grievances will occur when cooperative and understanding relationships exist. Complaints are opportunities for learning direct, helpful, and understanding ways to solve problems. If a client, family member, or client representative has a complaint about services, the following procedures are encouraged without subjection to coercion, discrimination, reprisals, or interruption of the client’s treatment: 1. The client or family with the complaint should talk directly with the person/s involved in the complaint. Program staff should offer help to the client and/or family in this process. 2. If the problem is not resolved, the Therapist, Case Manager, or Program Manager/Director should speak with the client and/or family to plan a way to resolve the problem. In most cases, this step usually resolves the problem. 3. If the problem is not resolved, and/or understanding is not achieved, the Program Therapist or Program Manager/Director should offer the client and/or family the opportunity to file a formal grievance. 4. If a client and/or family wish to file a formal grievance, a hearing will be conducted. The grievance will be taken to the next Quality Council or Clinical Leadership Council meeting for a decision with the meeting Chair acting as the facilitator. The family will be invited to attend this meeting. Final decisions will be made in writing to the parent and or provider within three working days. All formal grievances and subsequent actions are reviewed by the Board of Directors and the CEO. 5. Clients can complain to any person or organization such as parents, placement workers, patient rights advocates, and/or SDCC staff members. We will help the children locate and use a telephone or other means of communication. We first encourage the above steps. The Director of Clinical Operations has the authority to skip to step four for children in matters where treatment or safety of a child/ren will be compromised. 6. Following a formal hearing and receipt of the final decision, if a client, family member, or client representative feels that their complaint has not been resolved to their satisfaction, they are welcome to contact: For SDCC residential services & foster care services: California DSS / Community Care Licensing Division San Diego Local Unit, 7575 Metropolitan Drive, Suite 109, MS 29-06, San Diego, CA 92108 (619) 767-2300 For all other SDCC services: Consumer Center for Health Education and Advocacy 1764 San Diego Avenue, Suite 200, San Diego CA 92110 (877) 734-3258 Grievance forms are available on SDCC’s intranet and can be obtained from any SDCC staff member. A copy of this policy is provided to, and reviewed with, all parents/caregivers upon their child’s admission. Additionally, the above policy is available in “child-friendly” terms, and given to each child at the time of admission. This information is written in a manner that is appropriate for the developmental age of the children that SDCC serves.

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Hey Kids! First, we need to remember that complaints themselves are not bad. Complaints and problems give us a chance to make things better. All of the staff wants to give you the best care possible. In order to do that, we need your help. We need you to work with the staff. Sometimes when people work together, they will have complaints. If we talk about problems, they can be solved. But what do you do when you give your best effort and still have problems? There are five steps that you can take when you have a complaint:

1. Talk to the person that you have the complaint with. When you talk to this person, be open and honest. Seek their help in solving the complaint.

2. If this does not work, talk to therapist. Your therapist can help you write down your complaint and come up with a plan to solve your complaint.

3. Now, you have talked to your therapist. But you complaint is still not solved. What do you do? You tell your therapist that you want to talk to the Program Manager. The Program Manager will help you solve the problem.

4. You have talked to your staff, your therapist, and the Program Manager, and your complaint is still not solved. At this point, we would say that we have a big problem and we need some extra help. We will review your complaint and decide if we need a special meeting to solve it.

5. If a special meeting is needed, you will get help and you will talk about your complaint to a few adults. One person will be the referee, and the adults will vote how to best solve your complaint. Once they decide, you will receive a letter about how they think your complaint should be solved.

No matter what, you can complain to any person in the organization. You can complain to your parents, family members, workers, patient rights advocates, and/or any SDCC staff member. And remember to ask your therapist or teacher for help if you have any questions.

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Notice of Privacy Practices Effective April 14, 2003

(For Mental Health Information subject to the Lanterman-Petris-Short Act) This notice describes how health information about you may be used and disclosed and how you can get access to this information. Please review it carefully. If you have any questions about this notice, please

contact SDCC’s Privacy Officer at 858-277-9550.

This Notice Covers San Diego Center for Children

Who will follow this notice

This notice describes our agency’s practices and that of: ● Any health care professional authorized to enter information into your medical record ● All departments and programs of the agency ● Any member of a volunteer group we allow to help you while you are receiving services from SDCC. ● All employees, staff, and other agency personnel

Our Pledge Regarding Your Health Information

The San Diego Center for Children (SDCC) understands that health information about you (or your child) is personal, and we are committed to protecting the privacy of this information. We are committed to protecting mental health info about you. We create a record of the care and services you and your child receive at our agency. We need this record to provide you and your child with quality care and to comply with certain legal requirements. This notice applies to your and your child’s mental health information, generated by the agency, whether made by agency personnel or your personal doctor. Your personal doctor may have different policies or notices regarding the doctor’s use and disclosure of your mental health information created in the doctor’s office or clinic. This notice will tell you about the ways in which we may use and disclose mental health information about you. We also describe your rights and certain obligations we have regarding the use and disclosure of your mental health information. We are required by law to:

● Make sure that mental health information that identifies you or your child is kept confidential (with certain exceptions);

● Give you this notice of our legal duties and privacy practices with respect to mental health information about you; and

● Follow the terms of the notice that is currently in effect Changes to This Notice - We reserve the right to change the terms of this notice and to make the revised terms effective for health information we already have about you as well as any information we receive in the future. A copy of the current notice will be posted in the main lobbies of each facility/program and on our web site at www.centerforchildren.org. Complaints/Contact Information - If you believe your or your child’s, privacy rights have been violated, you may file a complaint with us. Your child’s care and treatment will not be affected and you will not be penalized for filling a complaint. You also have the right to complain to the Secretary of the United States Department of Health and Human Services. If you have questions about this notice or wish to file a complaint with SDCC, please contact our Privacy Officer at (858) 277-9550.

