Handbook

CREST Collaborative

 

Parent and Student Handbook

Essex Academy Lower School

 

480 Broadway

Methuen, MA 01844

 

Dear Parents/Guardians,

Welcome to Essex Academy Lower School!

Whether you are a parent of a new student or a returning student, this handbook should contain most of the information that you need on a day-to-day basis.

The purpose of this handbook is to acquaint all of our students and parents with the policies and procedures of Essex Academy Lower School.  Please read the handbook carefully.

Our program is designed to be a safe, therapeutic, and nurturing environment that meets the individual needs of each child. Our focus is on using best practices to help each child make optimal progress. Children, staff, and parents are treated with respect.  The program provides an opportunity for everyone to grow in a positive and happy environment.

 

We are looking forward to working with you and your child!

 

Sincerely,

 

Brittney Taylor

Principal

 

 

Table of Contents

Topic Page Number

School staff  …………………………………………………………………….….4

About CREST Collaborative ………………………………………………………..5

About the Therapeutic LearningCenter …………………………………………….6

Communicating With Your Child’s Teacher ……………………………………….7

Hours, Absences, and Getting to School ………………………………….….….8-11

Hours           …………………………………………………………………………..8

Reporting Absences          ……………………………………………………………8

Transportation             ………………………………………………………………..9

No School/ Delayed Opening           ………………………………………………..10

Early and Emergency Dismissal           ……………………………………………..10

School Visitors                 ……………………………………………………………11

Breakfast and Lunch ………………………………………………………………11

About food services           ………………………………………………………….11

Free and reduced Options          …………………………………………………….11

Prices………………..………………………………………………………………11

Parent Advisory Committee ……………………………………………………….12

Health and Safety Policies  …………………………………………………….13-14

Illness and Medication          ……………………………………………………13-14

Toileting           ………………………………………………………………………14

Mandated Reporting Policy          ………………………………………………….15

Computer and Electronic Media Policy ……………………………………………15

No Smoking Policy    ……………………………………………………………….15

Homework Policy   …………………………………………………………………16

Classroom and School Wide Support……………….…………………………….17

Student Behavior Policies and Procedures …………………………………….18-19

Behavior Support Plans      ………………………………………………………….18

Time-out Room  ……………………………………………………………………19

Restraint Training  ……………………………………………………………….…19

Student Code of Conduct …….……………………………………………………19

Removal from School/ Planned termination Policy ……………………………….19

Non-Discrimination and Civil Rights Protections ………………………..………..20

Grievance/ Complaint Procedure (Non-Discrimination Compliance) …………21-22

Bullying Policy  ……………………………………………………………..…..23-24

Parent Handbook Acknowledgement…………………………….….………..……25

 


CREST Collaborative Administration

Kim Oliveira, Executive Director

Bill Bryant, Director of Programs

 

Telephone: 978-685-3000

480 Broadway, Methuen, MA 01844

School Staff

Principal

Brittney Taylor, M. Ed

Clinical Services

Harley Baker, MSW

Secretary

Barbara Konchinski

Health Office

Doni-Lynn Carter

Clinicians

Harley Baker

Erin Lavidor

BCBAs

Amy Herb

Amy-Jo

Jacki Dubois

Rebecca Fontaine

Rachel MacDougall

 

 

 

 

About CREST Collaborative

 

Mission

The mission of the Collaborative is to serve member school districts in meeting their unique needs in a changing global community through cooperative visionary leadership and coordination of resources and services. Collaborative services maximize efficiency, quality, and equity of educational opportunity.

Vision Statement

By providing quality programs and services, the Collaborative for Regional Educational Services and Training will become the provider of first choice for all member districts whenever the sharing of resources will maximize the quality, equity, and cost efficiency of special education and other services provided to the districts’ students and staff.

