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NEW DIRECTIONS SCHOOL
Northampton Center for Children and Families
78 Pomeroy Terrace, Northampton, MA 01060
(413) 584-1310 (413) 586-1490 (fax)
August 18, 2023
Dear Parent(s)/Guardian(s) and Students at New Directions School:
It is our pleasure to share this handbook with you. The goal of this handbook is to provide you
with a framework of the work in which we are involved each day with your child/client.
Included in this handbook are resources that we believe you will find useful. These include the
vision and mission statements, grading practices (for academic, effort and conduct grades), a rubric
for effort and conduct, homework guidelines, information about the school day, and information
about our vocational program. We have also included information about the Special Education
Parent Advisory Council (PAC), anti-bullying regulations and processes, physical restraint
regulations, equal access regulations, anti-hazing regulations, and our technology policy. This
handbook provides you with a minimal summary of each policy. For full access to any of the
policies, please see the school website or contact the school office.
Please let me know if you need anything. Your involvement in your child’s education is important
to us. We look forward to working with you throughout the year.
Sincerely,
Patrick Dineen, M. Ed.
Director of Education
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New Directions School
78 Pomeroy Terrace
Northampton, Mass. 01060
at
Cutchins Programs for Children and Families
Parent/Student Handbook
for
2023 - 2024
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Welcome to New Directions School, which is on the campus of Northampton Center for Children
and Families (NCCF). We fall under the parent organization of Cutchins Programs for Children
and Families. All of the New Directions staff looks forward to working with you. This handbook
contains information that will help you understand our program. Please let us know if you have
any questions.
Our Mission
Cultivate curiosity
and
competence
in the classroom and the community.
Our Vision
We are a community of learners, cultivating self-awareness and critical thinking
skills. We work to create and advance a trauma informed educational culture. We
celebrate each person’s individuality and strengths within a collaborative learning
environment.
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NEW DIRECTIONS SCHOOL STAFF DIRECTORY
NORTHAMPTON CENTER FOR CHILDREN AND FAMILIES MAIN PHONE
413-584-1310
NURSING OFFICE
Nursing
Scott Johnson
X 320
Health Office Assistant
Ashley Ballou-Mauke
aballou-mauke@cutchins.org
X 310
ADMINISTRATIVE/CLINICAL OFFICES
Chief Executive Officer
Dr. Tina Champagne
tchampagne@cutchins.org
X 313
Director of Education
Assistant Director of
Education
Patrick Dineen
Michelle Otis
X 327
Education Clinical
Coordinator
Vacant
X 330
Clinician
Raven Emanuel
X 324
Educational Milieu
Coordinator
Bob McCallum
X 326
School Administrative
Assistant
Jennifer Holes
jholes@cutchins.org
X 332
TEACHING STAFF – SCOTT SCHOOL
Science
Vacant
Math
Douglas Fraser
ELA
Madeleine Michaud
mmichaud@cutchins.org
Social Studies
Sarah Ryan
TEACHING STAFF – CARRIAGE HOUSE
Elementary School
Marissa Tucker
metucker@cutchins.org
Middle School
Hannah Providenti
PHYSICAL EDUCATION
Physical Education
Instructor
Vacant
VOCATIONAL EDUCATION
Head Vocational
Instructor
Cora Gaulin
Vocational Instructor
Heather Nield
TEACHING ASSISTANTS
Scott School Support Office
X 326
Carriage House Support Office
X 335
OCCUPATIONAL THERAPY STAFF
OTR/L /Vocational
Supervisor
Dr Victoria Lehr
COTA/L
Jennifer Rehbein
jrehbein@cutchins.org
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The Overarching Perspective of New Directions School
Identified Population of students to be served
The New Directions School is run by the Cutchins Program for Children and Families, which
operates educational and residential programs in western Massachusetts. Our program is designed
to help at-risk students develop self-esteem, gain academic achievement, and become productive
members of society. We are a small, specialized facility that serves students ages 8-21. This school
is an out-of-district placement for day students and the campus also hosts a residential facility. Not
all students living on the campus attend our day school program. Our program combines academic
instruction, clinical treatment, and vocational opportunities to create a safe and therapeutic
learning environment for students with emotional, behavioral, and mental health challenges.
Educational Characteristics
The New Directions School is the educational component of the Cutchins Programs for Children
and Families, Northampton Center. The following characteristics describe our work.
• Milieu treatment center providing services for students with emotional and behavioral
disabilities
• Predictable and safe educational structure
• Individual Education Plans (IEPs)
• Individualized accommodations and modifications
• MAAPS member school
• Department of Elementary and Secondary Education approved
• Ungraded classrooms – heterogeneous groupings
• Massachusetts Curriculum Frameworks and MCAS
There are two school buildings – Scott School and Carriage House. Scott School hosts our upper
middle school and high school academic classes and many of our electives. Carriage House hosts
our two classrooms for younger students – North Group and South Group. North Group is a class
of middle school students. South Group is a class of elementary school students. Classrooms are
provided with a Support Staff as needed.
Each school building, Scott and Carriage, houses a Support Room that when in use is staffed with
Support Room personnel. The personnel use a variety of sensory tools to help students take a
break and prepare for re-entry into the learning environment. Scott School has a separate Sensory
Room, a Student Work Room, and a Quiet Rooms adjacent to the Support Office. Scott School
also has a Sensory and Fitness Center in the gym. On our campus there are swings and a play
structure as well as gardens and walking trails. Surrounding our campus, we have access to nature
walking trails and a playing field. We are a 5-minute walk to downtown Northampton.
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Student Expectations/Procedures
What to bring to school?
It is good to bring a water bottle, healthy snack and extra layer of clothing to school. Students are
expected to bring only materials that are safe for school and conducive to learning.