How We May Use and Disclose Health Information about You

The following categories describe different ways that the law permits us to use and disclose your health information. As described in each category, some uses and disclosures require us to obtain your written consent, while others give you the opportunity to agree or object to the use or disclosure. In some instances,

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you may request that we not use or disclose your health information, but we are not required to agree to your request. Disclosure at your request – We may disclose information when requested by you. This disclosure, at your request, may require a written authorization by you. Treatment - We may use and disclose health information about you to provide medical treatment and services. For example, we may disclose health information about you to doctors, nurses, consultants, and other health care providers so they can Page 2 of 4 SDCC HIPAA Notification Rev. 7/2009 provide care to you or coordinate your continuing care. Different departments of the agency also may share mental health information about you in order to coordinate the different things you need, such as prescriptions, lab work, and x-rays. We also may disclose information about you to people outside the agency who may be involved in your medical or mental health treatment after you leave our agency, such as physicians or other practitioners. Payment - We may use or disclose your health information to bill and collect payment for services or treatments we provided to you. For example, we may need to give health information to your health plan so that we can get paid or you can be reimbursed. You may ask us to not use or disclose this information; however we are not required to agree to your request. Health Care Operations- We may use and disclose information to run our health care organizations and to make sure all of our clients receive quality care. For example, we may take your child’s photograph for medication identification purposes, or disclose information to our staff for auditing, care planning, treatment, and learning purposes. We may also combine your child’s health information with information from other health care providers to study how our facility is performing in comparison to like facilities or what we can do to improve care and services. When information is combined, we remove all information that would identify you so that others may use it to study the delivery of health care services without learning your identity. You may ask us to not use or disclose this information; however we are not required to agree to your request. Appointment Reminders – We may use and disclose health information to contact you as a reminder that you have an appointment for treatment. You have the right to tell us how you want to receive these reminders. Health Related Products and Services- We may use and disclose your health information to provide you with information regarding possible treatment options and other health-related benefits and services that may be of interest to you. For example, we may send you information about products that may improve your treatment, or reminders to refill your prescription. You have the right to refuse this information. Family Members or Others You Designate – Upon request of a family member and with your consent, we may give the family member notification of your diagnosis, prognosis, medication prescribed and their side effects and progress. We may also disclose health information about you to organizations assisting in a disaster relief effort (such as the Red Cross) so that your family can be notified about your condition, status, and location. Media, Public Relations, and Fundraising Activities- Your welfare is our first priority and extreme caution will be exercised when it comes to the media, public relations, and fundraising. Such activities serve the purpose of educating the public of broader mental health issues, advocating for our clients, and creating a public awareness of the San Diego Center for Children and its affiliated programs. If you do not want to be contacted for fundraising efforts, you must notify your Program Therapist.

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Research – We are required to obtain your written permission/consent for participation in research activities. This participation would be completely voluntary, and would not impact your right to receive quality services. As an agency, we will only consider participation in research projects that benefit the children, youth, families, and communities that we serve. Under certain circumstances, we may use and disclose your protected health information for research purposes; however, this would only occur when a privacy board has approved the research project. A privacy board evaluates the proposed research project and its use of protected information, trying to balance the research needs with clients’ need for privacy of their health information. In addition, we may disclose your protected health information to individuals preparing to conduct an approved research project, in order to assist such individuals in identifying clients to be included. Researchers doing so would be required to conduct all activities onsite, and would be required to sign a Confidentiality and Non-Disclosure Agreement form first. As Required by Law – We will disclose mental health information about you when required to do so by federal, state, or local law. To Avert A Serious Threat To Health Or Safety – We may use and disclose health information about you when necessary to prevent a serious threat to your health and safety or the health and safety of the public or another person. Any disclosure, however, would be to someone able to help prevent harm to the health or safety of you, another person, or the public. Public Health Activities - We may disclose your health information for public health activities. These generally include the following:

● To prevent or control disease, injury or disability; to report births and deaths. ● To report the abuse or neglect of children, elders and dependent adults. ● To report reactions to medications or problems with products. ● To notify people of recalls of products they may be using. ● To notify a person who may have been exposed to a disease or may be at risk for contracting or spreading a disease or condition.

Health Oversight Activities – We may disclose health information to a health oversight agency for activities authorized by law. For example, these oversight activities may include audits, investigations, inspections and licensure. These activities are necessary for the government to monitor the health care system, government programs, and compliance with civil rights and other laws. Lawsuits and Disputes – If you are involved in a lawsuit or legal dispute, we may disclose health information about you in response to a court or administrative order. We may disclose health information about you in response to a subpoena, discovery request or other lawful process by someone else involved in the legal dispute, but only if efforts have been made to tell you about the request (which may include written notice to you) to allow you to obtain an order protecting the information requested. We may disclose mental health information to courts, attorneys and court employees in the course of conservatorship, and certain other judicial or administrative proceedings. Law Enforcement – We may disclose health information if asked to do so by law enforcement officials for the following reasons:

● About criminal conduct at our facility. ● In a medical emergency to report a crime, the location of the crime or victims, or the identity, description or location of the person who may have committed the crime. ● To provide certain limited information to identify or locate a suspect, fugitive, material witness or missing person.

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● In response to a court order or court-ordered warrant, subpoena or summons or similar process ● As required by law to report certain types of injuries. ● About the victim of a crime if, under circumstances, we are unable to obtain the person’s agreement. ● About a death we believe may be the result of a criminal conduct.

Coroners, Medical Examiners, Funeral Directors, and Organ Donation Organizations – We may disclose health information to a coroner or medical examiner for the purpose of identifying a deceased person, determining the cause of death of a person, or other duties as required by law. We may also release health information to funeral home directors as necessary to carry out their duties, and/or for the purpose of carrying out your wishes. If you are an organ donor, we may disclose your health information to the organization that will handle the donation. Protection of Elective Constitutional Officers – We may disclose mental health information about you to government law enforcement agencies as needed for the protection of federal and state elective constitutional officers and their families. Inmates – If you are inmate of a correctional institution or under the custody of a law enforcement official, we may release mental health information about you to the correctional institution or law enforcement official. Disclosure may be made when required, as necessary to the administration of justice. Advocacy Groups – We may release health information to the statewide protection and advocacy organization if it has a patient representative’s authorization, of for the purposes of certain investigations. We may release mental health information to the County Patient’s Rights Office if it has a patient of patient representative’s authorization, or for investigations resulting from reports required by law to be submitted to the Director of Mental Health. Multidisciplinary Personnel Teams – We may disclose mental health information to a multidisciplinary personnel team relevant to the prevention, identification, management, or treatment of an abused child, the child’s parents, or an abused elder or dependent adult. Senate and Assembly Rules Committee – We may disclose your mental health information to the Senate or Assembly Rules Committee for purpose of legislative investigation. Other Special Categories of Information – Special legal requirements may apply to the use or disclosure of certain categories of information, e.g. tests for the human immunodeficiency virus (HIV) or treatment and services for alcohol and drug abuse. In addition, somewhat different rules may apply to the use and disclosure of medical information related to any general medical (non-mental health) care you receive. Psychotherapy Notes – Psychotherapy notes means notes recorded (in any medium) by a health care provider who is a mental health professional documenting or analyzing the contents of conversation during a private counseling session or a group, joint, or family counseling session and that are separated from the rest of the individual’s medical record. Psychotherapy notes excludes medication prescription and monitoring, counseling session start and stop times, the modalities and frequencies of treatment furnished, results of clinical tests, and any summary of the following items: diagnosis, functional status, the treatment plan, symptoms, prognosis, and progress to date. Page 4 of 4 SDCC HIPAA Notification Rev. 7/2009 We may disclose or use your psychotherapy note, as required by law, or:

