226 Chicago Ave.
Centralia, IL 62801
Phone: (618) 545-0126
Fax: (618) 545-0127
Cassie Clark, Director
Terry Burgener, Asst. Director
Jacob Purcell, Principal
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WELCOME!
This handbook will provide information regarding policies, procedures, expectations, rules, consequences, and behavior
management systems utilized to meet the individual needs of our students. This handbook is to be used as a reference source
to answer questions regarding current practices at Bridges Learning Center (BLC).
Any further questions about current BLC practices not answered by this handbook may be directed to the program principal
at the phone number listed on the cover.
MISSION STATEMENT
To provide a safe, caring, and therapeutic learning environment where students with emotional, social, and educational
challenges can best develop the skills and character necessary to achieve at his highest potential and transition to a successful
future.
VISION STATEMENT
Bridges Learning Center will be an outstanding educational facility for children and adolescents with social, emotional, and
educational challenges. Our services will be appropriate, efficient, and effective. Our outcomes will result in a high rate of
student reintegration into the academic programs of resident school districts. We will maintain a continual focus on the
academic, social, and emotional growth and development of each individual. Our students will be actively involved in
appropriate academic programming, as well as anger management and problem-solving strategies. We will continuously
strive to strengthen our program and to respond to the changing needs of our student population. We will support
development of all students and staff to their fullest potential and reflect the highest tradition of educational service
OBJECTIVES
1. To provide a learning environment that ensures the best possible care, welfare and safety for all.
2. To provide opportunities for students to develop and enhance social skills and self-esteem.
3. To provide a learning environment in which each student will accept responsibility for his behavior.
4. To provide each student an opportunity to achieve academically to his fullest potential.
DISCLAIMER
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The provisions of this handbook are not to be considered as irrevocable contractual commitments between the school and
the student. Rather, the provisions reflect a summary and status of the rules, practices and procedures as currently practiced
and are subject to change. Administration has the right to use their discretion in the decision making process.
NOTE ABOUT GENDER-NEUTRAL LANGUAGE
As far as possible, this handbook, and all Bridges Learning Center documentation, remains gender neutral. However, the
text herein frequently utilizes masculine pronoun forms (“he,” “his,” etc.) to maximize comprehensibility. Any general
usage of a masculine pronoun form in this handbook is intended to refer to both males and females.
STAR PROGRAM
The STAR Program (which stands for: Strategies for Teaching based on Autism Research) teaches children with autism the
critical skills identified by the 2001 National Research Council and uses many of the evidence-based practices identified in
the 2009 National Standards Report and 2014 National Professional Development Report. What this means is that it is a
program/curriculum for students with Autism and other developmental disabilities that has been reviewed in many scientific
research studies and been shown to use what works with those students to increase their skills in Communication,
Academics, Social Skills, Transitional Skills, and Functional Skills. The STAR program is based on Applied Behavior
Analysis (ABA) which is shown to be the most effective intervention for students with Autism. The STAR program utilizes
the ABA methods of Pivotal Response (teaches play skills as well as communication with peers and staff), discrete trial
training (one-on-one teaching method), and functional routines.
Here at the Bridges Learning Center the STAR curriculum is utilized in several of our classes to give those students with
Autism and other Developmental Disabilities the highest quality education and intervention. The curriculum is
individualized to each student to best meet their unique needs in all areas of functioning. The students’ progress is tracked
daily and report cards are based on functional skills and not the typical grading system. Positive reinforcement is always
utilized throughout the student’s day and each student has their own “token board” as a visual reminder to them on what
they have chosen “to work for”. If the student’s IEP states that they require related services, such as Speech and Language,
Occupational Therapy, Physical Therapy, Social Work etc., those serves are built into the students daily schedule.
The staff here at Bridges Learning Center are always here to answer questions and help the students achieve to their highest
potential.
Bridges Learning Center Expectations and Rights
Students should:
1. Be punctual and attend school regularly
2. Respect the rights of fellow students and school personnel
3. Attain the best possible level of academic achievement
4. Strive for educational independence with the help of school personnel
5. Complete all class assignments
Students have the right to:
1. An environment conducive to learning.
2. Advance themselves to the fullest potential.
3. Their own space and property.
4. An environment in which their care, welfare, safety and security are ensured.
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School personnel should:
1. Inform parents or guardians about academic progress and conduct of students.
2. Show concern and respect for each student.
3. Plan an effective instructional program.
4. Be sensitive to the behavior of students and alert to changes that require additional assistance for the student.
School personnel have the right to:
1. Carry out the duties of their positions.
2. Manage classroom behavior.
3. Their own space and property.
4. Ensure the care, welfare, safety and security of self, others and property.
Parents and guardians should:
1. Assume responsibility for their child’s regular school attendance.
2. Attend individual and group conferences with school personnel.
3. Cooperate with the school in fulfilling recommendations made for their child.
4. Inform the school of any special needs or situation that might affect their child’s education.
Parents and guardians have the right to:
1. Be treated with respect.
2. Be granted reasonable access to all school records pertaining to their child.
3. Receive periodic official reports of their child’s academic progress and social adjustment.
PERSONAL INJURY AND PROPERTY DAMAGE POLICY
The parents or legal guardians of a Bridges Learning Center student shall be financially responsible for personal injury and
property damages caused by willful and malicious acts of the student. The School shall, when deemed necessary, seek
recovery of damages under the Illinois Parental Responsibility Law, Chapter 70, Section 56 or the Illinois Revised Statutes.