Personal belongings that are brought to school are brought at the student’s/family’s own
risk. The school cannot assume responsibility for items that are lost, damaged, or stolen.
Personal Electronics
No personal electronics, especially cell phones, should be brought to school. If you do, it has to
be turned in to staff upon arrival on campus. If you need to use your device, you are expected to
come to the Support Room to explain the situation and ask permission to use your device. If
there are special circumstances where you might utilize a (non-cell phone) electronic device, a
Special Program may be created for you by your team. If a student brings a personal device to
the school, the replacement for that device, if it is lost or stolen is the responsibility of the
student/family/guardian.
Under no circumstances, at any time, shall a personal device be used at New Directions School
to access the internet, take photos/videos, or download music.
Disruptive Behavior:
When a student is disruptive, he/she will be asked to leave the classroom and, if judged a safety
risk, leave the building accompanied by a staff member. If the student is considered “out of
program” for an extended period of time, the Director of Education or the School Clinical
Coordinator and Milieu Coordinator will decide, with staff, how to proceed. In circumstances
involving weapons or illegal substances and physical safety of other students, a decision may be
made to contact parents and dismiss and suspend the student immediately.
When does the staff determine that a student needs to re-regulate in his/her own
home?
If a day student is out of program for an extended period of time and cannot regulate him/herself,
the Director of Education in consultation with clinical staff and Milieu Coordinator, may determine
that the student needs to go home for the remainder of the day.
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Suspensions:
Structures and policies are in place to address behavioral concerns and minimize disruption to the
school community. For this reason, suspensions are rare. However, there are circumstances in
which a student must be removed from campus to maintain an environment conducive to learning.
When do we call police?
Each student has an individualized safety plan, called an ICSP (Individual (Crisis) Safety Plan)
that outlines what interventions we will use and when. Staff works with students to support them
in making safe choices and de-escalating a situation. Staff works to shift a situation toward one
that is safe and helps students to use learned coping strategies. We will only call Crisis/Police if a
student is an immediate safety risk to self or other and we are unable to de-escalate the situation.
Any variation to this process is determined on a case-by-case basis for a specific safety and
treatment reason and is outlined in the student’s ICSP. The school maintains ongoing contact with
families, guardians, and the full team regarding situations that involve serious situations, e.g.,
restraints, and police/hospital involvement.
Dress Code
It is expected that attire will support our focus on learning and match the needs associated with the
weather. Clothing should not contain references to drug, alcohol, inappropriate or sexual explicit
language.
Start and End Times of the School Day
The school day begins at 8:15AM. Day students are dropped off via their school-based
transportation or their parents. Students have breakfast in the dining hall and are greeted by their
teacher, who walks them back to the school.
For all students the school day ends at 3:03PM each day.
School Attendance
Snow Days
School is in session for residential students on snow days. We follow the cancellation or delayed
opening schedule that Northampton Public Schools sets. If day students do come to school on a
snow day, we are fully prepared to greet them for a full day of school. Additional days have been
added to the school calendar in the event that make-up days are required.
Day Student Attendance
If your child will not be coming into school or will be late, please call the Student Support Center
phone x 326. If there are any changes to the scheduled transportation plans for your child, please
also call the Student Support Center phone.
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The Schedule of the School Day
Elementary and middle school aged groups are in class until 11:55AM, at which time they walk
over to the dining hall with their teacher and have lunch with their teacher and peers. After lunch,
they have a 20-minute recess. HS students have lunch at 12:15PM and are also joined by their
teachers and peers.
Meals are prepared by our kitchen staff and follow all state and federal guidelines for portion and
food quality. In order to determine student eligibility for Free and Reduced lunch, all
parents/guardians must complete the lunch form provided.
All students are enrolled in elective classes and Physical Education. We have a weekly master
schedule that is posted throughout the facility so that students can crosscheck their schedule. All
students have a copy of their own individual schedule and that schedule is also sent home to
families.
Vocational Program
Our vocational program supports independent living skills and community integration skills. The
vocational program can support students in off-grounds internships during the school year or in
the summer, when it fits with a student’s goals and plan. The vocational program also supports
on-grounds internships during our summer program, such as working in our snack bar, on
computer skills, on our nature trails and in beautifying our campus.
Our vocational program, or Career Development Education Program, has three levels that students
are placed in depending on their age, ability, interest and goals.
• Career Awareness: Students learn about the types of businesses that exist and what might
be a job/career that is of interest to each of them; will explore the job market options, and
may participate in a career fair.
• Career Exploration: Students will develop life skills, such as creating and maintaining a
resume, writing letters of interest to employers, budgeting one’s finances, job shadowing,
interviewing professionals, and career-related research projects.
• Career Immersion: Students will experience in-depth career immersion, such as enrolling
in career-related clubs, internships, and volunteer opportunities.
Therapeutic Groups
We have two school clinicians on staff who run therapeutic skills groups for students
throughout the school year. Groups for the high school students are grounded in Dialectical
Behavioral Therapy. They focus on learning and practicing DBT skills which consist of
Mindfulness, Distress Tolerance, Interpersonal Effectiveness and Emotion Regulation. These
groups are also an opportunity for students to share and process their feelings and
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experiences in a supportive environment. At the elementary and middle school level, student
focus on a combination of social learning and DBT. Clinicians utilize the Social Thinking
curriculum to support students in increasing their social awareness and practicing expected
social behaviors. The group provide an opportunity for students to identify feelings and
effective coping skills so that they are better able to regulate their behavior. For both the
middle school and high school students, our clinicians utilize a variety of therapeutic tools
including expressive arts, sensory outlets and open discussion as a means of learning by
doing.