● For use by the originator of the notes ● In supervised mental health training programs for students, trainees, or practitioners ● By covered entity to defend legal action or other proceeding brought by the individual ● To prevent or lessen a serious and imminent threat to the health or safety of a person or the

public ● For the health oversight of the originator of the psychotherapy notes ● For use or disclosure to coroner or medical examiner to report a patient’s death

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● For use or disclosure necessary to prevent or lessen a serious and imminent threat to the health or safety of a person to the public ● For use or disclosure to Secretary of DHHS in the course of an investigation

Your Health Privacy Rights You have the following rights regarding mental health information about you: Right To Inspect And Obtain A Copy Of Your Health Record – You have the right to inspect/copy mental health information that may be used to make decisions about your care. Usually, this includes mental health and billing records, but may not include some mental health information. If you request a copy, we may charge a fee for the costs of copying, mailing, or other supplies associated with your request. We may deny your request to inspect and copy in certain very limited circumstances. If you are denied access to mental health information, you may request that the denial be reviewed. Another licensed health care professional chosen by the agency, will review your request and the denial. The person conducting the review will not be the person who denied your request. We will comply with the outcome of the review. Right To Amend Your Health Record –If you feel that mental health information we have about you in incorrect or incomplete, you may ask us to amend the information. You have the right to request an amendment for as long as the information is kept by or for the agency. To request an amendment, your request must be made in writing and submitted to your Program Therapist. In addition, you must provide a reason that supports your request. We may deny your request for an amendment if it is not in writing or does not include a reason to support the request. In addition, we may deny your request if ask us to amend information that:

● Was not created by us, unless the person or entity that created the information is no longer available to make the amendment;

● Is not part of the mental health information kept by or for the agency; ● Is not part of the information which you would be permitted to inspect and copy; or ● Is accurate and complete.

If we deny your request for amendment, you have the right to submit a written addendum, not to exceed 250 words, with respect to any item or statement in your record you believe in incomplete or incorrect. If you clearly indicate that your addendum is to be made part of your mental health record, we will attach it and include it whenever we make a disclosure of the item or statement you believe to be incorrect or incomplete. Right To An Accounting Of Disclosures Of Your Health Information – You may request a list of disclosures that have been made of health information about you other than for treatment, payment or healthcare operations or as authorized by you and by other legal requirements. Your request must be submitted in writing to your Program Manager. Your request must state a time period, which may not be longer than six years and may not include dates before April 14, 20 03. The first list requested within a 12 month period is free. (For more frequent requests, a reasonable fee may be charged.) We will notify you of the cost involved and you may choose to withdraw or modify your request at that time before any costs are incurred. In addition, we will notify you as required by law if your health information is unlawfully accessed or disclosed. Right To Restrict Restrictions –you have the right to request a restriction or limitation on the mental health information we use or disclose about you for purposes of treatment, payment, or health care operations. You may also request that any part of your health information not be disclosed to family members or friends who may be involved in your care. We are not required to agree to your request. If we do agree, we will comply with your request unless the information is needed to provide you with emergency treatment. Your request must be submitted to your Program Manager and state the specific restrictions requested and state to whom you want the restriction to apply.

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Right To Request Confidential Communication – You may ask that we communicate with you about mental health matters in a certain way or at a certain location. For example, you can ask that we only contact you at work. To request confidential communications, you must make your request in writing to your Program Manager. We will not ask you the reason for your request. We will accommodate all reasonable requests. Your request must specify how or where you wish to be contacted. You Have The Right To Obtain A Paper Copy Of This Notice From Us – You may ask us to give you a copy of this notice at any time.

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SAN DIEGO CENTER FOR CHILDREN

Subject: Emergency Intervention Plan (EIP), School-Based Treatment Programs

Policy Statement: It is the policy of San Diego Center for Children to ensure the safety of all clients, staff, and visitors; to require clinical justification for the use of physical hold; and to only use physical hold to prevent a client from harming self and/or others.

Procedure:

General Provisions Emergency Intervention Procedures are to be used when a client, staff, or others face the threat of immediate injury. Before initiating a physical hold, staff must determine the present behavior poses clear and immediate danger of serious bodily harm, and physical intervention will reduce the likelihood of harm to the client or others involved. The force used in a physical intervention will not exceed that reasonably necessary to avert the injury or danger, will not exceed the danger being averted, and the duration of the physical hold will cease as soon as the danger of harm has been averted. Physical holds are only used as a last resort to prevent injury after other nonphysical alternatives have been unsuccessful. Staff trained in the use of physical holds will utilize a continuum of interventions starting with the least restrictive and moving towards more restrictive physical interventions when the client continues to present clear and immediate danger of serious bodily harm. A physical hold will be discontinued when it is clear that the likelihood of serious bodily harm to the client or others is ended and the client is able to follow basic staff directives for safety.