In addition to fiscal damages, when deemed necessary by the administration, local law enforcement contact may be made.
Accommodations for PARENTS WITH DISABILITIES
Parents with disabilities will be provided with accommodations so that they may participate in parent conferences, school
programs, and school board meetings.
NON-DISCRIMINATION
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No person shall, on the basis of sex, race, creed, color, national origin, or handicapping condition, be excluded from, or be
denied the benefits of, or be subjected to discrimination under any educational program or activity of the school.
STUDENT BEHAVIOR MANAGEMENT/DISCIPLINE POLICY
Bridges Learning Center believes that both the staff and the students will exercise respect for one another. Students must be
aware that staff are responsible for the welfare of students and have the authority to maintain acceptable student behavior.
Each student at Bridges Learning Center will have a Behavioral Intervention Plan (BIP) included in their Individual Education
Plan (IEP). Behavioral interventions will be implemented in conformance with each student’s Behavioral Intervention Plan
(BIP).
Nonrestrictive behavioral interventions are the preferred interventions because of their emphasis on positive behavior
change. Restrictive behavioral interventions may be used when less restrictive behavioral interventions have been attempted
and failed, and after a functional analysis has been completed and a behavioral intervention plan written and included in the
IEP.
Components of the Bridges Learning Center behavior management and discipline policy include, but are not limited to, the
following, which may be found in the appendix:
1.
2.
3.
4.
5.
6.
7.
School rules
Level system
Daily Point Sheet
Individual Behavior Intervention Plan
District Behavior Intervention Guidelines
Resident District Policies and Procedures
Police intervention
DAILY POINT SHEET
The Daily Point Sheet is a daily communication with the parent or guardian regarding their child’s (student’s) progress. It is
designed to provide a one-page summary of the student’s performance for the day. The Daily Point Sheet consists of six
behaviors that are monitored on a half hourly (30 minute) basis during the school day:
1.
2.
3.
4.
5.
6.
Ready to work
Verbally appropriate with peers
Physically appropriate with peers
Verbally appropriate with staff
Physically appropriate with staff
Physically appropriate with objects
The student is given points each hour for the above behaviors he maintains successfully. These points translate into a
percentage for the entire day. Additional information is also provided on the point sheet when necessary.
STUDENT ATTENDANCE SCHEDULE
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Students should arrive no earlier than 8:00 a.m., and are expected to depart by 2:30 p.m. daily, unless other arrangements
have been made and approved by administration. Resident districts are responsible for providing transportation. Students
are expected to follow the Bridges Learning Center School calendar; however, if the district school does not provide
transportation, the student will be absent but EXCUSED for that day.
ATTENDANCE POLICY
The Illinois School Code (105 ILCS 5/26-2a) states the following:
 A truant is defined as “a child subject to compulsory school attendance and who is absent without valid cause from
such attendance for a school day or portion thereof.”
 Valid cause for absence shall be “illness, observance of a religious holiday, death in the immediate family, family
emergency, and shall include such other situations beyond the control of the student as determined by the board of
education in each district, or such other circumstances which cause reasonable concern to the parent for the safety
or health of the student.”
 Chronic or habitual truant shall be defined as “a child subject to compulsory school attendance and who is
absent without valid cause from such attendance for 10% or more of the previous 180 regular attendance days.”
 Truant minor is defined as “a chronic truant to whom supportive services, including prevention, diagnostic,
intervention and remedial services, alternative programs and other school and community resources have been
provided and have failed to result in the cessation of chronic truancy, or have been offered and refused.”
 A dropout is defined as “any child enrolled in grades 1 through 12 whose name has been removed from the district
enrollment roster for any reason other than his death, extended illness, graduation or completion of a program of
studies and who has not transferred to another public or private school.”
Bridges Learning Center believes that attendance is necessary for students to gain a quality
Education. We encourage parents and guardians to promote regular school attendance with their child. The parent or
guardian is responsible for notifying the school when a student is absent by phone that day or written note the following day.
The following steps will occur when students are absent:
1. The school will attempt to make parent contact by phone each time a student is absent. A letter will also be mailed
to the parent or guardian for every absence (excused or unexcused).
2. After five (5) unexcused absences, the school will refer the student to the Regular Attendance Program (RAP) in
cooperation with the Regional Office of Education #13.
3. After eight (8) total days of absence (excused and unexcused), the school will attempt phone contact with the
parent or guardian and give notice that a doctor’s written excusal notice is required to excuse any further absences.
4. If a student experiences a total of nine (9) unexcused absences (5% of the last 180 days of school), the school will
report the student to the Regional Office of Education #13 (ROE #13) as chronically truant. The school and ROE
# 13 will work closely with the truant officer to determine further actions.
NOTE: Doctors may excuse absences or tardies to school only for the specific dates the student was under his direct medical
care and the student was medically unable to attend school. The school may contact the physician for additional medical
documentation. Medical or dental appointments should be scheduled outside of school hours if at all possible. Building
administration will make the final decision to determine if a student’s absence is excused or unexcused. This decision may be
based on the individual student’s previous attendance.
TARDY POLICY
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School begins promptly at 8:30 a.m. If a student arrives on a bus after 8:30 a.m., that student will not be considered tardy.
