The first step if a student or their family has a complaint, or feels that their rights have been violated, is to contact the student’s clinician to discuss the issue. If the clinician does not respond in a timely manner to a parent/guardian, the Clinical Coordinator on that campus should be contacted.
If following this informal process does not resolve the issue, the formal grievance process should be followed. There is a process for students and a process for parents/guardians.
Formal Procedure
If the Parent/Guardian is not satisfied after the informal procedure listed above, they have the right to file a formal complaint/grievance. The following procedure is the mechanism provided to do so.
All parents/guardians are informed at the time of student admission that they have a right and formal method for formally filing a complaint or grievance. This information is presented verbally and is also written in the Parent/Guardian Handbook.
Step 1:
The Parent/Guardian will submit a written complaint/grievance to the Program Manager/Director. The document will state the name of the student, staff (if this is a staff issue), and date and time of the incident that led to the grievance. The Parent/Guardian will also outline the specifics of what happened which gave the Parent/Guardian cause for concern and will also list the informal steps taken before pursuing the formal procedure.
The Program Manager/Director, or designee, will meet, or have a phone conversation with the Parent/Guardian within 5 working days of receiving the written complaint. The Program Manager/Director, or designee, will communicate a response in writing to the complaint within 5 working days of the meeting or conversation.
Step 2:
If the complaint is not satisfied at Step 1, the Parent/Guardian may send a copy of the original complaint, along with the response from the Program Manager/Director, to the Executive Vice President, requesting that the matter be further investigated. The Vice President, or designee, will meet, or have a phone conversation, with the Parent/Guardian within 10 working days of receiving the written complaint. The Vice President, or designee, will communicate a response in writing to the Parent/Guardian within 10 working days of the conference.
Step 3:
If the complaint is not satisfied at Step 2, the Parent/Guardian may send a copy of the original complaint and the response from both the Program Manager/Director and the Executive Vice President, to the President/CEO requesting that the matter be further investigated. The President/CEO, or designee, will meet, or have a phone conversation with the Parent/Guardian within 10 working days of receiving the written request.
The President/CEO, or designee, will communicate a response in writing to the Parent/Guardian within 10 working days of the conference.
Step 4:
If the complaint is not satisfied at Step 3, the Parent/Guardian may send a copy of the original complaint, along with the responses from the Program Manager/Director, Executive Vice President, and President/CEO, to the Department of Early Education and Care (DEEC).
Therapeutic Crisis Intervention (TCI) is the crisis prevention and intervention model currently in use in all Hillcrest Educational Centers programs. It teaches care workers about the impact supportive adults can have on students’ lives and how to interact with sensitivity to help de-escalate situations where young people may be experiencing difficult feelings or displaying troubling behavior. TCI includes many of the concepts of Collaborative Problem Solving and Trauma Informed Care.
Even though the TCI system is focused on verbal interventions and de-escalation, the use of physical intervention with our students is still sometimes necessary. Use of physical intervention is only used as a last resort and only in emergency situations to keep everyone safe. The use of prone, or face-down, restraint is prohibited in our state unless it is the only restraint that may keep a young person safe and we have gotten permission from the parent. Supine, or face-up, standing, and seated restraints are included in the TCI system and used by Hillcrest Educational Centers.
Every student that we work with has an Individual Crisis Management Plan (ICMP) that is made with their input when they first arrive and is updated frequently. It includes information like goals the student has for the future, things that may make the student upset, medical issues the student may have, and types of things staff can do to help the student when they are upset. The ICMP also includes which types of restraint are appropriate for use with each student if restraint must be used in an emergency situation.
TCI also makes sure that students and staff alike learn from difficult situations when they occur. After any incident staff will use a TCI tool called the Life Space Interview (LSI) to talk to the student and try to understand what the student was going through, what may have contributed to the difficult situation, and how similar situations could be handled differently in the future to prevent troublesome behaviors. Furthermore, behavioral incidents, including physical interventions, are often debriefed by staff and supervisors afterword to ensure that we are handling them as safely and effectively as possible.
We are always trying to reduce our use of restraint as an emergency intervention, and each of our programs has a Student Treatment and Intervention Committee and an Improving Organizational Performance committee that meet frequently to review restraint data and discuss ways to reduce its use and make sure it is being used carefully and properly. As vital members of the treatment team parent/guardian input on ways to reduce the use of restraint with their child/client is always welcome.