Every intervention will be considered in the immediate situation and will not be based on the history of past physical holds and/or dangerous behaviors. Staff must have an understanding of each client’s condition with whom they working, and with this understanding, staff using emergency intervention procedures will make every reasonable attempt to preserve the safety and dignity to the client and others in the milieu. This means that clinical and physical needs of the client will be attended to and modified in that client’s Calming Plan if necessary. Staff members will not pursue a physical hold of any client when there are insufficient staff resources to ensure physical control of the client or when physical intervention is likely to cause more harm than the non-desired or dangerous behavior which is being displayed. For example, a physical hold will not be pursued when the physical hold, in combination with the client’s medical condition, poses greater risk than the non-desired dangerous behavior. Facility Personnel Trained to use Emergency Interventions During Personnel trained to use emergency interventions include instructional assistants (IAs), lead Instructional assistants, program therapists, clinical supervisors, program managers, principals, teaching staff, and classroom aides. All staff members must be certified in Safe and Positive Approaches (SPA), as well as trained and tested on the principles and components of this Emergency Intervention Plan, prior to use of emergency intervention procedures. Only staff members trained and certified to use emergency interventions will be allowed to use emergency interventions with clients. Continuum of Emergency Interventions The continuum of emergency interventions are listed below then outlined in detail. When possible, intervention with dangerous behavior should be pursued using the least invasive methods and progressing according to the following continuum as necessary to protect a client from harm to self or others. Early Interventions Spoken Assertive Command Modify Staff Proximity to the Client

Switch Staff Remove the Audience

Standing in the Path of a Client Involuntary Time Out

Evade the Client

Safety Techniques Hair Pull Controls Bite Releases Grab Releases Choke Releases

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Physical Holds (PH) Bear Hug Control Assist from the Wall Extended Arm Assist Safety & Two-Arm Control Standing PH Two-Person Standing PH

Two-Person Two-Arm Control Standing PH Safety and Two-Arm Control Escort Safety and Two-Arm Control Assist Two-Person Secured Escort Two-Person Two-Arm Control Escort

Chair PH Assist to Floor (1, 2 and 3 person) Seated Floor PH (1, 2, 3 and 4 person) Seated Floor PH: Mod. for a Small Child Supine PH (2, 3 and 4 Person)

Spoken Assertive Command Providing the client with a clear verbal direction; examples include: asking a client to stop a non-desired or dangerous behavior directing the client to take a time out providing a verbal direction to choose between two alternative safe behaviors providing a direction or distraction which is incompatible with the undesired behavior prompting use of a coping skill previously identified by the client in their Individualized Emergency

Intervention Plan prompting use of a calming strategy previously taught to the client verbally directing the client to calm down in a safe place asking the client if he/she would like a PRN

Modify Staff Proximity to the Client Determine if moving closer or distancing staff proximity will stop the non-desired behavior and follow through based upon this determination; examples include: moving away from a client swinging an object with the intent that the client will stop feeling threatened

and place the pipe on the ground or stop swinging; moving towards a client verbally threatening another client with the intent of distracting the client from the other and helping the client to hear a command to take a time out

Switch Staff Ask for another staff to intervene in order to stop the non-desired or dangerous behavior. Verbal attempts by another person may be effective if a power struggle has occurred with the staff member intervening. Remove the Audience Remove the audience for non-desired or dangerous behavior by directing other clients out of the area near the client and undesired behavior thereby reducing the reinforcement and likelihood that the behavior will continue; examples include: direct the client in question to leave the area using verbal command directing clients watching a client attempt to climb on to the roof to another area out of sight of the

behavior directing clients to an activity in another area when a client is being extremely disruptive and provocative

to the group Evade the Client Take a defensive posture and get out of the way of the dangerous behavior and ensure others stay out of the way; examples include: removing clients from the area of an assaultive client moving away from a physical attack by a client using the pivot and parry as outlined in SPA training avoiding physical holds for a potentially dangerous behavior due to a lack of staff resources to safely

control the client Standing in the Path of a Client Large clients, or clients with history of assault, should not be handled in this manner. Staff will place themselves between the client and a dangerous object, an intended victim, or to prevent egress when behavior poses clear and immediate danger of serious bodily harm. Staff communication will be focused on calming the client and

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verbally directing the client to a safe place. Staff should not pursue this intervention without appropriate support to provide control of the client in a physical hold unless the staff member anticipates evading the client’s approach. Safety Techniques The pivot and parry, hair-pull controls, bite releases, grab releases, and choke releases are based on four basic principles: position, leverage, balance, and conservation of energy. Staff members do not used their own strength to implement the technique, but instead use leverage and proper positioning and balance in order to have the client’s hold released. For example, with the hair-pull release the staff gently rolls back the little (“pinky”) finger of the client’s hand and the other fingers begin to loosen their hold. Physical Holds The decision to physically engage a client should be made only when clear and immediate danger of serious bodily harm to the client or to others exists, after de-escalation techniques have been attempted and deemed ineffective, when staff resources are adequate to safely control the client with physical hold, and physical intervention will reduce the likelihood of harm to the client, staff, or other clients involved. If a client exhibits any indication of pain or shortness of breath, the client’s position will be immediately altered and the staff will request immediate evaluation by the Lead IA and/or Program Manager/Principal. The least restrictive method to control the non-desired dangerous behavior should always be implemented first.

As early as possible in the physical holding process, the client is made aware of the reason/s staff initiated the physical hold and reassured that staff will discontinue the physical hold once the client regains control of his/her behavior.

The maximum time limit for all physical holds is 15 minutes, unless approved by a supervisor. With approval, physical holds can be extended to 30 minutes. Physical holds can only exceed 30 minutes with approval by the Program Manager/Principal (every 15 minutes), and the client’s parent/caregiver must be called immediately. Under no circumstance will a physical hold exceed four hours. The expected outcome and benefit of physical holds are that the likelihood of harm to client, staff, or others is ended and the client is able to follow basic staff directives for safety and resume safe functioning in the therapeutic milieu. Bear Hug Control

1. Staff positions self with lead foot between client’s legs. Assumes a defensive stance, and watches out for head butts.

2. From rear, wraps arms around client, just above the client’s elbows, trapping client’s arms against his/her sides. Staff is careful not to press client’s arms into his/her chest or belly, so as to not interfere with client’s breathing.

3. Staff secures hold by grasping his/her wrist with the other hand (or by clasping hands). Contact on the client’s arms just above elbows facilitates the client’s breathing and provides more control.

4. Staff stays close to client’s body; leans the client back slightly over staff’s hip. The closer staff is to the client the more control she/he has and the safer the technique is. Staff utilizes balance and leverage to maintain control.

5. Staff terminates technique by switching to another procedure if needed (e.g. safety assist), or releasing if client regains self-control. The Bear Hug Control is utilized as an immediate, temporary method of control. Brevity is the key.

Assist from the Wall

1. Staff approaches from the side, keeping their arms in a parry position and keeping the side of their body toward the client with their back toward the wall.

2. With arms straight, staff places their inside hand on the flat of the client’s closer shoulder and staff tucks their thumb under the client’s armpit, while placing their outside hand just above the client’s elbow.

