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Dear Parents, Guardians, and Students,
Welcome to the Devereux Day School! This handbook was created to provide students and their families with information regarding the programs, procedures and regulations of the Day School. Additional information will be added periodically and will be mailed to you at that time. We hope that you find the booklet helpful and informative. If at any time you have questions or concerns, please feel free to contact our front office at 610-873-4900. Since your child is important to us, every effort will be made to provide an academic and social environment to assist your child in having a successful school year!
Sincerely,
Samuel Ewing, M.Ed.
Devereux Day School Principal
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| Program Overview |
| The Day School is an Approved Private School (APS) that provides special education programming for over 100 children and adolescents. Students at the Day School may range in age from five to twenty-one. The Day School provides a supportive school environment for children and adolescents who have severe emotional disorders including difficulties in their interactions with others, instability in mood and temperament, following directions, accepting feedback, and taking responsibility for their behaviors. Students’ clinical diagnoses may include attention and disruptive behavior disorders, mood disorders, anxiety disorders, etc. The Day School provides special education in a structured, predictable and supportive environment that focuses on both the educational and psychosocial needs of the student. Programming is administered by a multidisciplinary team that includes teachers, teaching assistants, psychologists, speech and language therapists, behavior support staff, a school nurse and a social worker. Program planning, including the development of an Individualized Educational Plan (IEP), is a continuous process throughout the enrollment of each student. Family and agency involvement in the development and implementation of program plans is a necessary component. The learning environment includes an integrated behavior support system to assist children and adolescents to reach their individual goals, improve interpersonal relationships, and increase self-responsibility. Individualized educational approaches, coupled with small class size, low staff/student ratio, and positive reinforcers throughout the program enhance the student’s chances for success. |
| School Hours |
| Students are permitted to enter the building at 8:10 a.m. If busses arrive prior to this time, the bus drivers are required to keep students on the bus and maintain responsibility for them. School begins at 8:30 a.m. School is dismissed at 2:30 p.m. |
| Emergency School Closing |
| Our snow emergency number is 876 in Chester County. Since we are located in the Downingtown School District, we will follow their closing schedule. You should also listen for your local school district’s snow emergency number to see if they will be able to provide transportation. If Downingtown School District is not closed but has a late arrival, the Day School will open on time. In the event of extremely hazardous road conditions or other emergencies, it may be necessary to dismiss the children early without warning. It is important to make prior arrangements for your child in such an event. |
| Attendance Policy |
It is the requirement of school districts that school aged pupils attend school regularly in accordance with the laws of Pennsylvania. The educational program is predicated upon the presence of the pupil and requires continuity of instruction and classroom participation “Attendance” shall mean the presence of pupils in the schools in which they are enrolled. Attendance shall be required of all pupils enrolled in the school during the days and hours that the school is in session. A school principal or designee may excuse a pupil for temporary absences when satisfactory evidence of such mental, physical or other urgent conditions may reasonably cause the pupil’s absence. State law requires that all students be in school for 180 days each year. Absences from these 180 days fall into two categories: (1) excused absences and (2) unexcused absences. 1. An excused absence may be for:
- Illness
- Prearranged medical appointments
- Quarantine
- Death in the family
- Educational tours and trips (1) A written request must be made to the principal prior to the days of absences. Absences will be considered used only after the principal has approved the request Recovery from an accident
- Required court attendance
- Exceptionally urgent reasons. If there is a question refer to the office for a ruling.
2. Unexcused absences may be for:
- Truancy
- Absence through parental/guardian neglect
- Illegally employed
- Missed bus
- Over slept
- Any other reason not covered in excused absences above
Recognizing that regular attendance is a major factor in a student’s success at school, the following has been developed in compliance with Section 1327, Compulsory School Attendance of the Pennsylvania School Code of 1949 as amended.
- If a student has been absent from school, he/she must return to school with a note from the parent/guardian, explaining the absence. Without such an excuse within three days following an absence, the absence will be considered unexcused. A signed physician’s note may be necessary for return to school after a highly contagious illness, or as deemed necessary by the school nurse.