For more information visit the website: http://rccp.cornell.edu/tcimainpage.html or http://rccp.cornell.edu/assets/TCI SYSTBULLETIN.pdf
This program’s treatment model and all of our treatment interventions are designed to provide trauma informed treatment to youth and their families. Through the lens of trauma informed care, we utilize the Skills for Life treatment model and Therapeutic Crisis Intervention (TCI). Skills for Life is a strength-based, comprehensive treatment model designed by Hillcrest Educational Centers. TCI is an evidence-based crisis prevention and intervention system through Cornell University. Together, these two models encompass day-to-day treatment interventions, structures, routines, skills coaching/rehearsal opportunities, verbal interventions, and crisis support.
At the Housatonic Academy, we have a set of interventions and procedures designed to utilize the philosophy of Skills for Life in a day school setting. Safety and accountability are key elements in providing an environment that promotes learning, skill development and personal growth. When the safety of students and staff become compromised, we have processes to address these situations.
SFL Tools & Privileges: Housatonic Academy has a set of educational tools, emotion regulation tools and self-soothing tools that are allowed by all students. When a student arrives at the Housatonic Academy, they are provided with the initial opportunities of the following unless a high-risk assessment indicates otherwise:
There are additional privileges that students may petition to utilize during appropriate times of the school day. However, any tools or privileges that have potential to cause harm or to put a student in a high-risk situation may need to be restricted or removed until the student exhibits the safety and skills required for using these tools and privileges.
A student can negotiate for additional privileges by completing the application form and submitting it for review at a Safety & Accountability Meeting (SAM). Requests will be reviewed within 5 school days of their submission. Privileges listed on the application are as follows:
Decisions about these petitions are guided by the student’s assessment of individual risk factors and their related treatment progress. Privileges will never be denied as a form of punishment. A student may appeal a privilege decision by writing the Program Director. Thier specific reason for disagreement must be included.
If a student has a serious event (as deemed by an administrator), has been placed on Safety Watch (see below) and/or was involved in a criitical incident, the student will lose all additional privileges listed above. Before additional privileges are restored, safety must be restored and repairs completed. A SAM review of the incident (or another form of meeting designated by the Program Director) will provide the final decision of additional privileges being restored. Standard tools and opportunities will only be removed if they cause a specific safety risk to the student or others.
Safety Watch: When a student engages in a behavior or incident that creates a safety concern for self or others, staff will increase the supervision and support of this student to ensure that the student has the needed supports and resources to restore safety. High risk situations and incidents that may result in the use of a safety watch include self-harm, serious incidents that caused or could have caused harm to self and/or others, psychiatric and/or trauma symptoms, crises outside of school, serious medical/medication issues.
A Child Study Team (CST) and/or Administrative team will develop a template of the safety watch form for each student based on that student’s specific high risk behaviors/situations, typical interventions needed and typical amount of time needed to return to baseline. Safety Watch is individualized, as different students will require different and specific supports and resources. Likewise, based on a student’s age, developmental level and intellectual functioning, the removal from Safety Watch will be based upon that child’s baseline presentation. It will not be based on a generic amount of time, but rather safety criteria that will be reviewed at regular intervals.
Repairs: It is also expected that when students engage in situations that cause harm to others or the environment, they will complete an act of repair in order to restore any damaged relationships or environment and to ensure a fresh start. There is a repair Card that is utilized in these situations. The staff and student complete the card together, identifying how the student will make the repair. When the repair is complete, the student and those who were recipients of the repair act will provide comments on the card, reflecting on the repair act.
In order to maintain the safety of our students, violence and other unsafe behaviors will not be tolerated at Housatonic Academy. When a student’s behavior is dangerous to him/herself or others, a restraint may be used to maintain the safety of all students and staff members. A restraint is only used when there is immediate danger and all other less restrictive interventions have not been successful. A restraint is discontinued as soon as it is safe to do so, as determined by the student’s behavior and his/her willingness to exercise self-control.
Our policies and procedures are consistent with or exceed all associated regulations of the Massachusetts Department of Early Education and Care (DEEC) and the Massachusetts Department of Elementary and Secondary Education (DESE), as well as associated standards promulgated by the Joint Commission. All staff who engage in any type of physical intervention will be fully trained in proper techniques and will do all they can to use a restraint as a means of last resort as necessary to maintain safety in the presence of danger to self and/or others. There will be appropriate documentation for every physical intervention that is conducted at Housatonic Academy. The parents/guardian of any Massachusetts student who requires the use of physical restraint will be verbally notified by a school personnel and will also receive written documentation of the restraint within three working-school days. Parents are encouraged to share concerns regarding the restraint with the school clinician or administrator.
Throughout the academic day, circle-ups will be a key component to our skill development system in the psycho-educational classrooms. They will occur three times each day and will be utilized to see where everyone is and to process as a group.