3. With straight arms, staff rolls the client’s shoulder forward. 4. Staff shuffle the client away from the wall, keeping their lead foot closest to the client.

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Extended Arm Assist

1. Staff stands in the client’s safety zone, left or right, facing in the same direction as the client. 2. Staff assumes a defensive stance facing outside, with their lead foot closest to the client. 3. Staff uses both hands to grasp the client’s upper arm between the shoulder and elbow. The hands should

be wrapped so that the palms are facing each other. 4. Staff keeps their arms straight while grasping the client’s arm. 5. Staff shuffles forward, leading with their inside foot and maintaining a rear position.

Safety or Two-Arm Control Standing Physical Hold

1. Staff positions self in the safety zone in a defensive stance, with his/her lead foot between the client’s legs.

2. Staff cups hands; places the palms of each hand above the client’s elbows and pushes palms forward and across the front of the client’s body.

3. From this modified “bear hug” position, staff transfers his/her hands to the client’s opposite wrists. Maintains grasp above the bony protrusions.

4. Staff makes sure the client’s arms are “tucked”, i.e. top forearm tucked under the other forearm to prevent the client from slipping out of the assist (Safety) or, grasping client’s same wrists, brings client’s wrists up to client’s arm-pits.

5. Staff maintains the defensive stance, leaning the client back slightly over staff’s hip to cause him or her to be off-balance.

Two-Person Standing Physical Hold 1. Two staff members each position themselves to the client’s left and right rear, in the safety zone, facing

“outside” for better balance. 2. Each staff member secures the client by placing his/her inside hand (with hand cupped) around the

client’s upper arm (between the client’s shoulder and elbow on the biceps area). Simultaneously, each staff member places his/her outside hand on the client’s forearm just above the bony part of the wrist (above the joint) and secures the client’s forearm against the client’s hip.

3. Both staff members stand with their inside hip aligned with the side of the client’s body. Staff must stay close against the side of the client’s body for control.

Two-Person Two-Arm Control Standing Physical Hold

1. Two staff position themselves to the client’s left and right rear, in the safety zone, facing “outside” for better balance.

2. Each staff member secures the individual’s forearms by placing his/her inside hand under the individual’s forearm near the individual’s wrist, and their outside hand over the individual’s forearm near the individual’s elbow. The individual’s forearms are secured snugly against the individual’s body, high and to the outside of the individual’s chest with the individual’s elbows positioned comfortably against his/her body.

3. Both staff members remain in a standing position with their inside hip against the side and slightly behind the individual’s body and their inside shoulder/upper arm against the individual’s shoulder/upper body. Staff’s inside elbow should be positioned comfortably/naturally against the individual’s body avoiding any pressure on the individual’s spine. Staff must stay in close physical contact with the individual for support and control.

4. Staff maintain a widened defensive Stance facing outside, with their weight shifted slightly to their back leg.

Safety or Two-Arm Control Escort

1. Staff positions self in the safety zone in a defensive stance, with his/her lead foot between the client’s legs.

2. Staff cups hands; places the palms of each hand above the client’s elbows and pushes palms forward and

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across the front of the client’s body. 3. From this modified “bear hug” position, staff transfers his/her hands to the client’s opposite wrists.

Maintains grasp above the bony protrusions. 4. Staff makes sure the client’s arms are “tucked”, i.e. top forearm tucked under the other forearm, to

prevent the client from slipping out of the assist (Safety) or, grasping client’s same wrists, brings client’s wrists up to client’s arm-pits.

5. Staff maintains a defensive stance, leaning the client back slightly over staff’s hip to cause him/her to be off-balance.

6. Staff uses a forward shuffle to assist the client to the predetermined location. If not facing the correct direction, the staff needs to pivot around.

Safety or Two-Arm Control Assist

1. Staff follows same procedures as Safety or Two-Arm Control Escort except that: staff uses a shuffle to the rear (backwards) to assist the client to the predetermined location. If not facing the correct direction, the staff needs to pivot around.

Two-Person Secured Escort This escort is used when a more controlling intervention is required in escorting or walking with a client.

1. Two staff position themselves to the client’s left and right rear, in the safety zone, facing “outside” for better balance.

2. Each staff secures the client by placing his/her inside hand (with hand cupped) around the client’s upper arm (between the client’s shoulder and elbow on the biceps area). Simultaneously, each staff places his/her outside hand on the client’s forearm just above the bony part of the wrist (above the joint) and secures the client’s forearm against the client’s hip.

3. Both staff members stand with their inside hip aligned with the side of the client’s body. Staff must stay close against the side of the client’s body for control.

4. Both staff members walk forward with the client. Two-Person Two-Arm Control Escort

1. Two staff position themselves to the client’s left and right rear, in the safety zone, facing “outside” for better balance.

2. Each staff member secures the individual’s forearms by placing his/her inside hand under the individual’s forearm near the individual’s wrist, and their outside hand over the individual’s forearm near the individual’s elbow. The individual’s forearms are secured snugly against the individual’s body, high and to the outside of the individual’s chest with the individual’s elbows positioned comfortably against his/her body.

3. Both staff members remain in a standing position with their inside hip against the side and slightly behind the individual’s body and their inside shoulder/upper arm against the individual’s shoulder/upper body. Staff’s inside elbow should be positioned comfortably/naturally against the individual’s body avoiding any pressure on the individual’s spine. Staff must stay in close physical contact with the individual for support and control.

4. Both staff use modified walking steps, leading with their forward (inside) foot to escort the individual forward.

Chair Physical Hold

1. Client is seated in or assisted to and placed in an appropriate chair with the staff positioned behind the chair in a standing position, in a defensive stance, with the lead foot between the chair legs.

2. Staff maintains the client in an approved method of upper-body control (“safety” method or “two arm control”). Staff grasps the client’s wrists above the bony protrusions with arms secured high on the chest (above the breast area).

3. Staff maintains a defensive stance behind the client and places the upper chest/shoulder snugly against the client’s back and shoulder area. No direct contact is on the client’s neck or spinal area.

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Assist to Floor 1. From safety zone, staff implements a safety assist, ensuring the client’s arms are positioned high on the

chest with the top arm “tucked” (to prevent sliding out of this maneuver), and staff’s grasp is above the bony protrusions of the client’s wrists.