- If a student is absent 5 or more cumulative school days during the first grading period or exceeds 10% of the days to date, the building attendance person will report the absences to the principal.
- The principal will review the student’s previous record and consult with social worker and/or nurse. If previous or excessive absenteeism and/or truancy exist, the school district will be notified.
The following letter will be generated as necessary to address attendance issues: Dear _(parent/guardian): It has come to my attention that _____ has been excessively absent from school. _____ has been out _____ days of as _____. These excessive absences have jeopardized his/her academic progress. Further, I understand that he/she returned to school without excused absence notes. Without such excuse notes, his/her absences are considered unexcused. This excuse note is a requirement set forth by the Pennsylvania School Code and it is the obligation of the parents/guardians to provide this note to the school in order for it to account for its students. If your child is excessively absent due to continued or repeated illness, we request that the parent/guardian obtain a physician’s note with a diagnosis and certificate of good health to return to school. Please call me at 610-873-4968 so that we may discuss this situation. Sincerely, Samuel S. Ewing, M.Ed. Devereux Day School Principal |
| Lateness Procedure |
| If late, students must report to office upon arrival. They will be given a late pass to enter class. |
| Transportation |
| Your local school district is responsible for your child’s transportation. The transportation department from your local school district will contact you to let you know what time your child will be picked up in the morning and dropped off in the afternoon. The responsibility for students on the bus falls on the bus driver. He/she can safely carry out his/her responsibilities only if all students cooperate. When students are engaged in inappropriate behavior on the bus, drivers are asked to report this to the home school district Office of Special Education, parents and Day School staff. Day School Behavior Support staff may review with, or counsel, students regarding bus-related behavioral issues. Depending on the nature of the behavior, school privileges may also be impacted. All transportation issues should be addressed to the school district’s transportation department or Office of Special Education. Behavioral issues should be addressed first with the school district, then with the Day School Behavior Support staff if necessary. Instances may arise in which parents/guardians are requested to pick up their child from the Day School. For example, if a child becomes ill at school or if a child is deemed unsafe to ride school district transportation due to a behavioral or emotional crisis situation. |
| Visitors |
| Parents are always welcome, however all visitors are required to sign in at the office and to wear a “Visitor’s Badge.” This is to ensure the safety of our students. If the visit is for an inquiry regarding the child’s educational program, parents are asked to make an appointment with the specific teacher or the principal prior to the visit. |
| Confidentiality and Student Records |
| Maintaining the confidentiality of our students and their families is of paramount importance. While performing their duties, employees will have access to information relevant to our students' education. Employees have been informed that they are expected to keep this information privileged and confidential at all times. The staff at the Devereux Day School also recognizes the need to protect the confidentiality of education records of the students. All students' records are kept in locked files in the school. No disclosure of personally identifiable information from student records to outside resources will be made without prior written consent of the parent(s). The faculty will, at times, communicate with the public school with regards to a student's progress or a specific incident that may have occurred. Parents have the right to inspect or review their child's records. |
| Change of Information |
| Families who move must inform the office of their new address, telephone number, etc to keep the school records current and to be able to reach you. Any change in emergency numbers should also be reported as soon as possible. |
| Meals |
We sell breakfast items that can be purchased before students’ first class. A box of cereal with milk or a Pop Tart with milk are available for a minimal price. The breakfast program is considered a privilege. Attendance at breakfast may be denied at staff discretion if behavior issues are present. A teacher pass is required to attend breakfast. All students are encouraged to bring a lunch from home since we DO NOT have a lunch program at school. However, we will try to have some items for sale, such as soup, hot pockets, etc for those students who forget to bring a lunch from home. There may be some days where we have "special lunches" that students may purchase. Flyers will be sent home informing you of these. Milk or lemonade is provided free of charge. The breakfasts and lunches sold at the Day School help generate funds to provide incentives and rewards for our students when they achieve personal, academic and social goals. We have been and will continue to provide free breakfasts and lunches to families that are in need. We are happy to provide this support but please understand that we do not receive reimbursement for the expenses. The free lunch is not intended for students who:
- Do not like what was provided by the parent or guardian at home.