The first circle-up occurs during breakfast time. This check-in will be used as a time for students and staff to share pertinent information about their evening and to discuss their target goal within the class.
The second circle-up occurs before lunch/recess. This circle-up will be used to review morning behaviors (positive and negative) and process as a group. The daily goal board will be updated and teacher and staff will again set expectations and give feedback to the group. Be sure to speak your mind, help other students and look for support with any problems, concerns or positive things that cross your mind!
The third circle-up occurs at the end of the academic day. The group will review the day and tie up any loose ends. During this circle-up, the Goal Board is completed, assignments are double-checked and any other aspects of programming can be addressed for everyone as a group. This will allow the group to see where all members of the class are before departing the day.
Circle-Up Guidelines:
Minimum Requirements:
That is, what alternatives can we develop for resolving or alleviating this issue or
concern?
the class.
A Goal Board and number system will be maintained by the staff in the psychoeducational classrooms to visually monitor how the student and the group have been meeting behavioral expectations and target goals. This is to help you follow your progress throughout each day.
Goal boards will display team and individual goals. Progress toward goals will be recognized on the board after every class during the day. For each class period, students are able to earn up to 4 points. Students will earn one point each for the following criteria: Demonstrating safe behavior, completing at least 80% of assigned work, being respectful to peers and staff and making adequate progress toward your personal goal. Students who did not earn the points for completing classwork may earn that point later in the day if they are able to make up the work missed. Students who did not earn the point for being respectful to peers and staff may earn that point later in the day if they make meaningful repairs to the peer/staff that they were disrespectful toward. Students are encouraged to strive for “fours”. But remember that everyone makes mistakes; remember that these are learning experiences. It is important to learn from the experience and then move on if you don’t earn a four. It is only a small part of your day!
Hillcrest Educational Centers recognizes that our students and their parents/guardians and /or families have a wide range of spiritual and /or religious beliefs, values and practices. HEC understands that spiritual and /or religious beliefs, values and practices may be an important source of comfort, support, strength, hope and guidance for our students and their families. HEC also recognizes the importance of trying to understand, respect and support our students’ and their family’s spiritual and /or religious beliefs, values and practices.
In order to support our students’ and their family’s spiritual/religious beliefs and growth, we conduct a spirituality assessment when a student joins one of our programs. Both the student their parent(s)/guardian have sections on the assessment.
If a student, or parent/guardian, has any specific questions or concerns about spiritual/religious practice in our programs, please contact the student’s clinician.
Skills Assessment and Development
Developing a comprehensive understanding of each individual, their strengths and challenges, and the specific influences to their difficulties is a primary and ongoing component of treatment. The Assessment of Lagging Skills and Unsolved Problems (Greene and Ablon), along with supporting assessment tools, are utilized to facilitate this process, and to guide the treatment/intervention planning for each student. Through this process a thorough understanding of strengths, resources and limitations is acquired and a plan to help develop skills and resources while not overwhelming one’s resources can be initiated.
The core skills that are focused upon throughout all HEC campuses include: independent living/functional skills, academic skills, and the skills identified in Dialectical Behavioral Therapy (DBT) (Linehan): Mindfulness, Emotional Management, Distress Tolerance and Interpersonal Effectiveness.
Trauma Informed Care (TIC)
When the environment is very overwhelming, as is often the case when a person experiences trauma, attachment disruptions, loss, domestic violence or abuse, the result can be significant impact on the development of the person’s skills and resources. Exposure to those who have experienced these events has impact on others in the community. A trauma informed environment requires an understanding of trauma and considers its effects, at the personal, individual and societal levels.
As trauma and loss are, at their core, violations of interpersonal connection, the HEC community focuses on developing healthy relationships with others. Within these healthy relationships, motivation, healthy sense of self and connections to others and the community are developed. Other primary intervention approaches from the TIC philosophy include psycho-education about trauma/vicarious trauma and its effects, understanding the influence of individual trauma histories, making meaning from these difficult experiences, developing self-awareness, developing skills and resources to manage more effectively, and proactively planning for safety.
Applied Behavior Analysis
For many students with Autism Spectrum Disorder, Hillcrest utilizes Applied Behavior Analysis (ABA), an evidence based practice that has proven to have a positive effect on the lives of people with severe forms of Autism. Using ABA, staff provide individualized instruction that is integrated throughout the school program. This instruction will help students learn new skills in a variety of domains including, but not limited to, education, social, self-care, communication and life skills. All ABA programming is overseen by a Board Certified Behavior Analyst.