2. Staff positions his/her body perpendicular to the client with staff’s side against the middle of the client’s back and lower torso. Staff maintains a defensive stance with lead foot between client’s feet; brings the client back slightly over staff’s hip to cause him/her to be off-balance. Using leverage, staff shifts weight to his/her back leg.

3. With weight shifted to back leg, staff shuffles/steps with back foot, while lowering client to the floor (maintaining close contact to support client.) Staff keeps his/her back straight; slides lead foot back and kneels on that knee.

4. When the client’s buttocks contact the floor, staff transitions to an appropriate physical hold. (Note: This method can be used to implement a seated or supine physical hold.

Seated Floor Physical Hold (1, 2, 3 and 4 person)

1. Staff uses the two-arm control or safety assist-to-the-floor to lower the client into a seated position on the floor; Keeps the client’s arms high on the chest, above the breast area.

2. Staff assumes a secure position behind the client by either kneeling on his/her lead leg (placing the outside of the thigh against the client’s back) with the other leg outstretched for balance, or by kneeling on both knees. Staff makes sure his/her lead leg/knee does not push against the client’s spine.

3. Staff places his/her upper chest/shoulder snugly against the client’s back and shoulder area (no direct contact should be on the client’s neck or spinal area). This helps to minimize the client’s ability to push off the floor or arch his/her back. Staff allows the client’s knees to remain flexed.

To add a second staff: 4. A second staff can be added to provide additional control of the individual’s legs by sprawling across the

legs above the knees and wrapping his/her inside arm around both of the individual’s thighs. 5. Staff #2 should be facing the individual’s feet with staff #2’s inside hip securing the core of the individual;

Staff #2 should be positioned at a slight angle between the individual’s core hip area and the individual’s thigh area with Staff #2’s outside foot flat on the floor for leverage.

To add a third staff: 6. A third staff can be added to provide additional upper body control by helping to secure the individual’s

arms. 7. Staff #3 takes control of one of the individual’s arms while Staff #1 maintains control of the other arm. 8. Both Staff #1 and Staff #3 are positioned on the floor faced outside behind the individual, kneeling with

their inside thighs next to one another; Staff #1 and Staff #3 secure the individual’s upper body against their forward (inside) thigh.

To add a fourth staff: 9. A fourth staff can be added to help control the legs while Staff #1 and Staff #3 control the individual’s

upper body. Staff #2 and Staff #4 sprawl the individual’s legs, one above and one below the individual’s knees on opposite sides of the body.

Seated Floor Physical Hold: Modification for a Small Child

1. From a standing or kneeling position, the staff uses the Assist-to-the-Floor to lower the client into a seated floor position.

2. The staff assumes a secure upright position behind the client with his/her legs apart and the client seated on the floor between the staff’s legs. The staff maintains control of the client’s arms using the Two-Arm Control or Safety method.

3. For better balance and leverage, staff can implement the procedure by bracing him/herself against a wall during the transition to the floor and then maintain his/her back against the wall while seated with the client as described above.

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4. For more control of the client’s legs and lower body, the staff can place his/her legs over the client’s legs with the staff’s feet inside the client’s legs. No direct weight or pressure should be placed on the client’s legs or feet.

2, 3 and 4 Person Supine Physical Hold

1. From the assist-to-the-floor, the client is placed in a face-up position on the floor; two staff position themselves along each side of the client, facing client’s head, to secure the client’s arms and upper body.

2. The client’s arms are secured by either wrapping the client’s arms across the front, hands to the opposite shoulders (staff grasps the client’s forearms above the bony protrusions and insures a natural positioning of the client’s hands at the armpit/shoulder area); or by placing the client’s arms alongside the client’s body, with palms turned down flat on floor or turned flat against client’s legs (each staff member cups the client’s shoulder with their inside hand and grasps the client’s forearm with the outside hand).

3. Both Staff #1 and Staff #2 place their inside foot over the client’s leg above the client’s knee, while kneeling on their inside knee to the outside of the client’s hips. This provides control of the client’s legs and lower body.

To add a third staff: 4. Staff #3 approaches from the safety zone and extends his/her inside forearm across the client’s legs just

above the knees; Staff #3 sprawls across the client’s legs, while leaning on his/her forearm to avoid direct pressure on the client’s legs

5. If the “arms at side” option is used to control the upper body, with Staff #3 controlling the client’s legs, Staff #1 and Staff #2 can move their inside feet, and bring their inside knees/lower legs up, alongside the client’s body (at hip level – above the client’s elbow), and focus on controlling just the upper body.

6. If the “wrapped arms” option is used to control the upper body, with Staff #3 controlling the legs, Staff #1 and #2 can turn themselves around (180 degrees), kneeling in the opposite direction, further reducing visual stimulation and body contact.

To add a fourth staff to help control the legs: 7. Staff #3 and Staff #4 sprawl the legs, one above and one below the knees, while Staff #1 and #2 control

the upper body.

Physical Holds will not be used for the following purposes: Coercion, punishment or discipline. To force a client to follow directions when he/she

does not present clear and immediate danger of serious bodily harm.

To control clients who are being loud and obnoxious. As convenience of child development counselors or

other facility personnel. As retaliation by staff.

As replacement for on duty child care staff. As a substitute for or part of the treatment program

or behavior modification program. As a harassment or humiliation To prevent a client from leaving the facility, unless

leaving the facility places the client in clear and immediate danger of serious bodily harm.

The following emergency intervention techniques will not be used on a client at any time: Procedures that deny any basic needs, such as

nutritious food, water, shelter, and essential and safe clothing.

Mechanical restraints. Aversive behavior modification including but not

limited to body shaking, water spray slapping, pinching, hitting, kicking, pepper spray or

Corporal punishment or spanking of any kind. Placing pillows, clothing, or other items over a

client’s face; body wraps with sheets or blankets. Non-voluntary chemical restraints. Any techniques that can be reasonably expected

to cause serious injury to the client. Verbal abuse, intimidation, force or physical

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ammonia spray, sensory deprivation, and shock. Intentionally producing pain. Restricting a client’s breathing or circulation.

threats. Isolation of a client in a locked room. Fear-eliciting procedures.