- Have money but are unwilling to spend that money on his/her food.
- Forgot their lunch for the day.
- Eat their lunch on the bus ride to school.
- Elect to bring in a bagged lunch from home.
We would be happy to provide a lunch for your child should they forget it on a certain day. Certainly, we want all of the students to be well nourished. If your child forgets his/her lunch we will credit them a lunch for the day. Breakfast and lunch will not be provided unless a breakfast and lunch application is completed. You may contact your child's homeroom teacher for this form.
Lunch Detention Attendance as well as, purchasing items in the cafeteria is considered a privilege. Students that earn lunch detention will not have access to the cafeteria to heat meals or purchase items. Students without a packed lunch will be able to purchase a peanut butter and jelly sandwich. Milk will be provided free of charge. |
| Academic Program |
All students attending the Devereux Day School have an IEP and, therefore, the entire educational curriculum is geared towards meeting individual needs. Often this can be accomplished in a group setting and at other times this may need to occur on an individual basis. You will receive a report card indicating your child’s progress four times each year. An agreement between parents and teachers will be established at the beginning of the school year, or upon your child’s arrival at the Day School. The Day School recommends weekly contact at a minimum. Formal conferences are scheduled at your request or staff’s. All students receive at least four major academic subjects- Mathematics; Decoding/Reading; Science and Social Studies. Your child may also participate in special activities, for which they will receive credit. These include: art, child development, music, computers, physical education, health education, zoo program, etc.
Assessment
Assessment of progress will take place on a daily, weekly and quarterly basis. The state of Pennsylvania requires that the “PSSA” be administered for 5th, 8th and 11th graders. Annual Review IEP reviews must occur within one year of the previous IEP, but can occur sooner. This is the opportunity to review current goals and to add those goals which need to be addressed in the school setting. Usually the attendees at your child’s IEP meeting will include: a teacher, a psychologist, a school district representative, yourself and your child. Other school personnel may attend if necessary. At least every three years, an Evaluation Report (ER, formerly CER) will be completed prior to the IEP to re-evaluate your child’s functioning in the program. Input for this document comes from you and all of the staff members actively involved in your child’s program. Recommendations are then made to the IEP team to be discussed at the IEP meeting. |
| School Wide Rules and Expectations |
School Attire
School attire should be appropriate for the learning environment. Students are not permitted to wear clothing or accessories with writing or pictures that demeans others in any way or that depicts illegal or illicit themes such as drugs, alcohol, violence, or sexual references. Clothing or jewelry that is could be dangerous to the wearer or others such as spiked items or certain body piercings are not permitted. Sleeveless shirts including tank tops, sleeveless sports jerseys or spaghetti straps are not permitted. Shorts or skirts must be longer than the student’s arm length. Head coverings including hats, bandanas, and caps are not permitted. Outer garments such as jackets and coats much be taken off in homeroom and are not permitted to be worn during the school day. If a student attends school wearing inappropriate attire, they will be given a shirt or pair of pants to put on top of their clothing. If they chose not to wear alternate clothing, they will be provided with their classroom assignments in an alternate room outside of the classroom. In the case of accessories, such as hats or jewelry, students will be asked to remove the item. If the student does not respond to the request, the item may be retained by staff until the end of the school day. Students are required to wear sneakers for gym class.
Electronic Equipment
Some students may have a long bus ride and may wish to bring a Game Boy, radio/tape/CD player. They are doing so at their own risk. This equipment should be given to the teacher or behavior support staff when they enter school for safe keeping during the school day. Other electronic equipment, such as cell phones, beepers, etc. are not allowed unless special permission is granted. These will be confiscated and returned to the student at the end of the school day. If there is a second offense, they will be confiscated and returned only to a parent.
Smoking Policy
Devereux is committed to providing a safe and healthy environment for its' students and staff. In accordance with PA State Law, Act 128, no smoking is permitted on campus and the following disciplinary actions will be taken when a student is found smoking on campus:
- 1st Offense- student will be placed on a "Major Infraction" according to the Level System. Parents will be notified.