Any student who arrives after 8:30 a.m. by other means will be considered tardy. The following steps may occur when a
student is tardy:
First and second tardy – The school will attempt to make contact with the student’s parent or guardian. The student will
earn a “0” (zero) on his point sheet for the hours missed due to the tardy. He may also be penalized on the Level System.
Third tardy – In addition to the steps listed above, the student will meet with school administration to address the
problem.
Fourth and fifth tardy – In addition to the steps listed above for previous tardies, the student may be assigned to the
Refocus Room for a portion of the day.
After the fifth tardy – The student may be assigned additional time in the Refocus Room, in addition to the steps listed
above for previous tardies.
Additional steps may be implemented for tardies that continue beyond those listed above. A student may be served a
supplemental breakfast in place of the scheduled breakfast if they arrive after 9:00 a.m.
CURRICULUM/CREDITS/GRADUATION REQUIREMENTS
A student will complete academic work at his level of ability based upon his Individual Education Program (IEP). The core
curriculum at Bridges Learning Center includes Reading, English, Math, Science, Social Studies, Resource Management, and
Physical Education. Classes may be subject to change due to the graduation requirements of a student’s resident district.
Additional classes are also available to enhance a student’s preparation for adult living and provide for vocational skills, as
determined by resident district requirements. Individual resident district policies also determine credit and graduation
requirements.
Regular social skills and character education programming are also provided at Bridges Learning Center to allow for
enhanced opportunities for students to develop appropriate interaction skills, problem-solving skills and to improve feeling
of self.
GRADES AND GRADING
Meaningful student information such as report cards will be communicated to parents/guardians on a regular basis in such
manner that will enable them to have a greater understanding of the student's ability, effort, and achievement.
PROCEDURE FOR GRADING
1. Parents/guardians are encouraged to confer with the classroom teacher and support staff on daily basis through the
Student’s Daily Point Sheet in reference to behavior problems or achievement concerns.
2. Report cards will be issued four times annually. Semester grades are the only grades recorded on the student’s
permanent record.
3. The following scale describes the grading system and application used:
100
92-99
A+
A
7
91
90
82-89
81
80
72-79
71
70
62-69
61
60 & below
AB+
B
BC+
C
CD+
D
DI (Incomplete)
REPORT CARDS/DEFIENCY REPORTS
Report cards will be issued to the students at the end of each quarter. IEP progress will also be reported quarterly to the
parent or guardian.
CHARACTER EDUCATION
Bridges Learning Center believes that both our school climate and our students’ academic achievement can be improved
through a quality character education program. Throughout the year, students will be involved in character education
programming. This programming may include: Classroom lessons, group activities, creative writing assignments, and
community service activities. Students displaying these traits will be recognized and awarded through such activities as the
Student of the Month program. We thank you in advance for your support at home in building these behaviors and attitudes
in your children. Not only will these qualities benefit our students during their school career, but also in all aspects of their
lives.
STUDENT RECORDS
The student’s resident district is the official records custodian of the student’s records.
DIRECTORY INFORMATION
Directory information includes a student’s name, address, grade, birth date, parents’ names and addresses, academic awards
and honors, information in relation to school-sponsored activities, organizations, and athletics; and period of attendance in
the school.
The primary purpose of directory information is to allow schools to include this type of information from your child’s
education records in certain school publications. Bridges Learning Center does not provide Directory Information to
outside organizations.
WELLNESS POLICY
Bridges Learning Center is committed to providing a learning environment that supports and promotes wellness, good
nutrition, and an active lifestyle. BLC recognizes the positive relationship between good nutrition, physical activity and the
capacity of students to develop and learn. The entire school environment shall be aligned with healthy school goals to
positively influence students’ beliefs and habits and promote health and wellness, good nutrition and regular physical
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activity. In addition, school staff shall be encouraged to model healthy eating and physical activity as a valuable part of daily
life.
DRESS AND APPEARANCE GUIDELINES
Grooming and dress play a large role in how others react to us. A student’s attire and grooming should respect the health,
welfare and safety of both the individual and student body, and must not interrupt the orderly process of education.
 Students shall wear clothing that is safe, clean and promotes good health.
 The waistband of pants must be worn above the buttocks at all times. No underwear shall be exposed at any time.
 Students shall not wear halter, tube or midriff shirts unless worn under a proper shirt or other attire. All tops shall
be at least two inches in width at the shoulder and shall gather under the arm.
 Hats, caps or sunglasses shall not be worn in the building on any regular school day from the time students arrive at
school until the time they leave the building.
 Bandanas, scarves or other materials that cover a significant portion of a student’s head are not to be worn in the
building.
 Clothing that advertises or promotes drugs, alcohol or tobacco shall not be worn at school.
 Clothing that displays slogans of a vulgar or obscene nature, or which advocates disruptive behavior, racial or ethnic
intimidation, or other criminal behavior shall not be worn at school.
 Wallet chains (or any other decorative chains, ropes or cables, including necklaces and jewelry) of any length or
style that pose a safety hazard may not be worn at school.
 Coats, coveralls or any outdoor “second layer” clothing items are prohibited from classrooms. Students must store
these items in their locker during classroom instructional time.
 Shorts and skirts must reach mid-thigh. Torn, frayed or ripped clothing that exposes skin or undergarments above
the knee is not allowed.
 Pajama bottoms or slippers are not allowed at any time.