Behaviors or circumstances that require the use of emergency intervention include and are not limited to: Property damage that may create a hazard and pose an immediate danger of serious bodily harm to the client

or others. Antagonistic behavior towards others which is likely to result in an immediate assault by another client with

danger of serious bodily harm to one or both clients. Runaway Behavior when the behavior is likely to result in injury and immediate danger of serious bodily harm

to the client. Assaultive behavior towards clients or staff which poses an immediate danger of serious bodily harm to the

client or others. Self-injurious behavior such as head banging, self-mutilation and/or self-hitting which poses an immediate

danger of serious bodily harm to the client or others. Risk taking behavior such as attempts to run into traffic or climb high objects with high risk of self-harm when

physical hold will cause less harm than the risk taking behavior.

Procedures when more than one client requires the use of emergency intervention at the same time When more than one client requires emergency intervention the child development counselors will first focus on verbally directing the most compliant clients to a safe place for more positive activities. Staff will immediately contact the Program Manager/Principal and/or Program Therapist/s for assistance. A compliant and competent client can be directed to request assistance if necessary. Child development counselors in the area with more than one client acting out will begin to immediately focus early verbal interventions on the most directable clients, prompting use of their Calming Plan coping skills, and will not pursue physical holds of any client unless sufficient staff resources exist to assure the entire group will remain in control. When the group is in control, clients who were sent to other areas can be re-integrated.

Procedures for ensuring care and supervision when all available program staff are required for the use of emergency interventions When all available staff are required for emergency interventions the Program Manager/Principal and Program Therapists and all other program staff will provide emergency assistance. If an immediate threat of serious bodily harm to more than one person exists, and the staff members are not capable of managing the behavior of one or more clients, the police will be contacted for assistance. The Program Manager/Principal will review the situation within 24 hours and report their analysis and action plan, addressing supervision and safety issues, to the Director of Clinical Operations within two weeks of the incident.

Procedures for re-integrating the client back into the milieu Staff members will process/debrief the physical hold as soon as possible with the client to: identify what the client feels led to the incident and how the client and staff could have handled the

incident differently; determine if the physical hold had an emotional impact on the client and to what degree; and determine that the client’s physical wellbeing, psychological comfort, and right to privacy were addressed.

Staff will assist the client in creating a plan for remaining safe and may review and/or modify the client’s coping skills as listed in their Calming Plan. Staff may call the client’s parent/caregiver as necessary.

Criteria for assessing when an emergency intervention plan needs to be modified or terminated The SDCC emergency intervention plan will be assessed for modification or termination in Quality Council with the Director of Clinical Operations, Program Directors and Managers, and the QA Manager for the following reasons: If a life threatening injury occurs If an unusual increase in physical holds or runaway incidents are recorded in a one month period

Safety and Physical Needs during Physical Hold

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Assuming staff resources permit, at least one staff who is not involved in the physical hold will be responsible for observing the physical hold and the client’s physical wellbeing. During all physical holds, the staff members participating in the physical hold and observing the physical hold are to remain aware of the client’s safety and physical needs. This will be accomplished in several ways: All staff are required to complete SPA training prior to participating in a physical hold. This training

teaches how to physically hold a client safely and places the staff in the position of the client so they gain firsthand knowledge as to how the physical holds are experienced by the clients

All staff will be oriented to SDCC’s Emergency Intervention Plan prior to assuming their work position. Through supervision, each staff will receive ongoing feedback as it relates to the safe use of physical

holds. Each staff participating in a physical hold will be aware of the client’s basic physiological needs and

monitor the client’s breathing and circulation on an ongoing basis. All staff will be responsible for responding promptly and appropriately to a client’s request for services or

assistance, and reposition the client when appropriate. Supervision and Approval of Physical Holds The Program Manager/Principal or designee will be notified before a physical hold exceeds 15 minutes and will ensure the physical hold will be limited to the amount of time when the client is presenting an immediate danger of serious bodily harm to himself, herself or others. Program staff will contact Program Manager/Principal or designee within 15 minutes so s/he can visually check the client and approve the ongoing hold, if it is determined continued use of the physical hold is justified. The Program Manager/Principal or designee will document the approval on a special procedure form.

The Program Manager/Principal or designee is then responsible for visually checking the client every 15 minutes thereafter to assure the client is not injured, and that the client’s physical needs are being met. The Program Manager/Principal or designee will document these 15 minute checks which will include the client’s circulation status and breathing status. Should the Program Manager/Principal or designee be directly involved in the physical hold, s/he will assign responsibility for assessing the client’s needs to another staff member.

It will be the responsibility of Program Manager/Principal or designee to document the client’s medical status and to check the client’s record to ensure that recent injuries do not contraindicate the continued use of physical hold. Physical holds will not be utilized at any time when a client’s assessment documents that he or she has a physical or mental health condition that would contraindicate the use of a physical hold, or when the client’s current condition contraindicates the use of physical holds.

If at any time during or after a physical hold, an injury is present or suspected, the Program Manager/Principal or designee will be immediately notified to assess the client for an injury. Staff may be required to provide basic first aid if needed. If it is determined by the Program Manager/Principal or designee that further medical attention is necessary, the client’s parent/caregiver will be called immediately and referred to their pediatrician or to an appropriate medical care facility. 911 should be called if a client is in need of emergency medical attention. If it is decided by the Program Manager/Principal or designee that further medical attention is not necessary, this decision will be documented.

Should the physical hold exceed one hour, the Program Manager/Principal or designee will be responsible for assuring the safety of the client by completing and documenting the client’s vital signs and ongoing justification of the hold every fifteen minutes. The client’s parent/caregiver should be called immediately and may be referred to the Emergency Screening Unit (ESU) or PERT if further evaluation of the client is necessary. If a physical hold exceeds two hours the Program Manager/Principal or designee will assure that the client’s physical needs are being met by allowing the client access to liquids and toileting. Criteria for Assessing When the Program Cannot Meet the Needs of a Specific Client 1. If a client presents an immediate danger of serious bodily harm to himself/ herself or others which is so severe

and/or frequent that the client cannot be contained in the program setting 2. If a client is involved in three or more aggressive incidents which require off-grounds medical attention to the

client or staff in a one month period

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3. If a client requires more than three psychiatric evaluations for inpatient hospitalization in one month

The police may be contacted if at any time staff cannot be assured emergency intervention procedures will be effective in controlling behavior which is likely to cause serious bodily harm to one or more individuals in the program.