 

Collaborative Member Districts:

 

Amesbury • Andover • Boxford • Georgetown • Greater Lawrence Technical School • Groveland • Haverhill • Ipswich • Lawrence •Lowell • Masconomet • Merrimac • Methuen • Middleton • Newburyport • North Andover • Pentucket Regional • Topsfield •

Tri-Town Regional • West Newbury

 

About Essex Academy Lower School

 

The Essex Academy Lower School is a therapeutic school program for students in grades Pre-K through 8.  Students are referred by their home district public school system for a range of social, emotional, behavioral and/or academic issues that are impeding their progress within the regular education system.  The Essex Academy Lower School provides small, structured classrooms with at least a 3:1 student to staff ratio.  Curriculum is individualized according to each student’s needs and is based on the Massachusetts Common Core Standards.

 

The goal of the Essex Academy Lower School is to assist students in developing social/emotional, organizational and educational skills in an effort to re-integrate students into the public school system.  The staff greatly values a team approach to education and understands that a student’s success in school is strongly tied to their support systems outside of the school setting. The school community values the potential for growth of each student. In order to personally grow, students need to make a commitment to the process of change. The staff at Essex Academy Lower School helps to empower students to become the best they can be, based on their individual strengths and interests.

 

Staff:

Essex Academy Lower School prides itself in hiring highly qualified teachers licensed in the areas of elementary/middle school education and/or special education. There are two full-time School Counselors, two Speech and Language Therapists, three Physical Therapists, three Occupational Therapist, an Art Therapist, a full-time Nurse, and a team of Board Certified Behavior Analysts. The entire staff works collaboratively to create academic and social programs for whole classroom groups, as well as for individual students.  The entire Essex Academy Lower School staff is trained in QBS SafetyCare™ and has experience utilizing de-escalation techniques and responding to crisis situations.

 

 

The program also provides:

Interim Alternative Educational Setting:

45-day assessments for students Pre-K through 8th grade who present with social/emotional/behavioral needs and who is experiencing difficulty in their current school environment.  Essex Academy Lower School provides the following services during the 45 day assessment period as requested by the school district:

  • Functional Behavior Assessment
  • Behavior Intervention Plan
  • Academic or achievement testing
  • Adaptive behavior assessments
  • Consultation to school districts

 

Extended Year Program: We offer a seven-week, extended year program, from early July to mid-August for students who require additional academic services to prevent substantial regression.

Communication with your Child’s Teacher

 

Our philosophy at Essex Academy Lower School         is that students do best when there is frequent, open communication between all the people involved with that child.

 

 

There are several ways to communicate with your child’s teacher and/ or classroom staff:

Daily communication log: This is a notebook that goes between home and school daily to communicate essential information about the child’s day, as well as notices about upcoming activities. There is a section for parent comments; please feel free to write in any information that may be important for your child’s day.

 

Phone calls and Email: Parents may also request communication via a phone call or email messages. Please be aware that a teacher may not be able to respond to phone calls or emails immediately. Every effort is made to respond the same day.

 

Parent/Teacher Conferences: There are two annual parent events at Essex Academy, Open House in the fall and Parent Conferences in the spring. These are opportunities to get information regarding the School and to review your child’s programs and progress.

 

 

 


Hours, Absences, and Getting to School

 

School Year Hours: M-F 9:00 am- 3:00 pm

Extended Year Hours: M-F 9:00 am- 2:00 pm

 

Absences

 

When your child is not coming to school:

 

  1. Please call the school (978-685-3000).   If you are calling outside of regular school hours, please leave a message.

 

  1. Please call your child’s transportation company any day your child does not require transportation due to absence, late arrival, early pickup, etc.

 

 

Please keep us aware of any illnesses, accidents, or events that occur outside of school that may affect your child’s day.

 

In the event that a child does not arrive at school but we have not received a call indicating their absence, we will call the child’s parent or guardian to confirm illness.
Transportation

 

Your child’s transportation is part of their Individualized Education Plan and is arranged through your child’s public school district.  Your child’s liaison will set up the arrangements and you will be notified regarding date and time transportation will start.