Summer Program
We have a 218-day school program. In our summer program, academics are presented through
thematic units of study and are co-taught by our six classroom teachers. For the older students,
our program is characterized by vocational learning experiences. Many of the older students may
be placed in a vocational work site off campus, while others are on campus in vocational work
sites such as horticulture, cooking or campus beautification. Older students also spend part of their
day in STEM and Humanities classes for both credit recovery opportunities and to help maintain
academic skills.
Feedback on Learning
Education and clinical coordinator, and school clinician can be contacted to provide regular
feedback on student progress. Teachers are available by email and phone conferencing.
Parents/Guardians can expect to regularly receive both IEP progress notes and report cards.
The IEP Process
When an annual IEP or 3-year re-evaluation is due, your child’s district will initiate that process.
They will schedule the meeting, working with all participants to schedule a meeting that is
responsive to the needs of all individuals on the team. The Director of Education will craft the
draft IEP with the teachers at Cutchins, in preparation for the IEP meeting.
You will receive a draft IEP at the meeting (and you can have one earlier if you would like, just
let us know and we can send that to you). The team will examine the draft IEP and changes will
be made to that document as needed at the meeting.
The IEP is then sent to the district for the signature of the Director of Pupil Personnel Services (or
Special Education Director) and the district forwards the document to you for signature.
We work from the signed IEP. The IEP that is developed at the team meeting is not implemented
until we receive your signature page from the district.
When you come to a team meeting, we will ask you for your concerns. Please feel free to come
prepared to share that information. We will also develop a five-year vision as a team. Please also
feel free to come prepared to speak to your vision.
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The Academic Curriculum
We follow the Massachusetts Curriculum Frameworks. These documents can be found on line at
Massachusetts DESE (Department of Elementary and Secondary Education) or by going to
http://www.doe.mass.edu/frameworks/current.html.
We use the approved DESE graphic organizers to support students in the completion of writing
assignments across all subject areas. This strengthens their writing skills/products and prepares
them for taking the MCAS assessment.
Grading Practices
Academic Course Grades
All academic courses and Physical Education receive a letter grade. Elective classes are graded
pass/fail. Grades are based on in-class participation, work product, and homework. In this work,
we aim to keep students informed about their grades throughout the semester. It is not that we
give grades, but that students earn grades.
In the upper grade classes, credits are equivalent to a public high school, allowing for the transfer
of credits toward the attainment of a high school diploma.
We work closely with public schools to map out the course requirements for each academic year.
We work with the public high school to coordinate the classes in which students are enrolled
throughout their high school career, to insure that your child is working toward meeting all
graduation requirements from his/her/their sending public school district. Grades are sent to the
public high school for the fall semester, spring semester, and summer semester. Sending districts
create a transcript and monitor the work toward the attainment of a high school diploma. We keep
families and students informed of this work through the high school years.
Our report cards reflect a content grade and a grade for effort and conduct (see rubric which
follows).
Grading Procedure:
o Grades are based on effort, participation, and attendance
§ Excused absences do not count against the student so long as they are
intermittent enough to maintain course integrity and so long as work is made
up. Excused absences are due to sickness, hospitalization, medical
appointment, therapy)
§ Parents are urged to provide a written or electronic notice detailing an
upcoming excused absence.
o If we become concerned about a student’s ability to pass a class, we inform the
parent/guardian/district and the student, and collectively we craft a plan, making
adjustments toward a path of passing the class.
RUBRIC for Effort and Conduct Scores
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Effort Rubric
4
I worked on the task until it was completed. I pushed myself to continue working
on the task even when difficulties arose or a solution was not immediately evident.
I viewed difficulties that arose as opportunities to strengthen my understanding.
3
I worked on the task until it was completed. I pushed myself to continue working
on the task even when difficulties arose or a solution was not immediately evident.
2
I put some effort into the task, but I stopped working when difficulties arose.
1
I put very little or no effort into the task
Conduct Rubric
4
I use expected voice volume and language for a school setting.
I listen to others when they speak and do not interrupt.
I follow directions.
I respect others’ space and avoid making others uncomfortable.
I work collaboratively.
No warning or Timeouts for conduct
3
I usually….
• use expected voice volume and language for a school setting.
• listen to others when they speak and do not interrupt.
• follow directions.
• respect others’ space and avoid making others uncomfortable.
• work collaboratively.
I received warning or was Timed Out but was able to return to class and
participate for the majority of the class
2
I sometimes….
• use expected voice volume and language for a school setting.
• listen to others when they speak and do not interrupt.
• follow directions.
• respect others’ space and avoid making others uncomfortable.
• work collaboratively.
I needed numerous warning and Time Outs I was sent to support and missed
50% of class due to my behavior
1
It is very difficult for me to:
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• use expected voice volume and language for a school setting.
• listen to others when they speak and do not interrupt.
• follow directions.
• respect others’ space and avoid making others uncomfortable.
• work collaboratively
My Behavior lead to me being out of class for about 75% of the class period
Homework Guidelines
Optional assignments as extra credit for struggling students to complete at home or during free
periods in school are offered on an individual basis.
Family and Team Communication
Family/Guardian communication is an integral component to our program. What is communicated
depends on the individual student and his/her/their treatment needs and goals. Communication
comes from teachers, clinicians and our Director of Education.
Most of our students have many other adult supports, like their school district, Continuum Team,
DMH or DCF workers, Educational Advocates or other outside therapists. We communicate
regularly with outside team members.
MCAS Testing
All students in grades 3, 4, 5, 6, 7, 8 and 10 are required to participate in MCAS testing. All
parents/guardians will receive a letter documenting the MCAS dates and subjects that are pertinent
to his/her/their student.
Grade 3, 4, 6 and 7 students participate in ELA (English Language Arts) and math MCAS
assessments. Grades 5 and 8 complete ELA, Math and STE (Science, Technology and
Engineering) assessments. These assessments typically occur during the months of April and
May.