School administration will make the final determination on the appropriateness of a student’s attire. If a student is
determined to be wearing clothing or attire of an unacceptable nature (by its form, message, or general appearance), the
student will be asked to change into other acceptable clothing.
SCHOOL FIELD TRIPS POLICY AND PROCEDURES
Bridges Learning Center uses school field trips as a means of evaluating social skills learned as well as reinforcement for
positive academic and social behaviors. Students must earn the privilege of participation in these trips, based on criteria set
by school personnel. Any student participating in supervised, off-campus school field trips must have a current Field Trip
Permission form signed by the parent or guardian on file at the school. Administration has final approval on all field trips.
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ELIGIBILITY FOR SCHOOL ATHLETICS
Eligibility for participation in school athletic programs is determined based on Illinois High School Association eligibility
rules and each individual resident district eligibility requirements.
PARTICIPATION IN NON-ACADEMIC AND EXTRACURRICULAR ACTIVITIES
All Bridges Learning Center students have an equal opportunity to participate in nonacademic and extracurricular activities
unless their behavior results in the loss of these privileges per their Individualized Education Plan (IEP), Behavior
Intervention Plan (BIP), and/or resident district policies and procedures.
COMMUNITY-BASED PROGRAM
Bridges Learning Center also maintains a community-based program called “Building Bridges” which provides periodic
support, services and assistance to the local community. Students may be required to maintain appropriate level system,
behavioral, and/or academic requirements in order to participate in “Building Bridges” projects.
SCHOOL CLOSINGS
If it becomes necessary to cancel school, parents and guardians will be notified by phone using the OneCall Now automated
notification system.
The OneCall Now automated notification system will notify you of early dismissals, school closings, emergency situations
and other announcements. In order to take full advantage of this phone system, please keep your contact information
updated with the Bridges Learning Center office.
Recipients will see the Bridges Learning Center’s phone number on their caller I.D. If there is no answer at the phone
number provided, the system will leave a voicemail or answering machine message.
You may retrieve or replay a OneCall Now message that was cut off by an answering machine or a poor cellular signal by
doing the following:
1. Call either of the following toll-free numbers from any touch-tone phone: 1-877-698-3261 or 1-877-321-4255.
2. At the greeting, press “1”, and then enter the phone number that you have given to Bridges Learning Center.
School closings and other announcements will also be made on the following local radio stations: WILY 1210 AM, WJBD
100.1 FM & 1350 AM, WMIX 94.1 FM, and WRXX 95.3 FM.
*Please listen for: Kaskaskia Special Education District #801 or Bridges Learning Center.
SCHOOL LUNCH PROGRAM
Bridges Learning Center is continuing the Community Eligibility Option (CEO) through the National School Lunch and
School Breakfast Programs for the 2015-2016 school year. As a result, all BLC students will be provided a healthy breakfast
and lunch each day at NO charge for the 2015-2016 school year.
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SCHOOL SAFETY
A major responsibility of the school is to provide a safe learning environment. As a result, Bridges Learning Center will
maintain the following safety guidelines to promote such an environment:
1. Building security. For the safety of students, all school building doors will remain locked while students are present.
Visitors should ring the buzzer at the south door and staff will assist them.
2. Visitor registration. Anyone entering or leaving the building must register with the school office. Visitors may be
required to sign the visitor’s log, wear temporary identification, and/or provide personal identification if necessary.
3. Search process. Anyone entering or leaving the building may be subject to search by way of a metal detector. All
students, upon entering or leaving the building, will be asked to pass through a metal detector and may be subject to
a search process (see Appendix E for additional information).
4. Video Recording. Students and visitors are subject to being video recorded while on school property and while
riding school transportation. Video recording may be used as evidence in any disciplinary action and may be turned
over to proper authorities in criminal cases.
CONTRABAND/STUDENT SEARCHES
Bridges Learning Center is considered a drug-free and weapon-free zone. If there is any reason to suspect that a student may
have drugs, weapons, tobacco, or other contraband on or about his possession, he shall be directed by school personnel to
empty his pockets, as well as the contents of any backpack, bag, or similar container. If necessary, the student may be
isolated until a search can be conducted, and/or police arrive to assist in the search. If a discovered item is determined to be
illegal by administration, it will be turned over to the police and the student’s parent or guardian will be contacted.
USE OF METAL DETECTORS
Anyone entering or leaving the building may be subject to search by way of a metal detector. Students, upon entering or
leaving, will likewise be asked to pass through a metal detector. If the detector is activated, the student may be asked to
remove any metal items he possesses and walk through again. Backpacks, purses, and outerwear may be passed through
the detector separately and subject to search for the purpose of determining whether a prohibited item is contained
therein. Should a student activate the metal detector a second time, he will be taken out of view of other students and
subject to a handheld metal ward search.
All wand searches will be conducted by a Bridges Learning Center staff member of the same sex and in the presence of at
least one other staff member. They will likewise be completed in the least obtrusive manner possible.
Should any search identify an object that actives the metal detector, then the student shall be required to remove the
object. Should a student refuse to move the object, the police may be called and the student will remain isolated and in
the presence of staff until the police arrive. Once any object is removed, the student may be required to pass through the
metal detector, or subject to the handheld wand search again, until Bridges Learning Center staff are satisfied that the
student does not possess any prohibited metal object.