- 2nd Offense within one school year- student will be placed on a "Major Infraction", parent will be notified, and a $25 fine will be assessed which will be donated to the American Cancer Society
- 3rd Offense within one school year- student will be placed on a "Major Infraction", parent will be notified, the courts will be notified through the issuance of a private citation, and a fine, which includes court costs, of $100 will be assessed.
Grades and/or a diploma will be withheld until fines are paid.
Property Damage Policy
The Day School strives to teach students to take responsibility and ownership for their behavior. If a student is witnessed vandalizing or destroying school property, he/she will be responsible for full restitution of the replacement/repair of the property. The Devereux Beneto maintenance department will determine the costs of repair/replacement of property. School staff will advise the student of the amount and this information will be mailed home to the student’s parents/guardians. If parents do not pay for the property damage, the student will be required to work the damage off during school hours at a rate of **** an hour (or the current minimum wage). Work assignments may include: cafeteria clean up, graffiti removal, litter removal, or general maintenance/janitorial work. Students will not be given a choice of job activity. Their job assignment will be based on the school needs and the amount of supervision available and required. |
| Behavior Support System |
| Level System |
The Day School utilizes Level Systems as a means of monitoring students’ behavior by providing consistent feedback, and in so doing, help students become increasingly more responsible for themselves and their actions. The lower levels provide a high level of structure, supervision and support. As students progress through the Level System, they gain more privileges, responsibilities and independence. Every effort is made to help students progress through the Level System, gain increased independence and responsibilities within the program, and meet their personal academic, behavioral and social/emotional goals. To accomplish these stated goals, students receive ongoing feedback from staff about their strengths and areas of need. The Level Systems address behaviors necessary for successful classroom and academic functioning for example, following directions the first time, completing work, and using positive comments and language. In addition, individual goals are addressed through one or more personalized goals taken from the IEP or identified as an area of need during faculty team reviews. The elementary, middle and high school programs each have Level Systems which are tailored to the developmental levels of those groups of students. You will be provided with a copy of the level system used by your child’s program under separate cover. However, there are common elements in each of the Level Systems. At the conclusion of each class period, students first rate themselves on their goals, then the teachers rate them and review their ratings. In order to reinforce the ability to self-monitor accurately, students receive a bonus point if they match their teacher’s rating. Throughout the day, students accumulate points they can use to “purchase” rewards. At the end of the day, students move forward one day in the Level System if they meet the total point criteria. As students progress to the upper levels, they are required to complete a Level Promotion Form, which is presented at the Faculty Team meetings. The team reviews whether or not an individual student has made sufficient progress toward his/her goals to advance a level. If not, the student is provided with feedback which includes a specific target behavior to work toward improving. As students meet expectations for the highest levels, point sheets are modified to promote more independent functioning and less feedback. Students that consistently maintain the upper level have the opportunity to no longer carry a point sheet.
Minors and Majors
Each program includes “minors” and “majors” in their Level Systems. Some examples of behaviors categorized under “minor” include leaving the class without permission, disruption, and verbal aggression toward a peer. “Majors” include more serious behaviors such as leaving the building without permission, physical aggression, sexual harassment, and stealing. Behaviors classified as “minors” and “majors” have consequences associated with them such as point fines, detention, and family/school district notification.
Level Warnings
Occasionally, students attain a level but their behavior may not remain consistent with the expectations of that level. In these cases, students are given a written warning and a target behavior to work toward in the next week. If improvement is noted, the warning is lifted and the student retains their level. If no improvement is noted, or the student receives three consecutive warnings, a drop in the student’s level will be made. The goal is to provide a greater amount of structure so students can once again become successful in the program.
Bounce Back Program
Students who have attained an upper level and then exhibits a “major” behavior (as outlined below) may be eligible for the “bounce back” program. This allows a student an opportunity to advance to their previously attained level in an abbreviated time period, provided they consistently meet the expectations of that higher level.