 

Vans or busses transportation:

  • Vehicles arrive in line by 8:45 a.m.  Classroom staff will meet the students at 8:50 at their vehicles and escort them to their classrooms.  The students’ day begins at 9:00 and continues through to 3:00.
  • In the afternoon, students are escorted to the vehicles at 2:50.

 

Parent transportation:

  • Parent vehicles should arrive in line by 8:50.  Staff will meet the student at their parent’s vehicle, and escort them to their classroom.
  • In the afternoon, students are escorted to their parent’s vehicles at 3:00.

 

Late arrivals:

  • If a student arrives at school after 9:00, the adult bringing the student to the school must ring the front doorbell. The secretary will notify the classroom staff to meet the student at the door and escort the student to the classroom.
  • If a parent chooses to walk their child to the classroom, they must sign-in at the front door and they will be escorted by a staff member to their child’s classroom.

Please be aware that mornings can be busy and the staff members may not have time for more than a brief conversation. If you have information necessary for your child’s day, please communicate it via communication log, email, or phone call to your child’s teacher.

 

 

 

No School / Delayed Openings

 

The CREST Collaborative follows the Methuen Public Schools decisions regarding closings and/or delays.  We also post this information on Twitter, Facebook, and send One Call messages to families and staff.

 

If your district cancels but Methuen does not: your child is welcome to attend school that day; however, your district may or may not provide transportation. Please call your district’s special education office or transportation coordinator to determine if they provide transportation on days the district is closed.

 

 

Dismissal

If your child is going to be dismissed early: please notify us of the time of dismissal as well as who is picking the child up from school.

For safety reasons, if the child is being picked up by anyone not listed on the emergency form we require written permission from the parent or guardian.

 

 

Emergency Dismissal

Please take care in completing the Emergency Forms at the beginning of the school year.  If a student has to be dismissed for illness, accident, etc., the school relies on the Emergency Forms to contact a parent/guardian or persons listed who have agreed to care for your child in case you cannot be reached.  We will call the people listed on the form in the order in which you list them.  Please call and update our information as needed.

 

 

School Visitors

All visitors must sign in as they enter the building and are escorted while they are visiting. Parents and guardians may visit their child’s classroom and observe therapies. In order to limit the impact on the school routine, we ask that parents and guardians interested in visiting please schedule the visit ahead of time with their child’s teacher or a building administrator.

 

 

Food Services

About Food Services: CREST Collaborative provides a full breakfast and lunch, with hot and cold options available at each meal. Our food service program makes a concerted effort to provide healthy options to students, including whole grain options and fruits and/ or vegetables at each meal. A calendar of choices will be sent home each month.

 

CREST Collaborative offers free breakfast and lunch to ALL students.

 

 

 

PAC  (Parent Advisory Committee)

The purpose of the Parent Advisory Committee is to create a forum in which staff members and families can support the student’s school environment.  The advisory group will meet at least quarterly to collaborate with and give assistance to the CREST Collaborative School Community.  There will be several school-wide events planned throughout the year to encourage a sense of community between parents, staff and students.  PAC groups have and will continue to focus on:

 

–          Fundraising to support additional activities for students

–          Hosting family/student social activities

–          Networking and sharing with other parents

–          Planning informational meetings with guest speakers.

 

Health and Safety Policies

Updated health and immunization records are kept on file in the nurse’s office.  All students must have on file a yearly physical exam to be in compliance with the state immunization laws.  State mandated screening programs are administered annually (vision and hearing, postural, heights and weights).

 

Infectious diseases are illnesses caused by infection with specific germs: viruses, bacteria, fungi or parasites.  Infectious diseases that can be spread from one individual to another are called contagious or communicable diseases.  These contagious illnesses are one of the major problems that school health programs face, causing both staff and student absences, as well as discomfort.

 

When your child comes to school, it is expected that he/she will be well enough to participate in school activities, both inside and outside.

Your cooperation would allow us to ensure the health and wellness of all of our students and staff.