Any property found by a metal detector search which violates any law or Bridges Learning Center policy shall be
confiscated by school staff. Likewise, any student found possessing such property shall be disciplined in accordance with
Bridges Learning Center policy. When appropriate, law enforcement authorities will be contacted and such confiscated
items will be turned over to them.
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Any student who does not cooperate with Bridges Learning Center staff performing a search pursuant to the policy shall
be subject to discipline consistent with the Bridges Learning Center behavior management procedures outlined in the
“Behavioral Interventions Guidelines”. Nothing in this policy shall be construed to limit the authority of the school
officials to search and discipline a student consistent with any other Bridges Learning Center policy or regulation.
Any other person who is not a student that refuses to walk through the metal detector upon entering the building may be
prohibited from entering the building for the purpose of ensuring the safety of the students and staff of Bridges Learning
Center.
VALUABLES, CELL PHONES, AND ELECTRONICS
In order to maintain a quiet and orderly learning environment, students are prohibited from using or possessing a cell
phone or any other electronic communication device while at school. Students should turn over any such devices to
security during the check-in process upon arrival at school.
Students will also be asked to turn over any other valuables and electronic devices to BLC staff at check-in, unless
otherwise approved by school administration. Any items collected from a student will be stored in a secure and locked
area while school is in session and returned to the student when they exit the building.
Students should not bring money to school unless requested or approved by administration.
FIRE DRILL INFORMATION
At the sound of the fire alarm, students shall form a single line promptly and pass immediately by way of the designated exit
posted in each room. Students should move quickly without running, pushing or shouting. Upon leaving the building,
student and faculty should move a minimum of 150 feet away from the building. Disruptive behavior or failure to follow
procedures during any emergency drill will result in disciplinary action.
TORNADO INFORMATION
Notification of a tornado warning will be issued from the school’s main office. Students should move single file out of the
classroom to the lower corridor area designated and posted in each room; they should then listen for further instruction
from the school staff while staying away from open doorways and windows.
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INTRUDER ON CAMPUS
In the event of an intruder on the school ground, a “code red,” or similar announcement, will be given over the school
intercom system. Students should follow instructions from their classroom teacher or administration and proceed to the
nearest secure area.
When the condition is clear, a “code green,” or similar announcement will be given.
VISITORS
Visits to the school for the purposes of student observation must be approved by the building administration a minimum of
forty-eight hours prior to the visit. The visit must also comply with all requirements set forth in Section 3.10 of the
Kaskaskia Special Education District #801 (KSED) Policy Manual. Upon arriving at the school building, all visitors are
required to report immediately to the main office. All visitors must obtain permission from building administration before
being permitted to remain on campus. As previously mentioned, visitors may be required to sign the visitor’s log, wear
temporary identification, and/or provide personal identification if necessary. Appointments with a classroom teacher to
discuss a student should be scheduled ahead of time, preferably for a time after student dismissal at 2:30 p.m.
TELEPHONE
The school telephone is a business phone to be used by school personnel only. It is available to students for emergencies
only.
STUDENT DISTRIBUTION OF NON-SCHOOL SPONSORED LITERATURE
Students may place literature at a designated distribution place in the principal’s office. Other distribution of literature by
students may not occur during the school day. Any material prepared for distribution must first be approved by school
administration in order to remain informed of matters concerning the student body.
TRANSPORTATION
Any questions concerning bus routes, pick-up or drop-off times, changes in address, or student difficulties should be
directed to the students’ resident district school. During bus routes to and from Bridges Learning Center, the bus driver
and/or other bus personnel are in charge of, and responsible for safe transportation of, the students to and from school.
Students are expected to obey all bus rules. Misconduct on the bus will result in disciplinary action at Bridges Learning
Center. This disciplinary action may include: Consequences on the Level System, contact with parent, guardian, resident
district administrator, or transportation coordinator, or, if necessary, local law enforcement.
Students are not permitted to change plans for transportation to or from school without a call or note from a parent or
guardian. Please be assured that this is for your child’s safety.
When a student arrives at school, he is required to remain on school property, unless permitted otherwise by school staff.
Leaving school property without permission may result in consequences on the Level System, contact with parents or
guardian, or notification of local law enforcement.
SURVEILLANCE CAMERAS
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In order to maximize school security, Bridges Learning Center utilizes video surveillance cameras throughout the school
building and on related bus routes. Bus cameras are located on resident districts’ buses; building cameras are located in
school hallways, entry points, time-out commons area, and building exterior. Students are prohibited from tampering with
electronic recording devices.
BULLYING
Every student has the right to enjoy learning, free from intimidation. Our school community will not tolerate bullying of
any kind. Bridges Learning Center shall respond promptly and appropriately to address “students who have demonstrated
behaviors that put them at risk for aggressive behavior, including without limitation, bullying.”
In the event school officials identify bullying or aggressive behavior occurring at school, or when such bullying or aggressive
behavior has a legitimate school connection, the student’s parents or legal guardians shall be notified. School officials shall
involve and employ such district and community-based resources that are deemed appropriate in instances of bullying or
aggressive behavior.
TIME OUT AND PHYSICAL RESTRAINT
Bridges Learning Center bears the responsibility of providing the care welfare, safety and security of the students, staff, and
property of the school, as well as maintaining a safe and orderly environment for learning. Therefore, it may be necessary at
times to utilize trained physical restraint techniques or physically remove a student to an isolated time out setting when the
student’s conduct affects the well being of the classroom or school. It is the policy of BLC to implement isolated time out
and physical restraint procedures as a means of maintaining a safe and orderly learning environment to the extent such
procedures are necessary to preserve the safety of the students, staff or others. Neither isolated time out nor physical
restraint procedures shall be used as a form of punishment when administering discipline to individual students.