Behavior Support Plans
Students’ progress is tracked daily. Data including points earned, time outs, detention logs and incident reports are reviewed at least weekly by the clinical staff and at the faculty team meetings. If a student is not making progress, an informal Functional Behavior Assessment is completed by team members and a positive Behavior Support Plan is developed which includes individualized target behaviors, reinforcers, and advancement criteria. The Behavior Support Plan is distributed to all involved staff and reviewed by the team at least weekly and revised as necessary until no longer needed. If the team deems it necessary, a clinician will conduct a formal Functional Behavior Assessment (FBA) including direct classroom observations and interviews with the student, teacher and parents/guardians. Within one week, a positive Behavior Support Plan is written, distributed to staff, and mailed home to the parents/guardians. A copy of the plan will also be placed in the student’s file. The Plan will be reviewed at least weekly and revised as necessary until no longer necessary. |
| Rewards |
The Behavior Support Committee will continue to develop and add to the current reward system that is in place with the goal of maintaining an interesting and diverse reward menu. Teachers will also survey their students for rewards and motivational activities that appeal to them. Teachers will report this information to their team coordinators who in turn will make the behavior management committee aware. Some rewards in place include:
- School store: items may be “purchased” with points. Teachers and support staff will periodically survey the students to ensure that items in the store are in fact reinforcing. Some items offered include school supplies, snacks/candy and batteries.
- Academies: students earning sufficient points and completing all expected work will be eligible for an activity-based class period at the end of each school day. Activities offered will be varied.
- Trips: educational, incentive and service learning trips will be scheduled throughout the year for students on designated levels. A variety of trips will be scheduled to meet the diverse needs of the students.
- Opportunities for a variety of recreational activities (indoor or outdoor), special events (picnics, presentations, tournaments), access to electronics (game boy, etc), snacks, and bonus points.
- Boy Scouts: for students 14 years and older and on the designated level.
- Intramural sports: will be available for students on designated levels. Students compete against one another in a variety of sports programs. An All-star team is chosen by the Physical Education teacher to play against other schools.
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| Time Out |
Time out is the withdraw of positive or negative reinforcement for inappropriate or undesirable behavior. The goal is to teach the students to gain adult and peer attention through socially acceptable behavior. This time is not to be used as “think time” or a counseling session. When the student is in the time out area they should receive no reinforcement. Conversation, eye contact, physical contact, and distractions will be avoided. Situations When Time-Outs Are Used Most undesirable behaviors can be eliminated if typical classroom management procedures are followed. Typical classroom management procedures include: Reinforcing acceptable classroom behaviors Verbally reminding the student of the rules Providing visual cues serious look, thumbs down, head shake, etc Using proximity control to redirect the student Ignoring inappropriate behavior Issuing a verbal warning Issuing consequences for inappropriate behavior (point loss) Time outs are utilized only if students are not responding to typical classroom management procedures.
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| Leveled Time Outs |
The least restrictive disciplinary procedure that most effectively deals with undesirable student behavior will be implemented prior to moving to more restrictive measures. In general, the following steps will be implemented:
- Classroom management procedures
- Level One time out (in classroom time out area)
- Level Two time out (in focus room)
Certain situations may call for the immediate removal of a student from the classroom. Incidents such as physical aggression, elopement, and sexual assault may warrant an immediate level two or level three time out.
Level One Time Out
A designated time out area is set up in every classroom which provides an area with minimal distractions and student/staff reinforcement. An example of an in class time out areas would be a desk positioned towards the wall, away from adult/peer attention, and away from windows and doors. Expectations of a student in a level one time out are that he/she remain in their designated time out area, does not disrupt the educational process in the classroom, and does not interact with others. The classroom teacher will provide no reinforcement to a student in time out and will ignore behaviors that are not impeding the learning process. The teacher will direct students and staff not to engage a student in the time out area and to ignore any inappropriate behaviors they exhibit. The teacher will allow the student the opportunity to reenter the program within five minutes. The student will be reinforced when they begin participating in class, not when they exit the time out area.