 

Symptoms or Conditions that warrant dismissal or exclusion from school:

  • Temperature of 100.4 or greater
  • Diarrhea or vomiting
  • Conjunctivitis
  • Ring worm
  • Strep throat
  • At the discretion of the school nurse or medical director in the event of any other symptoms or conditions that warrant dismissal

 

Please note: per Massachusetts DESE and DPH regulations, students must be fever-free without Tylenol or Motrin for 24 hours before returning to school.

 

If a child is absent for five or more consecutive school days, we reserve the right to request a doctor’s note confirming illness, and your school district will be informed.

 

Medication

  • If your child takes medication during the school day, we must receive a medication order from his/her physician that includes medication(s), dosage and time of administration to be dispensed by the school nurse.
  • The prescription must be in the original marked prescription bottle/container.
  • Only a two (2) week supply should be sent to school.
  • Students are not permitted to take medication without staff supervision.
  • Students arriving to school unmedicated or without medications will be dealt with on an individual basis based on the discretion of the School Nurse.  We may request that your child be sent home if you are unable to bring their medication into the school.
  • Please inform your child’s teacher and/or the school nurse of any changes in health status or prescribed medication/ treatment.

 

 

Toileting

Students needing direct staff support will be assisted with the utmost respect and privacy.  Universal precautions are employed as all times.  We request that parents provide diapers, depends, pads and wipes for their child.  Please provide a change of clothes to be kept at school.

 

Mandated Reporting Policy

 

Under Massachusetts General Law, all CREST Collaborative staff are mandated reporters and are required by law to report any reasonable suspicion of abuse or neglect the Massachusetts Department of Children and Families (or, in the case of students who are over 18, to the Disabled Persons Protection Commission).  A full description of CREST Collaborative’s mandated reporting policy is contained in CREST Collaborative’s Policies and Procedures Manual; parents may request a copy of the complete policy.

 

Computer/ Electronic Media Policy

Computers, access to the internet, and other types of assistive technology are an important part of the curriculum at Essex Academy Lower School. The following guidelines help ensure the responsible use of these technologies:

  • CREST Collaborative’s policy is that staff does not have relationships through social media (Facebook, LinkdIn, etc) with any current students, or parents, guardians, or other family members of students.
  • Students may only access websites appropriate to the school program. Student internet usage is monitored constantly by staff; in addition, CREST Collaborative uses filtering software to restrict access to unapproved sites. Unapproved sites include sites that may allow students access to pornography, images or information about weapons or drugs, shopping or other kinds of ecommerce, or any kind of instant messaging program.
  • Failure to abide by computer and internet policy may result in a loss of computer privileges.

 

No Smoking Policy

Smoking is not allowed in school or on school property. Students or adults who violate this policy are in violation of state and federal law.

 

 

 

 

 

 

 

 

 

 

 

 

Homework Policy

Homework is sent home on a case-by-case basis. Homework is always tasks that are familiar to students, and provides an opportunity for extra practice of specific skills.

 

The following are possible examples of the length and frequency of homework assignments:

 

Grade                               Frequency                      Amount

Upper Elementary                   2- 3 times per week               5 – 15 minutes per day

(Grade 2-3)

 

Middle School                         3-4 times per week               10- 30 minutes per day

 

 

If you feel strongly that your child should or should not receive nightly homework assignments, please communicate this to their teacher. We make every effort to accommodate parent wishes in this area.

It is suggested that parents monitor their child’s homework.

 

We also strongly encourage/recommend:

  • Students read on their own in addition to their daily homework assignments.
  • Parents read to their children as often as possible.

 

 

Classroom and School Wide Supports

 

Essex Academy Lower School has the following accommodations available as standard to all students:

 

IEP Accommodations:

Teachers and support staff follow the guidelines as indicated on the Individual Education Plan, in the accommodations and modification sections.

Student to Staff Ratio:

The classroom has a 2:1 or 3:1 student: staff ratio.

Enriched Environment:

Classrooms have available computers, tablet, leisure items (identified based on student interest), seasonal decorations and posters, community outings, scheduled gymnasium sessions, daily access to the playground when weather permits, sensory and motor activities, theme based play materials, and multi model learning opportunities.