Utilization of isolated time out or physical restraint shall be used only as provided in a students’ behavior intervention plan
(BIP) or when a student poses a physical risk to himself or others and there is no medical contraindication to its use. If
physical restraint is necessary, it shall be administered by school staff that has been trained in the safe application of such
restraint.
GANGS, GANG ACTIVITY, AND HATE GROUPS
Bridges Learning Center is to be considered a neutral zone. Any act of gang activity or any public school secret society will
be considered gross insubordination and subject to disciplinary action. This includes the following behavior committed by a
student on school grounds or at a school-sponsored event, on a school bus, or traveling to and from school:
1. Wearing, possessing, using, distributing, displaying or selling any clothing,
jewelry, emblems,
badge, symbol, sign, tattoo, shaved eyebrows or any visual demonstration that is evidence of membership or
affiliation in any gang.
2. Committing any act or omission or using any speech, either verbal or nonverbal
(including gestures,
handshakes and hand signals), showing membership or
affiliation in a gang.
3. Using any speech or committing any act or omission in furtherance of the
or gang activity, including, but not limited to:
a. Requesting any person to pay protection or otherwise intimidating or
b. Committing any other illegal act or other violation of school district policy.
c. Causing graffiti to be exhibited on school property or personal belongings.
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interests of any gang
threatening any person.
STUDENTS QUESTIONED BY THE AUTHORITIES
Students have the right to have a parent or guardian present when being questioned by law enforcement agents. If a law
enforcement agent is asked or seeks to interview a student at school for a school-related act, the school administrator or
other designee will attempt to contact and obtain permission from the student’s parent or guardian before allowing the law
enforcement agent to proceed with the interview of the student, unless extenuating or urgent circumstances prevent such
parental contact from being made. In cases where the parent cannot be contacted or be present, the school administration or
another designee will stand in place of the parent.
STUDENT RECOURSE ON DISCIPLINE
Bridges Learning Center administration has been authorized to handle all matters pertaining to student discipline. In the
event a student feels he has been treated unfairly or has been suspended for an unjust cause, he may ask for a hearing with
school administration.
SEXUAL HARASSMENT
Sexual harassment of any student is prohibited. An employee, district agent, or student engages in sexual harassment
whenever he or she makes sexual advances, requests sexual favors, or engages in other verbal or physical conduct of a sexual
or sex-basis nature that has the purpose or effect of:
1.
2.
3.
4.
substantially interfering with a student’s educational environment;
creating an intimidating, hostile, or offensive educational environment;
depriving a student of educational aid, benefits, services, or treatment;
making submission to or rejection of such conduct the basis for academic decisions affecting a student.
The terms “intimidating,” “hostile,” and “offensive” include conduct that has the effect of humiliation, embarrassment, or
discomfort. Examples of sexual harassment include touching, crude jokes or pictures, discussions of sexual experiences,
teasing related to sexual characteristics and spreading rumors related to a person’s alleged sexual activities.
Students or any person who believe they are victims of sexual harassment or have witnessed sexual harassment are
encouraged to discuss the matter with the Nondiscrimination Coordinator, building principal or a complaint manager (see
next page). A student may choose to report to a person of the student’s same sex. Complaints will be kept confidential to
the extent possible, given the need to investigate. Students who make good faith complaints will not be disciplined.
An allegation that one student was sexually harassed by another student shall be referred to the building principal for
appropriate action.
NONDISCRIMINATION COORDINATOR:
Cassie Clark, Director of KSED
224 South Locust
Centralia, IL 62801
618-532-4721
COMPLAINT MANAGER:
Terry Burgener – Assistant Director of KSED
224 South Locust
15
Centralia, IL 62801
618-532-4721
SEX OFFENDER REGISTRY
Information concerning registered sex offenders living in the district is available to the public on the internet at
www.isp.state.il.us/sor/ (Public Act 94-994)
STUDENT WELFARE/CHILD ABUSE
According to Illinois law, a staff member who has reasonable cause to suspect that a student may be an abused or neglected
child shall report such a case to the Department of Children and Family Services (DCFS). In such a situation, the staff
member shall also notify BLC administration. A BLC administrator will, in turn, notify administration of the student’s
resident district that a report has been made. Traditional considerations of confidentiality shall not constitute grounds for
failure to report such cases.
Abuse and neglect are defined by Illinois law but may generally be understood as follows:
1. Abuse is “any physical or mental injury or sexual abuse inflicted on a child, other than by accidental means, by a person
who is responsible for the child’s health and welfare.”
2. Neglect is “abandoning a child, subjecting a child to an environment injurious to his welfare or failing to provide the
proper support, education, or remedial care required by law by one who is responsible for the child’s welfare.”
ASBESTOS PROVISION
In accordance with the US Environmental Protection Agency’s (EPA) Asbestos Hazard Emergency Response Act (AHERA)
standard, all information concerning asbestos-containing materials in the schools of Bridges Learning Center is available in
the KSED Main Office for review and copying by students, staff, and guardians during regular business hours.