Students in Grade 10 participate in ELA and Math MCAS. High School students are required to
complete a Science MCAS and that can happen in 9
th
or 10
th
grade (or later, though that is not
advisable because if re-takes are needed, timing can become challenging). High School students
participate in re-takes if they do not attain a passing grade, which is required in order to attain a
HS diploma.
DESE has a full section devoted to MCAS. You can access all of this information through the
home page at http://www.doe.mass.edu/mcas/
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Senior Year Expectations
When you complete your high school requirements while at New Directions, you can expect some
senior year acknowledgements. At New Directions School, you will participate in a senior field
trip and a senior graduation ceremony. You are also entitled to participate in the Senior Year
activities hosted by your sending school district, such as walking at the graduation ceremony,
attending the prom, or receiving the yearbook. Your school district liaison can help you learn
more about this.
The Therapeutic Components of New Directions School
Clinicians
All students are assigned a clinician who is accessible on an as needed basis. Students will also
attend different types of groups to help learn DBT, sensory modulation, social learning, and a
variety of other skills that will help the student meet his/her/their treatment goals. For some
students, a weekly check-in at a predetermined time may be schedule if that better fits their needs.
Clinicians also facilitate weekly skills group that support students in learning DBT skills as well
as social skills. Clinicians are also the main points of contact to help aid and assess in crisis
situations or moments of dysregulation.
Other Staff
In addition to the teachers and your clinician, there are a variety of other types of staff that you
may work with during your stay with us. We have a nurse, occupational therapists, school staff,
and administrative staff.
Activities
Since we are located so close to downtown Northampton, we often go out into the community
where there are many fun things to do! We also have sensory spaces and a gym. We go on field
trips to local events, and there are lots of places to go for walks and hikes with staff. Whether you
like to swing, ride bikes, make crafts, draw, sing, play an instrument, dance, garden, play sports,
or cook, there are a variety of activities you can do here that might be of interest to you! Be sure
to share what your special talents and interests are with staff.
Getting to Know You (in this case, the student)
We want to get to know you and find out how we can be of help. Please take a moment to complete
our safety tool so that we can learn more about you (shared with you upon intake). We want to
help you learn more about what is hard for you (triggers) and what helps (skills). We hope to help
you build upon your skills while you are here.
Our Value System
At New Directions School we work together as a caring community made up of students and staff,
helping one another to:
1. Build upon your strengths and learn new skills
2. Identify and express your emotions
3. Build your self-esteem and self-confidence
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4. Learn how to get along better with people
5. Become more competent and responsible
Our primary form of treatment is called Dialectical Behavior Therapy, also known as DBT. We
use DBT to help teach new skills such as, mindfulness, distress tolerance, emotion regulation, and
interpersonal effectiveness.
Additionally, students start each day by completing a check-in sheet which helps increase
awareness of feelings and vulnerability factors. They then engage in mindfulness exercises in
their homeroom before transitioning into the structure of the school day. At the end of the day,
the have the opportunity to reflect on their actions and process any challenges that may have
arisen throughout the day
At New Directions School we have basic values, which are fundamental principles, which help to
define how all members of the community behave. Our values come from the DBT concept of a
hierarchy for examining behavior. These values are:
1. Safety – we act in a manner that is safe
2. Responsibility and Focus on Treatment– we take responsibility for our own treatment,
education, and for helping others with theirs.
3. Quality of Life -we strive to make the most we can of our lives.
New Directions School practices DBT’s core skill of mindfulness on a regular basis, to help
practice being in the moment, and fully participating in the moment without judgment.
We also strive to take time to be mindful of our choices and decisions. As a community, we work
hard to share with others how we are doing in a healthy way, what some of our choices and
decisions are, and the benefits and/or consequences experienced as a result. There are a variety of
group meetings where we share how we are doing and the wisdom of what we are learning with
the community.
Values System Rules
Safety:
No matter what, SAFETY is the number one priority. All aspects of programming can be effected
when any student acts in an unsafe manner. The following acts fall in the category of SAFETY
violations:
1. Physical aggression – injuring or intent to injure
2. Self-abuse
3. Sexual misconduct
4. Fire setting
Any student who engages in safety interfering behavior will be removed from the group and work
with staff until they are regulated and showing they are safe to be with other students. After a
Value Violation that interfered with safety the student will be limited to only essential aspects of
the program (e.g., off grounds trips are not an option) until they have completed resolve and repair
work. To resolve one must complete all resolution work and minimally complete a behavior chain
of the event(s). Repair work involves active efforts towards repairing relationships affected by the
unsafe behavior(s).
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Responsibility & Focus on Treatment:
The following are actions that demonstrate the lack of taking personal responsibility for working
on treatment goals.
1. Running away
2. Unexcused absence
3. Treatment targets – A student may Struggle with an issue that results in Quality of life
Value Violations and the Students Treatment Team will determine it should be treated as
a Treatment Target which result in more focused Resolve and Repair work particular
issue that may result in this behavior becoming a Treatment target
When a student engages in treatment interfering behavior they are suspended from all non-
essential aspects of the program until they have resolved and repaired their behavior. To resolve,
youth must complete all resolution work and minimally DBT behavior chain of event(s).
Quality of Life
When students make poor life choices it interferes with quality of life, and these behaviors can
lead to consequences in society and if they become a pattern will result in their quality of life
being negatively impacted
The following behaviors constitute a violation of this type:
1. Destruction of property
2. Stealing
3. Substance abuse
4. Sexual misbehavior
5. Aggression – verbal or physical without intent to injure others
6. Endangering behavior
7. Out of supervision for Running Away Running away 15-30 minutes
8. Endangering with fire
9. Out of program for over 30 minutes
A student who has engaged in Inappropriate life choices will be suspended from all non-essential
aspects of the program. Again, to resolve, the youth must complete all resolution work and a DBT
behavior chain of the event(s).