Level Two Time Out
If a student does not respond to a level one time out, the teacher will request behavior staff support and a level two time out will be initiated. A level two time out occurs outside of the classroom, in a designated room on the floor, with the behavior manager or other designated behavior support staff. Documentation will be provided to the behavior support staff by the teacher regarding the nature of the problem behavior. The student will remain in the focus room monitored by staff until they are able to demonstrate appropriate behavior and successfully reenter the program. No reinforcement will be provided to a student in a level two time out. Staff will not engage in eye, verbal or physical contact unless absolutely necessary. The behavior manager will document the length of the time out and share this information with the student. The student will be responsible for making up this time during lunch detention or academies. Students do not earn points during the time they are out of program. A student in a level two time out is expected to remain in the designated time out area and not disrupt the educational process of other students. Prior to reentry into program he/she is expected to demonstrate the ability to follow simple directions, respond appropriately to adult questioning, and make a verbal commitment not to repeat the behavior. Students are also expected to demonstrate the ability to complete work prior to program reentry. The student is escorted back to program by staff. He/she will receive no reinforcement from the teacher for reentering class, but will be reinforced for participation in learning. A student will be moved to a different area of the building if they exhibit the following behaviors: Screaming Aggression toward self, peers or adults Property Destruction
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| Crisis Situations |
| A crisis is defined as any situation that requires more than one staff to safely deescalate. A crisis support plan is in place and will be utilized in the event of a crisis such as assault, elopement, therapeutic hold… The Crisis Team consists of staff including Administrative Support, Behavior Support and other staff. |
| Crisis Intervntion Strategies |
| Staff at the Day School receive annual training in crisis prevention and intervention. We pride ourselves on our ability to prevent difficult situations from occurring. Our staff are trained in de-escalation techniques and we feel strongly that most situations can be resolved through skillful verbal management. However, there are some situations when it is necessary for staff to provide physical prompting, guidance, or a more controlling assist or procedure. These instances will be documented and reviewed by an administrator. |
| Response to Dangerous or Illegal Behavior/Possessions |
The Day School is committed to maintaining an orderly, safe and secure environment for the students and staff and providing a positive learning atmosphere in which students can work to their fullest potential. If there is a reasonable suspicion that a student or students have in their possession an article or material that is illegal or dangerous the procedure outlined below will be followed. This includes suspected possession of an illegal substance, such as drugs and alcohol, weapons, or an object that could be used in a harmful or dangerous manner.
- The behavior support staff will request that the student(s) empty their pockets, bookbag, etc. to determine if the suspicion is valid. The behavior support staff or administrator has the right to do a cursory search if the student refuses to comply.
- If illegal items are found, the state police, who cover the township where the Day School is located, will be summoned. They will proceed with whatever actions need to be taken. Possession of a weapon on school property or in school vehicles is a misdemeanor.
- The parents of the student(s) will be notified of the incident and actions being taken.
- The school district will be notified.
- For certain behaviors or actions, a request for a meeting with parents, school district, and school staff will be scheduled as soon as possible. In certain situations, the student may be suspended or given an in-school suspension dependent upon the seriousness of the action.