NO CHILD LEFT BEHIND ACT (NCLB)
Notice to Parent and Guardians: Bridges Learning Center is required to inform you of certain information that you have the
right to know, according to The No Child Left Behind Act of 2001 (Public Law 107-110). Upon your request, Kaskaskia
Special Education District #801 (KSED) is required to provide to you, in a timely manner, the following information:
1. Whether a teacher has met state qualification and licensing criteria for the grade levels and subject areas in
which the teacher provides instruction.
2. Whether the teacher is teaching under emergency or other provisional status through which state qualification
or licensing criteria have been waived.
3. Whether your child is provided services by paraprofessionals and, if so, their qualifications.
4. What baccalaureate degree major the teacher has and any other graduate certification or degree held by the
teacher and the field of discipline of the certification.
In addition to the information that parents may request, KSED must provide each individual parent with information on the
achievement level of the parent’s child in each of the state academic assessments as required under this part; and timely
notice that the parent’s child has been assigned or has been taught for four or more consecutive weeks by a teacher who is
not highly qualified.
16
INFECTION CONTROL and communicable diseases
PINK EYE (CONJUNCTIVITIS)
Pink eye is contagious. A student with pink or redness of the eyes, or white or yellow drainage from the eyes will be sent
home. According to public health guidelines, the student shall be excluded from school until 24 hours after the beginning of
treatment, or the student is examined by a physician and approved for readmission to school with a written release.
HEAD LICE
According to the Centers for Disease Control and Prevention, students diagnosed with live head lice do not need to be sent
home early from school; they can go home at the end of the day, be treated, and return to class after appropriate treatment
has begun. Nits may persist after treatment, but successful treatment should kill crawling lice.
Head lice can be a nuisance but they have not been known to spread disease. Personal hygiene or cleanliness in the home or
school has nothing to do with getting head lice.
Students will be screened for head lice intermittently, or if conditions warrant (i.e. dry, itching scalp). Parents/guardians
will be notified immediately of head lice or nits found on their student. Guidelines of how to treat head lice will be sent
home with the student at the end of the day.
BED BUGS
The student’s parent or guardian will be notified by school officials if their child has bed bugs found on them or their
belongings by the school nurse or other school official. The school will provide written instructions to the parent or
guardian regarding appropriate treatment for the infestation.
COMMUNICABLE DISEASES
Communicable diseases are a leading cause of childhood morbidity and school absences. Students and staff with
communicable diseases, which can be transmitted directly or indirectly from one individual to another, require special
consideration in the school setting. In the school environment, the risk of exposure can be unpredictable, thus control
measures that are simple and uniform across all situations have the greatest likelihood of compliance and success. The school
district promotes the prevention, early identification, proper management and staff development to reduce the incidence of
communicable diseases within the school.
ADMINISTRATION OF MEDICATION
The purpose of administering medications in school is to help each child maintain an optimal state of health that may enhance
his education. The medications shall be those required during school hours that are necessary to maintain the child in
school.
GENERAL GUIDELINES
All medications given in school, including non-prescription drugs, shall be prescribed by a licensed prescriber on an
individual basis as determined by the student’s health status. A school nurse will manage the medication administration
program following the Recommended Guidelines for Medication Administration in Schools developed by the Illinois
Department of Human Services (IDHS) and the Illinois State Board of Education, September 2000. A designated
administrator will be responsible for medication administration when a school nurse is not available.
1. A written order for prescription and non-prescription medications must be obtained from the licensed
prescriber (physician) detailing the name of the student, date of birth, licensed prescriber’s name, signature,
date, phone and emergency number(s), name of medication, dosage, route of administration, frequency and
time of administration, diagnosis requiring medication, possible side effects and other medications the student is
17
receiving and time interval for re-evaluation. Such written documentation must be maintained in the student’s
individual medication record.
2. Medication must be brought to the school in a container, labeled appropriately by the pharmacist or licensed
prescriber. Prescription medication shall display the student’s name, prescription, number, medication name
and dosage, administration route, date of refill, licensed prescriber’s name, pharmacy name, address and phone
number, and name of initial pharmacist.
3. All medications that are given at school shall require a written request from the student’s parent or guardian
requesting that the medication be given during school hours. The Authorization & Permission for
Administration of Medication form must be renewed annually at the beginning of each school year.
4. Medications will be stored in a separate locked drawer or cabinet. Medication requiring refrigeration will be
refrigerated in a secure area.
5. At the end of the school year or the end of the treatment regime, the student’s parent or guardian will be
responsible for removing from the school any unused medication. If the parent or guardian does not pick up the
medication by the end of the school year, the certified school nurse will dispose of the medication and
document that it was discarded.
EXEMPTIONS FROM PHYSICAL EDUCATION CLASS
The school district recognizes that a student may be affected by an injury or illness which limits their participation in physical
education classes. In order for the physical education teacher to limit or restrict participation in classes, the appropriate
school official must be contacted. Guidelines for exemptions are as follows:
1. Students with a long-term medical condition affecting their ability to participate in physical education classes:
The school should be informed at registration time so that appropriate class alterations can be completed and
the student’s permanent school record may be adjusted.
2. Students with a temporary medical problem: The student or parent or guardian must consult with the school to
ensure appropriate documentation is received. The student is then referred to the school counselor for school
record documentation. Students who are unable to participate in physical education for more than two to three
days must provide a written note from a medical provider.