Time Out & Time Away.
New Directions School views time away from the group in two categories: voluntary (taking space
& voluntary time out) and involuntary (time out & separated from the group due to inappropriate
behavior or safety concern).
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Voluntary Taking Space
Staff may encourage children to take some space when they observe a child that seems agitated.
Besides averting a potential escalation, we work hard to also prevent the child from associating
"Taking Space" with "Being in trouble," or "Being punished." Taking space is a way to calm down,
re-group and pause enough to think before you act. It allows students to remove themselves from
the group momentarily, check-in with an adult or use a skill, and return to class. Students can “take
space” in a variety of places such as the stairway, or a foyer if the judgement is that a student just
needs a minute or two to regulate or the support rooms if the student need more space and time
away from the classroom. At times when staffing is available this could also include going outside
the building and engaging in a regulated activity that has been identified on that students ICMP.
A voluntary request for space is given with permission from an adult and is often done in 5 minute
increments, with extensions possible when working with the Support Staff
Time Outs:
Voluntarily taking space is encouraged but at times students will be given a TO or Time-Out an
inability to focus or for disrupting the learning environment Time-out is used as a response to
disruptive behavior for example, swearing, climbing on furniture/buildings, bullying, being
provocative in actions or words, ignoring staff prompts to start or stop doing something, yelling,
basically behavior that is preventing others from learning.
Time Away from the Group:
Students need to be observable when taking space. Staff are required to be actively supervising
the student(s) at all times. Staff need to remain nearby and available to students who are taking
space.
If a student has been separated from the group due to safety concern, staff are required to contact
the Education Director or their designee to obtain approval prior to the 30-minute mark and
every 30 minutes thereafter if the student continues to remain escalated/unsafe to return to the
group. This will be documented in the student support log kept by support staff members. As
soon as the student is emotionally ready to return to the group and safety is no longer a concern
the student must be returned to their group. The student cannot be separated from the group
based on a specific amount of time. If approval for continued escalated behavior are sought,
clinical staff will make a determination if a mobile crisis assessment or an assessment at the
emergency department is necessary
Categories
Given the values of the program, a student can be classified as being in one of the following
programs:
1. On Protocol Status: the student has broken the value system in some way and is involved
in resolving /repairing that issue and building trust.
2. Off Protocol Status: the student is working on his/her/their treatment goals and can
participate in all aspects of the program and has earned some additional privileges, which
are outlined below.
3. Honors Status: The student has had no Value violations and is averaging a B grade in all
academic subjects and passing elective classes
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The Implementation of this Therapeutic Work
The Cutchins Program for Children & Families has 40 years of providing care to children and
families struggling with the effects of trauma and mental illness in a sanctuary of safety and love.
As a therapeutic school setting, we have the flexibility and experience to create individualized
plans for each student and to set up an environment that helps young people thrive. This is an on-
going process done in collaboration with caregivers and the extended treatment team to establish
helpful structures. Additionally, we encourage youth to develop their own insights and strategies
through Dialectical Behavioral Therapy (DBT) skills groups and regular skills training by milieu
staff. We also value integration of Occupational Therapy services and sensory interventions
throughout our school and residential programing. At the core of our work is an emphasis on the
importance of developing safe and healthy relationships, both within and beyond our program.
The Integration of Academics and Therapeutic Work
Points:
For Students interested in gaining honors status and Honor Reward trips they have the option of
carrying an individual point sheet each day. At the conclusion of each class, your teacher marks
you points for that class. Your points contribute to your eligibility of Friday afternoon activities
and your eligibility for Honors Status.
The rubric for Effort and Conduct Scores that make up most of your point sheet is shown above in
the “Grading” Section of this document. This rubric is used for points on a daily basis and for
documenting effort/conduct scores on report cards.
Resolve and Repair Work:
We understand that there are many paths to learning from and processing difficult experiences or
behaviors. One means to do this in our school structure is through resolve and repair work.
Resolve work needs to be completed after a student engages in a behavior that is a violation of our
values and earns the student consequences. Resolve work can be completed with a support staff,
teacher, or clinician. This can take many forms but often involves either a written or verbal
behavior chain. Sometimes resolve work can happen at the time of an incident, but more often
will take place later in the day, when the student is in a more regulated state. The school has built
in a Resolve and repair class at the end of the day which takes the place of an elective class if the
Student has earned a Value Violation and has not resolved it before this time frame arrives at the
end of the school day
Repair work is doing some sort of act of good will in an effort to figuratively or literally rebuild
something, like a loss of trust in a relationship or a broken piece of property. At times it is expected
or helpful for a student to engage in repair work after being involved in a behavior that hurt a
relationship, the community, or campus property.
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Policies and Procedures
For a copy of any/all of our school policies, please send a request to the Administrative Assistant
at the school. If you would like to review our Policy and Procedures Manual, please make an
appointment with the Administrative Assistant to review that manual.
603 CMR 28.00. Massachusetts Special Education Regulations
This resource on the DESE website provides us all with a shared understanding of the
regulations that guide our work. Extensive information on the referral and evaluation process,
the team process and the development of the IEP, placement and service options, parent
involvement, the dispute resolution process and approval of public or private day and residential
placements, and school district responsibility can be found at the DESE (Department of
Elementary and Secondary Education) website at
https://www.doe.mass.edu/lawsregs/603cmr28.html
Annual Parent/Guardian Signatures
The school notifies parents/guardians annually to attain signatures for the following
documentation.
• Policies and procedures are available for review and/or to request a copy (done with the
Student/Parent Handbook, the sign off sheet for parent’s having received the handbook is
documentation of this requirement).
• Notification on curriculum involving human sexual education or human sexuality issues
pursuant to the Parental Notification Law M.G.G. c. 71, section 32A and that is
maintained in the student records (specific form is used for this).