School Specialists:

Licensed Mental Health Counselor/ Social Worker

Behavior Analysts

Licensed Speech and Language Pathologist

Licensed Occupational Therapist

Licensed Physical Therapist

Art Therapist

 

All specialists are available for classroom and single case consultation as needed, as well as on-going services that are designated per the IEP service delivery grid. Therapy groupings are based on best-fit characteristics as decided by the specialist and are not restricted to classmates only.  Parent support and consultation is available by most specialists and can be scheduled during school hours in person, over the phone, or in writing.

 

 

 


 

Student Behavior Policies and Procedures

 

Behavior Support Plans:

In addition to those standard accommodations, every child at Essex Academy Lower School has an individualized behavior support plan in place or in the process of being developed. Behavior support plans are data driven, and are based on functional behavior assessment and/ or direct assessment and analysis of behavior data. Plans identify specific challenging behaviors for decrease as well as positive alternative behaviors for reinforcement. Plans are reviewed and amended as needed by your child’s classroom staff and clinical providers.

The individualized behavior support plan includes:

Each child has an individualized reinforcement plan as a component of their BSP. Reinforcement is tailored to each child’s preferences. Examples include praise, small edibles, generalized conditioned reinforcers such as tokens, earning items from the school store, and level systems. Care is taken to make sure that the interventions used with each child are the least intrusive interventions possible.

 

Consequential strategies may be used in response to challenging behaviors. Examples of these types of strategies include withholding reinforcers for specific behaviors (a procedure called extinction), removal of privileges, and time-out.

 

More intrusive strategies (for example, positive practice and restraint as a planned intervention) are only used when less intrusive strategies have failed, or if the risk of not intervening is higher than the risk posed by the proposed strategy.   More intrusive strategies are only used with the knowledge and informed consent of the student’s parent or guardian.  Parents and guardians sign permission for the intrusive strategy to be used, and may withdraw this permission at any time. The use of restraint as a planned intervention is only utilized with parent, clinical, and administrative permission following the failure of less intrusive methods and is consistent with the Special Circumstances Regulation 603 CMR 46.07.

 

Time Out Room:

Three school wide time-out rooms are available at the school. The Time-Out room is used for emergency intervention when it is deemed that isolation is the only intervention to maintain the safety of the student and staff.  The use of a Time Out room as a planned intervention to decrease problem behavior is only utilized following the failure of less intrusive methods.  Some students will use the time-out room as a proactive strategy, at which time the door is not closed (though the student may close the door by choice), and the room can be exited any time the student chooses.

 

Restraint Training:

All staff complete and obtain a certification in SafetyCare™. The use of restraint is only initiated following the failure of de-escalation measures, less intrusive planned intervention, and a determination that the student’s current behavior may cause harm to self or others. Prior to completing this certification in restraint, staff may not participate in physical holds.

 

 

Student Code of Conduct

M.G.L. c. 76, s. 5

Removal from school/ planned termination policy

 

Suspension Policy

For the majority of students at Essex Academy Lower School, their challenging behaviors are a direct result of their disability. Accordingly, it is unlikely that we would employ a traditional suspension as a consequence for challenging behaviors.

 

However, occasionally a student engages in such severe behavior that they pose a risk to themselves, staff, or other students, and cannot be maintained safely at school. In these cases, we work collaboratively with the parents/ guardians of the students to identify appropriate measures to manage these behaviors safely. Options in these cases may include in school suspension, out of school suspension, hospitalization and/or a change in placement. Changes in placement are determined by the TEAM process, and a student’s due process rights are protected as they are at all points in the IEP process.

 

In the unlikely event that traditional suspension is determined to be the best option to address a student’s behavior, the student is assured of due process rights in any disciplinary proceedings.

 

Non-Discrimination and Civil Rights Protections

 

It is the policy of CREST Collaborative not to discriminate on the basis of  race, sex, color, religion, age, disability, sexual orientation, or national or ethnic origin in the admission to, access to, treatment in, or employment in its programs and activities.