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| School Nurse/Student Medical Information |
A school medical permission form, an emergency card and a signed and dated physician physical form must be completed for all students every school year. Please fill them out completely because they will accompany your child to the emergency room if necessary. They must be filled out regardless if your child does or does not take medication at school. For the well being of all, please do not send you child to school ill. A fever, vomiting, diarrhea, a contagious illness such as pinkeye, severe sore throat, acute upper respiratory infection, gastrointestinal virus, a rash, etc., are some reasons to keep your child at home and will prevent you from making a trip to come pick you child up to return home. When students have a fever, they should remain home until they are without a fever for 24 hours before returning to school. They should feel well enough to return to school, even if on an antibiotic. Do not send your child to school if he/she is too exhausted or sleepy to attend class. When your child is taking medication at school, the medication must be accompanied by a physician and parental note, as well as a copy of the prescription. Medication may only be given at school when the above procedure is followed. Medication received without the required papers will be returned home with your child and without being given at school. Outdated and medication more than one year old will not be given and also be returned home with your child. The parental note should include the number of pills you are sending in, along with the dosage to be given, time to be given, and reason to be given. The number of pills being sent is important so the school nurse knows she is receiving all the medication you sent. You may choose to have the medication given at 8:30am, 10 am, Noon, or 1:30pm. Noon medication is given in the cafeteria during your child's lunch period. Your child reports to the nurse's office for other administration times. All medication must be in the most current, clearly labeled pharmacy bottle. Non-prescription medication must be in the original, clearly printed container along with a parental note. Parental and physician notes are also required when a dosage is changed or medication is discontinued. Empty pharmacy bottles will be sent home with your child when a refill is needed. Medication can only be given when you keep your child's supply current, so please note on your calendar when a refill is expected, and look for the empty bottle coming home on that date. When the dosage is or includes half a tablet, please cut the pills in half before sending to school. Send one month's supply when possible, and remember to keep a supply at home for after school and days off from school. All prescription and over the counter medication for field trips must be packaged and sent from home with clear directions. The medication should be sent the day of the trip and include any necessary information the teacher may need, including a phone number where you can be reached the day of the trip.
Immunizations
In accordance with state law, no child may be permitted to attend school unless they have received immunizations as required by the PA Department of Health. Proof of the following immunizations is required BEFORE attendance to every school (even if your child attended school elsewhere). Should your child need further immunizations, you will be notified that attendance can not begin until requirements are met. The number of immunizations of each depends on the specific vaccine used and the age when given, as well as proper spacing between each immunization.
- Diphtheria and Tetanus (DtaP, DTP, Td or DT)
- Measles, Mumps, Rubella (MMR)
- Polio (OPV or IPV)
- Chickenpox (varicella) - or the following:
Proof of immunity by laboratory testing or Written statement of the date and history of the disease from the parent or physician. Highly recommended for all students, but mandatory for students entering the 7th grade or turning 12 years of age during the school year are required to have additional immunizations:
- Hepatitis B 3 properly spaced doses or proof of immunity by laboratory testing
Please call or fax the school nurse, Mrs. Lantieri, RN, with any questions or concerns at 610-873-4944; fax number is 610-873-4961. |
| Clinical Services |
| The role of the clinical staff at the Day School is to provide support to the teachers and students and to assist in behavioral/emotional support programming. We have a strong consultative model which includes the participation of the clinical staff in: weekly program team meetings (elementary, middle and high school); individual meetings with teachers; direct observations of staff and students; and assistance in the development, implementation and monitoring of both school-wide and individual behavior management programs. Each homeroom teacher is paired with a clinician with whom s/he will meet for weekly consultation. The focus of these meeting is to help maintain classroom-based positive behavior and emotional supports, as well as to help with issues/concerns that may arise within the classroom. The clinical staff is available to consult with you for any emotional concerns relating to your child’s successful performance in school. With written parent/guardian consent, the clinical staff will also communicate with your child’s outside mental health treatment providers as a means of supporting treatment and helping to provide continuity of care. Counseling is available at the Day School for those students who, in order to be successful in school, need support beyond the scope of classroom-based supports and interventions. Sessions will typically focus upon building on or strengthening students’ adaptive skills in the areas of anger management, problem-solving, social skills, etc. Counseling may be provided in an individual, pair or group format. A consultation or crisis intervention session with a student may be requested by a student, staff member or parent. Written permission from a student’s parent/guardian will be obtained prior to initiation of regularly scheduled on-going counseling sessions. Please feel free to contact a member of the clinical staff by calling the main number at the Day School and requesting to speak with the clinician whom is consulting with your child’s homeroom teacher. |
| Speech and Language Therapy |
Students at the Devereux Day School are provided with a full speech/language program. The speech pathologists work in these three areas:
- All newly admitted students are screened for speech, language, and hearing deficits and there are annual hearing screens of all students. Referrals about need for relevant medial services are made to parents or guardians. Fuller speech/language evaluations are administered to students who do not pass the initial screening.