• Notification to parents regarding Behavior Support Policy and Procedures (via the
Student/Parent Handbook, the sign off sheet for parent’s having received the handbook is
documentation of this requirement).
• Notification to parents regarding policies and procedures on Physical Restraints (via the
Student/Parent Handbook, and with the signature page that the parent has received the
handbook)
• Annual notification to parents regarding policies and procedures on Bullying Prevention
and Intervention plan (via the Student/Parent Handbook, access to this document on the
webpage, and with the signature page that the parent has received the handbook).
Anti-Bullying Regulations
The regulations on anti-bullying can be found in 603 CMR 49.
(http://www.doe.mass.edu/lawsregs/603cmr49.html?section=all)
Bullying is the severe and repeated use by one or more students or staff members of written, verbal,
or electronic communication, or a physical act or gesture, or exclusion (defined as repeated
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omission, ignoring, and an unwelcoming environment), or any combination thereof, directed at
another student that has the effect of:
(a) causing physical or emotional harm,
(b) placing the student in reasonable fear of harm to himself/herself or of damage to his/her
property,
(c) creating a hostile environment at school for another person,
(d) infringing on the rights of another person at school, or
(e) materially and substantially disrupting the education process or the orderly operation of a
school.
A student, staff person, parent/guardian who believes bullying has occurred, is asked to report this
immediately. This can be done verbally, in writing or anonymously (though disciplinary actions
cannot be taken solely on the basis of an anonymous report). The allegation will be promptly and
thoroughly investigated to determine all aspects of the reported incident(s). A written report will
be shared with the parent of the target and the aggressor (if a bullying situation is determined).
Plans will be put into place to avoid and/or deal with retaliation. Social Learning and DBT
strategies are an integral part of our culture and will be the tools used for supporting growth in the
social/emotional realm.
You may access New Directions’ Bullying Prevention Policy at our website – www.cutchins.org
– or contact the school and we will send you the document electronically or by mail.
Anti-Hazing Regulations
New Directions School strictly prohibits hazing in all forms. Any student who is involved in
hazing will be subject to disciplinary action up to and including dismissal. Hazing also is a crime
under Massachusetts law.
MGL 269, sections 17-19, applies to our secondary school students. As a part of this regulation,
annually at the start of the school year, we distribute copies of the anti-hazing law to all students
enrolled full time. For a full review of the law, please go to the following website:
http://s-p.mit.edu/government/house_docs/docs/MA_Hazing_Law.pdf
Each fall, or when a high school aged student enters our program, we review our anti-hazing policy
with him/her. Please contact the school if you would like us to send you the document
electronically or by mail.
Complaints and Procedures
Policy on Registering Complaints and Grievances - Parents and Students
There are procedures for registering complaints in place for both parents and students at New
Directions School.
In the orientation packet that parents receive prior to their child's admission to New Directions
School, is an "Important People to Know at the Center" information sheet and a client's rights
letter. Both of these documents outline information relevant to complaint procedures.
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The "Important People to Know at the Center" sheet provides the program phone number and
identifies Mr. John Robert and Ms. Michelle Otis as the contacts for Educational concerns.
The client's rights letter outlines the official complaint procedures. For the school portion of the
program, the process is to bring the complaint to the attention of either Dr. Tina Champagne,
Chief Executive Officer or Mr. John Robert, Director of Education. The person who received the
complaint will be responsible for investigating the complaint and if necessary, consulting with
the Program Quality Assurances Services Unit at the Department of Elementary and Secondary
Education to resolve the complaint. Parents are informed in the client's rights letter that if they
are dissatisfied with the resolution of a complaint, they may appeal the decision to the
Department of Education or the local district attorney. If additional information is needed about
the right to appeal decisions, New Directions School will provide this information.
Students have a process to register complaints using concern sheets. A concern sheet for school
related issues can be addressed to Tina Champagne or Mr. John Robert. On the concern sheet,
the student indicates if they would like a response. The person who receives the concern sheet
will investigate the complaint and if indicated, will respond orally or in writing.
The student is informed about the concern sheet complaint resolution process in their orientation
to New Directions School.
The following persons are contacts who are responsible for correct implementation of policies.
•
Dr. Tina Champagne, Chief Executive Officer
•
Patrick Dineen, Director of Education
•
Robert McCallum, Educational Milieu Coordinator
CLIENT'S RIGHTS LETTER
Dear Students, Families and/or Guardians:
During your stay at the Northampton Center for Children and Families, we will be making every
effort to provide you with the best possible care and treatment. We assume that you will do your
best to join us in these efforts.
If, at any time, you believe that you have been treated dangerously, illegally or inhumanely, you
have the right to make an official complaint. You also have a right to file an official complaint
regarding your education and care or to file a complaint alleging discrimination based on legally
protected categories (e.g., race, color, sex, gender identify, religion, national origin, sexual
orientation, disability and homelessness). To make an official complaint, you need to write your
complaint with as much detail as possible (any staff member will give you as much assistance as
you need). The written complaint should then be given to me. We will then consider, and if
appropriate, investigate your complaint, and make a determination of what actions ought to be
taken.
If the complaint regards a matter that occurred in the residential (non-school) part of our
program, the Program follows the Complaint Investigation Procedure developed by the
Department of Mental Health. In accordance with regulation 104 C:MR 24.05 (4)(a), the
complainant is notified, in writing, of the decision and intended action to be taken within five
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working days of the investigation report being presented to the person in charge of the
investigation. The complainant has a: right to obtain a copy of the investigation report. They also
have five working days from the time of receipt of the letter to file a request for reconsideration.
The complainant also has the right to appeal the decision of the Deputy Commissioner of Mental
Health at the Department of Mental Health.