 

In addition, all persons associated with CREST Collaborative are expected to conduct themselves at all times so as to provide an atmosphere free from sexual harassment.  Mr. Bill Bryant, Director of Programs and Civil Rights Coordinated, is designated at the building level to handle inquiries and/or complaints regarding non-discrimination policy (Title I, II, VI, IX) and/or complaints regarding sexual harassment. Subsequently, Ms. Elizabeth Conway, CREST Collaborative Human Resource Manager is the Civil Rights Compliance Coordinator for the Collaborative is also designated to handle inquiries and/or complaints regarding the non-discrimination policy and/or sexual harassment.

 

Mr. Bryant can be reached at:

Essex Academy Lower School

480 Broadway, Methuen, MA 01844

p. 978-685-3000 Ext. 111

 

Ms. Conway can be reached at:

CREST Collaborative Administrative Office

480 Broadway, Methuen, MA 01844

p. 978-685-3000 Ext. 126

.

Grievance/Complaint Procedure

(Non-Discrimination Compliance)

 

It is the role of the CREST Collaborative to provide a safe and secure learning environment for all its students without distinction based on race, religion, ethnicity, disability, gender, or sexual orientation.  Discrimination, sexual and bias-motivated harassment, and violations of civil rights disrupt the educational process and will not be tolerated. Because of the importance of this issue, the CREST Collaborative Board of Directors has adopted policies that provide for specific responsibilities for school staff in ensuring a discrimination free learning environment. The Board of Directors has also adopted a policy and specific procedures for making a complaint under the policies.

 

It is the policy of the CREST Collaborative, as well as state and federal law, that discrimination and/or sexual harassment of a student, present or prospective employee, or visitor shall not be tolerated. Violation of this policy and of the law, if proven, will result in disciplinary action. Any person who believes that he/she has been the victim of sexual harassment or discrimination may seek redress through the CREST Collaborative Grievance Procedure.  A formal grievance may be filed at any time by a student, employee, administrator, and/or applicant who believes that his/her rights as outlined in the non-discrimination and sexual harassment policy have been violated. Each student, faculty member, administrator, or staff member has an obligation to make every effort to resolve problems informally as they arise. All members of the CREST community are urged to resolve problems fairly and informally so that they do not become sources of grievances to be pursued formally through the grievance procedure. An admission of guilt, an acknowledgment of a verbal warning, a promise not to commit such abuse again, and action taken to provide appropriate relief for the grievant may be sufficient resolution. If a suitable solution cannot be reached informally through independent means, a formal grievance may be initiated. The grievant should file a written statement of the grievance within thirty (30) days of the alleged harassment. The grievance should be filed with his/her principal, or in the event that the principal is the alleged harasser, with the Coordinator of Non-Discrimination Compliance, CREST Collaborative Human Resource Manager, and/or the Executive Director of CREST Collaborative.

 

Bullying

 

ANTI-BULLYING POLICY AND PROCEDURES

 

Overview and Goals

For participants and observers, bullying, harassment, discrimination and hate crimes interfere with learning and healthy growth, both emotionally and academically.  A safe learning environment is one in which every student develops emotionally, academically and physically in a caring and supportive atmosphere, free from intimidation and abuse.

 

The CREST (Collaborative) is committed to providing our students equal educational opportunities and a safe learning environment that is free from harassment, bullying, discrimination and hate crimes, where all school community members treat each other with respect and appreciate the rich diversity in our schools.   This policy is an integral part of the Collaborative’s comprehensive efforts to promote learning, eliminate all forms of violent, harmful and disruptive behavior and enable students to achieve their personal and academic potential and become successful citizens in our increasingly diverse society.

 

The Collaborative will not tolerate any unlawful or disruptive behavior, including any form of bullying, harassment, discrimination or hate crimes in our schools or school-related activities.  The Collaborative will take prompt, effective action to end that behavior and to prevent its reoccurrence.  Such action will include, where appropriate, referral to a law enforcement agency.  The Collaborative will support this policy in all aspects of its activities, including its curricula, instructional programs, staff development, extracurricular activities and parental involvement.