Review Process for Physical Hold All physical holds will be reviewed by the Program Manager/Principal or designee. The Program Manager/Principal or designee will discuss the use of all physical holds with the staff members. Inappropriate physical holds will be reviewed between applicable staff and their supervisor for a corrective plan of action such as more formal training. Trends with regard to physical hold and interventions will be reviewed during staff meetings for group training as necessary. Physical holds will be discussed with the client and the client’s parent/caregiver by the client’s Therapist.

The following procedures will be followed to ensure the client’s needs are being met and to decrease the likelihood of another physical hold occurring, should a client’s dangerous behavior necessitate more than one incident of a supine containment in one day. Once a second physical hold has occurred, staff will notify the Program Manager/Principal and/or Program Therapist. He or she will then consult with the staff members and/or the client involved helping identify interventions that will assist the client in avoiding dangerous behaviors for the remainder of the day. Staff will then document the interventions attempted. Should there be a concern that the program cannot meet the needs of the client; the client’s parent/caregiver must be called immediately. Staff Training and Competence Only SPA certified trainers provide training for SDCC personnel who utilize emergency intervention procedures. Only staff members trained and certified in SPA will be allowed to use emergency interventions with clients. SDCC requires employees to update SPA training annually. Training is scheduled monthly for renewals and new employees.

All staff members are trained and tested on the principles and components of this Emergency Intervention Plan prior to working with clients. Additionally, ongoing training focuses on maintaining skills necessary to effectively manage traumatized clients and ensuring staff members understand the Emergency Intervention Plan components and are implementing them appropriately.

The training curriculum addresses the following areas: Techniques of group and individual behavior management including crisis prevention, precipitating factors

leading to assaultive behavior, and crisis intervention. Methods for de-escalating volatile situations with nonphysical techniques, such as crisis communication,

evasive techniques and alternative behavior. Physical practice of physical hold as described above. Competency based written and physical demonstration of mastery regarding the entire training program. Alternative methods of handling aggressive/assaultive behavior Avenues for elevating concerns to therapists, supervisors, administration, and clinical leadership

Plan to maintain written record of staff training: After training is complete, a certificate of completion is issued to the staff member by the SPA certified trainer. SDCC maintains training records for all direct service staff. Documentation and Reporting Requirements: The client’s parent/guardian is notified as soon as possible following the initiation of a physical hold.

Following a physical hold and/or serious incident, the staff members involved must document the occurrence, and all details, of the physical hold, including all nonphysical and physical interventions used. This documentation may be reviewed by the Program Manager/Principal and any applicable regulatory agencies. The reports should be reviewed by the Program Therapist: To determine if the physical hold was consistent with the emergency intervention plan To evaluate of de-escalation techniques and attempts to use the least restrictive intervention prior to

physical hold

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To make certain that the hold lasted no longer than was required to ensure the client or others were not in danger of serious bodily harm

For reporting requirements regarding extremely serious incidents and sentinel events, please refer to policies G.5 and G.7. Quality Improvement: Physical hold data, including rates and types of physical holds, is collected on a quarterly basis. The collected data and the information obtained from the debriefing process between the staff and client is used in performance improvement activities, including the identification and implementation of preventive strategies, alternatives, and process improvements. Each of these performance improvement activities can lead to the reduction of risks to the client and staff associated with physical holds. Admission Agreement: At the time of admission, the client and the client’s parent/caregiver review the emergency intervention plan. A copy of the EIP is provided to the parent/ caregiver, and the parent/ caregiver signs a form indicating their approval and acknowledgement of notification regarding emergency intervention procedures. Additionally, nonphysical interventions as preferred interventions are discussed with, and input is sought from, both the parent/caregiver and client. The client and the parent/caregiver also assist staff in identifying techniques that will help minimize the use of physical holds. Plan Development and Process for Approval: Analysis of patterns and trends regarding the use of emergency interventions will be used to modify the EIP if necessary. The EIP is approved by Quality Council, which is comprised of the Director of Clinical Operations, Program Directors/Managers, and the Quality Assurance Manager. Any changes to the EIP are approved and documented in the minutes by QC prior to being implemented. Programs/Departments Affected: School-Based Programs Original Date Approved: 3/08 Date Revision Approved: 1/11; 7/12; 11/12

Copy provided to student to review & sign at enrollment

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San Diego Center for Children Academy Passenger Safety Agreement

I agree to: Please check each Sit in My Assigned Seat Van: Put on My Seat Belt Before the Van Engine Starts Look to See Where Safety Exits Are Located Keep My Hands and Feet to Myself I Will Not Make Loud Noise Stay in My Seat and Remain Seated Use Appropriate Language and Use PeaceBuilder Skills Not Make any Negative Signs to People Outside of the Bus Not Throw Anything Out of Bus Windows Focus on Myself Respect the Driver and Staff & Follow Their Directions Be Aware of the Emergency Exit Locations

Enjoy the Ride and We Will All Get Safely to Where We Are going!

Student to review & sign at enrollment

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SAN DIEGO CENTER FOR CHILDREN ACADEMY

SEXUAL HARASSMENT POLICY The San Diego Center for Children Academy intends to create a learning environment that is pleasant, healthful, comfortable, and safe. Therefore the Academy maintains a strict policy that prohibits unlawful harassment, including sexual harassment. This policy forbids harassment in any form, including verbal, physical and visual harassment. It covers students interacting with each other as well as students interacting with staff. If you ever feel you are being sexually harassed by anyone during your school day, report the incident to any staff member with whom you feel comfortable. I have read the policy about sexual harassment and I understand what it means.

Student has a copy to Review &Sign at enrollment

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San Diego Center for Children Academy

Students’ Right to Communicate with IEP Team

I have been informed of my right to have private and confidential communication between myself and members of my individualized education program (IEP) team, at my discretion. This means that I can approach members of my IEP team for a private meeting when I feel it is necessary and appropriate.

This is my right according to the California Education Code 56366.12

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San Diego Center for Children Academy

● Procedure: Student Pick-Up from School For the safety of your child and all the children at SDCC Academy: If parent/guardian needs to pick up student, they must:

1. Call school administration 24 hours prior to pick up (858-569-2131 or 858-569-3924) 2. If an emergency comes up - you can call the same day, but follow the same procedures. 3. Sign student out at the front lobby 4. Wait for student to be brought to the lobby

If a student is to take different (from the usual school district or parent) transportation home, parent/guardian must:

1. Notify school administration 24 hours prior to pick up 2. If it is a daily or weekly occurrence, it can be set up that way

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