- Included in an ongoing speech therapy schedule for remediation of pathology, are those who are assessed as having a speech, language, or auditory disorder. Also assisted are those in need of training regarding use of assistive devices or hearing aids to aid communication at school. Therapy may be on an individual, pairs, or small group basis. The Individual Educational Plan (IEP) is written to include this service. If a student arrives with speech, language, or hearing goals on an existing IEP, those goals are addressed.
- A social skills program in the elementary classrooms is organized, facilitated, tracked, and rewarded through the speech therapy department.
Additionally, there is frequent consultation with teachers, other clinical staff, vocational staff, and support staff to promote optimal communication throughout the Day School program. |
| Transition Services |
Transitional programming is available to students over the age of 14. The department's focus is to help students identify post-school outcomes and the steps needed to reach these goals. Once goals are identified, the Transition Department will support students in reaching them. Transition services may include career education, job placement, vocational training and college preparation. The Day School program follows the following format: Volunteer Placements Volunteer placements may be recommended by an IEP team for students who would like to gain some supported work experience but are not yet ready for a competitive placement. Supportive Work Placements These placements are arranged through the intermediate unit of the student's county. Students are assessed to determine the level of support and structure needed for them to be successful at a work placement and then placed accordingly. Extensive job coaching is provided by the intermediate unit until the student is able to work independently. The Day School currently has students placed in Delaware County Intermediate Unit's "Options" program. Competitive Work Study Certain students, as indicated in their IEP goals, have the opportunity to be placed in job training in the community during the school day. They receive school credit for their work experience, as well as job coaching, if necessary, from a transition team staff member. For every 150 hours a student works on the job, she/he will earn one credit. Vocational Technical Schools Vocational training is also available to eligible students through half-day placements in various Vocational-Technical programs offered by the student’s county. These Vo-Tech programs prepare students for careers in a particular field by providing specific training, as well as teaching job skills. Transportation between the vocational school and the Day School is provided by the school district. Post-Secondary Education The Transition Department can help a student to investigate different types of training schools and colleges. They will assist in collecting and completing applications and financial aid documents. An SAT preparation course is also offered at the Day School to help prepare those students who wish to take the test. Pennsylvania Department of Education Guidelines Regarding Transition Transition is: A coordinated set of activities for a student that:
- Is designed within an outcome-oriented process, which promotes movement from school to post-school activities. Post-school activities include post-secondary education, vocational training, integrated employment, continuing and adult education, adult services, independent living and community participation.
- Is based on the individual student’s needs, taking in to account the student’s preferences and interests.
- Includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives and when appropriate, acquisition of daily living skills and functional vocational evaluation.
Transition practices in schools must be:
- Student-focused: Active and engaged student participation in the transition process is essential. The IEP should be driven by the identification of valued and attainable post-secondary goals.
- Activities designed to develop skills: Use of both school-based learning and work-based experiences that focus on the student’s needed skills to enhance the student’s post-school employment and education opportunities.
- Interagency collaboration: Interagency collaboration should focus on needed transition services that promote movement from school to post-school activities, including services and supports that will be needed after school to support the desired outcomes.
- Family involvement: Parents and families should be actively included in transitional planning. School teams should capitalize on student interests, preferences, and abilities, using parent information, values, and home input as part of the transitional planning considerations.
- Organization: Schools and programs should be organized to offer services and curricular options that support a variety of post-school options. These services and curricular options need to support outcomes in the areas of post secondary education and training, and employment, and community living.
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| Additional Programs and Services |
In addition to the programs and services outlined in previous sections the Day School may offer students the opportunity to do the following:
- Learn about animals in the Zoo Program. There is a zoo on campus which houses a variety of animals, from birds to ferrets and snakes to horses. Beyond providing a learning environment, the zoo also provides a therapeutic environment for many students.
- Join in the Boy Scouts program (ages 14 and older). Students in Boy Scouts perform service oriented activities, attend field trips, which may include indoor rock climbing, camping, skiing, etc.
- Take computer, art and music classes as part of their educational program.
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