If the complaint regards a matter that occurred in the school portion of our program, the Program
will investigate the complaint in accordance with the Department of Education requirements.
If you are dissatisfied with the determination we make and the actions we take, you have the
right to appeal to the following parties: The Department of Mental Health, (if the complaint
regards a matter in the residential part of our program), the local District Attorney (if you believe
your complaint is based upon an illegal circumstance, or the Department of Education if a
complaint regarding a matter of the school part of our program. Should you ever file a complaint
with us, we will give you more specific information on your appeal rights and procedures.
We certainly hope that there will never be occasion for you to find the need to implement this
process. However, we do want you to be informed of your rights to have serious matters
addressed thoroughly.
Sincerely,
Dr. Tina Champagne
Chief Executive Officer
Coordinated Program Review (CPR) Audit
The CPR Audit (Coordinated Program Review) occurs every six years, and there is a mid-cycle
review every three years within that 6-year cycle. A letter will be mailed/emailed to all
parents/guardians when a program review is scheduled. During this audit, DESE will evaluate the
school on specific criteria. You can see our most recent report on our website or at DESE at the
following link: http://www.doe.mass.edu/pqa/review/
English Learners (ELs)
DESE also provides us all with extensive guidance on what is expected in the education of our
ELs. This guidance includes identification, assessment, placement and reclassification of ELLs.
It defines the components of SEI (Sheltered English Immersion) Programs. And it requires that
all parents have access to documents associated with their child’s educational program through
the translation of these documents into his/her/their native language.
https://www.doe.mass.edu/ele/guidance/
The sending school district will alert New Directions School of the need for these translations
and we ask that you also reach out to us to request this service.
If an interpreter is needed at a team meeting, the sending district will coordinate this service with
you so that your needs are fully met.
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The program affirms its willingness to accept ELs into its program. ELs are afforded equal
opportunities to access and participate in the program’s services, activities and other benefits
afforded to all other students. If required and agreed to, EL students will receive instruction in
SEI or a different research-based English learner program that meets the requirements of the law,
from a trained and qualified teacher. The EL student may also receive instruction in English by a
licensed ESL teacher.
Emergency Evacuation Plans
Advance planning for emergencies and disasters is essential to provide for the safety of students
and staff; it also strengthens the morale of all concerned to know that plans exist and that students
and staff have been trained in carrying out the plans. The Program Director and Director of
Education will develop and maintain plans that meet the requirements of state law for preparedness
in case of fire, civil emergencies, and natural disasters. The Director of Education shall develop,
in consultation with school nurses, school physicians, staff, local police, fire, and emergency
personnel, an Emergency Medical Response Plan for the school. Each Plan shall include the
following points.
1. A method of establishing a rapid communications system linking all parts of the school
campus, including outdoor facilities, to local Emergency Medical Services along with
protocols to clarify when EMS and other emergency contacts will be called.
2. In case of emergencies, the Director of Education will notify the Program Director, and the
Executive Director, who will notify the remaining members of senior leadership and Board of
Directors.
3. A determination of EMS response times to any location on the campus.
4. A list of relevant contacts with telephone numbers and a protocol indicating when each person
shall be called, including names of experts to help with post-event support.
5. A method to efficiently direct EMS personnel to any location on campus, including the location
of available rescue equipment.
6. Safety precautions to prevent injuries in classrooms and on the school campus.
7. A method of providing access to training in CPR and first aid for teachers, support staff, and
other school staff.
8. In the event the school possesses Automated External Defibrillators (AEDs), the location of
all available AEDs, whether the location is fixed or portable, and a list of personnel trained in
its use. New Directions location of the AED is in the Scott Building Support room.
The Director of Education shall annually review the response sequence with local police and fire
officials. The Director of Education will meet all requirements for conducting fire drills and
Emergency Response drills (at least twice per year) drills give students practice in moving with
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orderly dispatch to designated areas under emergency conditions and allow staff to practice
carrying out their assigned responsibilities for building evacuation.
FIRE DRILLS
To ensure that students and staff realize the importance of preparing for emergency action in
case of fire, all employees and students shall be instructed in regard to their conduct during a fire
drill. Personnel shall conform to these procedures which are based on state regulations:
1. The Director of Education shall formulate a plan for the protection and evacuation of all
persons in the event of fire which shall include alternate means of egress for all persons.
2. The Director of Education shall see that each class instructor or supervisor receives
proper instructions in the fire drill procedure for the room or area in which that person
carries out his/her duties before assuming such duties.
3. Students shall be advised of the fire drill procedure and shall take part in a fire drill in
conjunction with the fire department periodically throughout the school year.
Further, an up-to-date list of any children with mobility challenges shall be maintained and
responsibility for their evacuation assigned to specific school personnel.
File: EBCB Legal Ref.: Massachusetts Department of Safety Regulations, Chapter 148, Sec. G-
L, #16
Equal Access Regulations
Massachusetts General Law: MGL Chapter 76, Section 5-
Our program provides all student with equal access to services, facilities, and benefits, regardless
of race, color, sex, gender identity, religion, national origin, sexual orientation, disability or
homelessness.
The policy for our school reads as follows:
New Directions School and Cutchins Programs for Children and Families does not exclude
participation in any aspect of the program on the basis of race, color, sex, gender identity,
religion, national origin, sexual orientation, disability, or homelessness.
New Directions School does not sponsor any clubs, sports, or intermural activities. If there were
any such activities, New Directions School would ensure that communications regarding those
activities would be translated into languages representative of the student and family
populations.
Locker/Desk/Computer – Searches of Students –
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Students may be issued lockers, without private combinations, desks, etc. at the opening of
school or thereafter. Students should have no expectation of privacy in their school lockers,
desks, computers, etc. Lockers, desks, and computers are for the use of students but remain the
property of the New Directions School, Cutchins Programs for Children and Families. Students
are advised that school administrators may inspect their locker, desk, computer, etc., without
notice to ensure safety, in adherence to federal, state, and local laws and regulations.