 

General Statement of Policy

Collaborative prohibits all forms of bullying, harassment, discrimination and hate crimes based on race, color, religion, national origin, ethnicity, sex, sexual orientation, age or disability.  The Collaborative also prohibits bullying and harassment of school community members for reasons that are unrelated to their race, color, religion, national origin, ethnicity, sex, sexual orientation, age, veteran’s status or disability.

 

The Collaborative also will not tolerate retaliation against persons who take action consistent with this policy, including but not limited to the reporting, filing a complaint, or cooperating in an investigation of an alleged violation of this policy.   Threats or acts of retaliation, whether person-to-person, by electronic means or through third parties, are serious offenses that will subject the violator(s) to significant disciplinary and other corrective action.

 

This policy applies to all sites and activities that the Collaborative supervises, that it controls, or over which it has jurisdiction.  It applies to all students, school employees, independent contractors, school volunteers, parents and legal guardians of students and visitors to the Collaborative’s schools where the conduct occurs on school premises, during school-related activities, or on school-related transportation.

 

All members of the school community are expected to refrain from engaging in bullying, harassment, discrimination and hate crimes; to refrain from retaliating against any other person for reporting or filing a complaint, for aiding or encouraging the filing of a complaint, or for cooperating in an investigation of bullying, harassment, discrimination or a hate crime; and to comply with this policy and the procedures adopted pursuant hereto, as applicable.

 

Violation of this policy is a serious matter.  Violators will be subject to appropriate corrective and/or disciplinary action to correct and end the conduct, to prevent its reoccurrence and to protect the complainant and other similarly situated individuals for bullying, harassment, discrimination, hate crimes and retaliation in the future.

 

 

Definition

Bullying is defined as any written or verbal expression or physical act or gesture that is directed at another person(s) to intimidate, frighten, ridicule, humiliate or cause harm to the other person, where the conduct is not related to the person’s membership in a protected class (i.e., race, color, religion, national origin, ethnicity, sex, sexual orientation, age or disability).  Bullying may include, but is not limited to, repeated taunting, threats of harm, verbal or physical intimidation, cyber-bullying through e-mails, instant messages or websites, pushing, kicking, hitting, spitting or taking or damaging another’s personal property.  Bullying behavior may constitute a crime, as well as a violation of this policy.

 

Collaborative recognizes that there may be differences of opinion concerning whether specific conduct on a particular occasion rises to the level of bullying.  For purposes of this policy, the Collaborative places the feelings and emotional needs of the individual who is the target of the conduct as a principal factor in determining whether the conduct constitutes bullying.

 

Procedures

It is the responsibility of the Executive Director, Principals and Program Coordinators to make clear to students and staff that bullying, harassment, discrimination, hate crimes ad retaliation will not be tolerated in Collaborative.  The Collaborative encourages school administrators to review the sample Civil Right/Anti-Harassment Policy entitled “Promoting Civil Rights and Prohibiting Harassment, Bullying, Discrimination and Hate Crimes,” prepared by the Office of the Massachusetts Attorney General, in adopting reporting, investigation, resolution and training procedures for school districts.

 

 

 

 

 

 

 

 

 

 

 

 

Please return this form to the school

 

 

Parent/ Student  Handbook Acknowledgement

 

 

Student Name: __________________________ DOB:__________

 

 

The Essex Academy Lower School at CREST Parent/ Student Handbook can be found on our website CrestCollaborative.org.  The Collaborative would like to be environmentally conscious regarding handbook distribution. If you prefer a hard copy, please check the box below.

 

I have read the handbook and understand rules and expectations.   I have reviewed the handbook with my child (where appropriate).

 

I understand that the handbook may be amended during the school year.  The administration will notify all parents and guardians of any changes to the handbook as soon as possible.

 

 

 

 

_______________________           _______

Parent/Guardian Signature                                     Date