The legality of a search of a student, his/her clothing and/or possessions depends simply on the
reasonableness, under all circumstances, of the search (According to New Jersey v.T.L.O. 469
U.S 325 1985). The search by a school official is "justified at its inception” when there are
reasonable grounds for suspecting that the search will turn up evidence that a student or students
has violated or is violating the laws or rules of the school.” Secondly, that “such a search will be
permissible in its scope when the measures adopted are reasonably related to the objectives of
the search and not excessively intrusive in light of the age and sex of the student and the nature
of the infraction.” (USSC)
Medical Forms
Annually, parent(s)/guardian(s) are contacted by the nurse serving the program to attain
signatures on the following documents. These forms are housed in the nurse’s files.
• Emergency medical treatment
• Administration of medications
Photographs and Videos
Due to the nature of the school program and a residential mental health facility on campus, students
taking photos and videos is PROHIBITED and strictly enforced. Students found to be taking
photos or video within the school environment, on the Cutchins Programs for Children and
Families, Inc, grounds, or during off grounds events will be subject to discipline up to placement
termination.
Physical Restraint Regulations
New Directions School restraint policy is in compliance with all Department of Elementary and
Secondary Education laws, policies, procedures and reporting requirements. All staff members are
trained and tested by certified trainers in a 12 Hour De-Escalation Training taken from Therapeutic
Crisis Intervention (TCI), Non-Abusive Psychological & Physical Interventions (NAPPI) and
DBT Skills. All staff also attends a 4-hour restraint and documentation training on the safe, proper,
and approved restraint methods. We are committed to the ongoing process of finding new and
innovative ways to reduce or eliminate the need for restraint.
All restraints that occur in New Directions School are documented on a restraint form and are in
alignment with our restraint policy. For all Physical Interventions our internal restraint form is
completed and reviewed by the School Clinical Coordinator, Milieu Coordinator and Director of
Education. For each restraint that occurs in the program, a review of the restraint is conducted by
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a member of the management team Procedures are in place to further investigate any allegations
of abuse or neglect and all complaints and concerns are investigated and communicated with
supporting agencies.
When a restraint occurs, the parent/guardian, Department of Elementary and Secondary Education
(DESE), school district and other team members are informed via email and this is followed by
documentation in writing. For a full copy of the policy, please contact us with that request.
Progress Reports
Progress reports regarding a student’s attainment toward the goals on the signed IEP are
completed at the same time that report cards are disseminated. This task is completed quarterly –
November, January, April, and June. Progress reports are sent out from New Directions School
to the sending school district and to the parent/guardian.
SPED PAC
New Directions School hosts a SPED Parent Advisory Council (PAC). Information about
meetings will be shared with parents/guardians.
A resource guide on SPED PAC can be found at:
http://www.doe.mass.edu/sped/pac/
Technology Policy
New Directions School Student Policy
Personal Technological Devices:
No personal electronics, especially cell phones, should be brought to school. If you do, it has to
be turned in to staff upon arrival on campus. If you need to use your device, you are expected to
come to the Support Room to explain the situation and ask permission to use your device. If
there are special circumstances where you might utilize a (non-cell phone) electronic device, a
Special Program may be created for you by your team. If a student brings a personal device to
the school, the replacement for that device, if it is lost or stolen is the responsibility of the
student/family/guardian.
Under no circumstances, at any time, shall a device be used at New Directions School to access
the internet, take photos/videos, or download music.
Accessing the Internet on School Computers:
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While at New Directions School, access to certain content while on the internet is expressly
prohibited. If a student is found to be accessing inappropriate or restricted content the school
may impose consequences that might include limiting student access to technology.
Terminations
When a student is terminated from the New Directions School in emergency circumstances, the
sending school must first be informed of the decision and assume responsibility for that child
(i.e., finds an alternative placement). No student will be terminated until the sending district and
the private school placement can work collaboratively. The sending school district may request
that termination be delayed for up to two calendar weeks so that an emergency Team meeting
may be held or so that appropriate discussions take place and arrangements made. When a
mutual agreement is made between the New Directions School and the sending public school,
the termination may be delayed for longer than two calendar weeks.
In emergency situations when a student presents a clear and present threat of health and safety to
him/herself or others, New Directions School will notify the Department of Education through
the use of a Form 2, via the security portal.
For planned terminations, New Directions School will work on discharge and transition plans in
conjunction with the sending school. The public school will call an IEP meeting and provide
notice of this meeting to all appropriate parties, with ten (10) days of advance notice of the
intended date of the meeting. The purpose of the meeting will be to make a clear termination
plan that shall be implemented in no less than thirty (30) days unless all parties agree to an
earlier/later termination date.
These regulations are required under 603 CMR 28.09(12)(b).
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Index
Anti-Bullying, 19
Anti-Hazing, 20
Attendance, 7
Complaints and Grievances, 20
Coordinated Program Review, 22
Curriculum, 10
Dress Code, 7
Emergency Evacuation Plans, 23
English Learners, 22
Equal Access, 24
Expectations, 6
Fire Drills, 24
Grading, 10
Homework, 12
IEP Process, 9
MCAS, 12
Medical, 25
Points, 18
Policies and Procedures, 19
Progress Reports, 26
Resolve and Repair Work, 18
Physical Restraint Regulations, 25
Rubric: (Effort and Conduct), 11
Schedule, 8
Searches of Students, 25
Senior Year, 14
Snow Days, 7
SPED PAC, 26
STAFF DIRECTORY, 4
Summer Program, 9
Technology Policy, 26
Terminations, 27
Therapeutic Component, 14
Time Out and Time Away, 16
Value System, 15
Vocational Program, 8