3. Students with a short-term medical excuse: The student, parent, or guardian must consult the school for
guidance on restriction from physical activity. The school nurse will complete a recommendation for the
teacher, providing guidelines for types of allowed physical activities. If the student is unable to participate in any
physical activities, the teacher will assign alternate study projects. Students who are unable to participate in
physical education for more than two to three days must provide a written note from a medical provider.
PHYSICAL EXAMINATIONS
Illinois State Law requires that all students must meet certain health regulations for school compliance in order to be
allowed to enter the resident district school. These regulations are likewise required for entrance to Bridges Learning
Center as well. All out-of-state transfer students will be granted a thirty day grace period to complete such requirements.
HEALTH EXAMINATIONS
18
All students must have a physical examination on file. These examinations must be recorded on the Certified Illinois State
Board of Education Health Form and signed and dated by a licensed physician, advanced practice nurse, or physician’s
assistant. In the case of transfer students, a completed physical exam will be accepted from their former school if the health
form is comparable to the Illinois requirements and if the exam was done within one year of enrollment at the resident
district. The Illinois State Board of Education Health Form must be signed by the parent or guardian at the bottom of the
medical history section; this section must also be completed in full and dated.
IMMUNIZATIONS
Every student is required to have written evidence by a certified health official that he is protected against diphtheria,
tetanus, polio, old-fashioned measles, rubella measles, mumps, and hepatitis B for school compliance. A student will not be
admitted to the resident district until this requirement is met. The date of each dose must be indicated.
Students who object to physical examinations or immunizations may be excused from the same based upon religious
grounds, providing a detailed statement explaining such objections is signed by the parent or guardian and filed with the
school administrators. Students who object to immunizations on religious grounds are subject to exclusion from school at
the resident district when cases of certain diseases are reported in the school. Any students, except transfer students with the
thirty day grace period, who do not produce written evidence of compliance with these health regulations by the day of
registration, will not be admitted to school in the resident district. Students who are excluded on these grounds should make
arrangements with their family physicians to be in compliance with the State Laws. If one or more of the required
immunizations is medically not advisable, the examining physician must record his recommendation on the examining form.
PESTICIDE NOTIFICATION
Bridges Learning Center utilizes an Integrated Pest Management Program. Pesticides are used when and where necessary. If
notification of this usage is desired, the student’s parent or guardian must fill out the Pesticide Notification Form. This form
will place you on the notification roster, wherein notice will be given forty-eight (48) hours prior to the use of all pesticides.
This procedure is in accordance with Senate Bill 529 on pesticide usage in public schools.
VISION AND HEARING SCREENINGS
Kaskaskia Special Education District #801 (KSED) provides a vision and hearing screening annually to all students. If a
recent screening or exam has been completed, please notify Bridges Learning Center.
19
APPENDIX A: LEVEL SYSTEM
INTRODUCTION
Self-control, responsibility, and appropriate social interactions are important characteristics for successful participation in
today’s society. Bridges Learning Center works toward developing and enhancing these characteristics in all of our students.
The Level System was developed to enhance student responsibility, improve problem behaviors and reinforce or reward
appropriate interaction and behaviors. Movement from level to level is intended to motivate students to practice and
increase their skills in these areas. Each of the three levels provide more responsibility, more freedom, and fewer
restrictions than the previous level. Maintenance of the final and highest level, Level 3, will allow students to be considered
for mainstreaming back to their resident district.
All students will begin on Level 1 upon entering Bridges Learning Center. Criteria for advancement within the Level System
are detailed in the following pages, after the explanation of each level. The Level System is directly correlated to the Daily
Point Sheet, and students are responsible for their movement on the Level System. Students may move down the Level
System as well as up.
Any student who does not consistently maintain the responsibilities of his current level, or has a major infraction of school
policies, procedures, or rules, will be referred to the Level Review Committee to determine if a change in level is
appropriate. Specifically, a student who fails to achieve the required average weekly point sheet percentage for their current
level for two consecutive weeks will be submitted to a Level Review Committee for a possible reduction to the previous
level. Once a student has completed sixty (60) or more days on his current level, and has achieved the minimum cumulative
Point Sheet average for his level, he will also be referred to the Level Review Committee for final approval of movement to
the next level.
The Level Review Committee may consist of any or all of the following: Building administration, school social worker(s),
certified Crisis Prevention Institute (CPI) instructors, and one or more teachers. The committee will review all information
pertinent to the progress of the student on their current level and determine if the student has earned a change in level.
Elementary school students or students with specialized needs may follow a customized level program in place of, or in
addition to, the current Level System at Bridges Learning Center. Moreover, as the student population of Bridges Learning
Center changes, the Level System may be revised as necessary to better meet the current students’ needs.
20
Level 1
Level 1 is the most basic level at Bridges Learning Center. All incoming students begin the program on this level. Level 1
focuses on individual behavior modification and limited but structured social interactions with peers.
DURATION
Level 1 has a minimum duration of sixty (60) days. A student is not eligible to progress to Level 2 before spending at least
60 days on Level 1.
RESPONSIBILITIES
1. Must earn a 75% cumulative average on the Daily Point Sheet for at least 60 days
2. Return Daily Point Sheet signed by a parent or guardian to earn a 1% bonus on weekly Point Sheet average
3. Maintain positive bus behaviors to earn a 1% bonus on weekly Point Sheet average
RESTRICTIONS
1. Must be under direct staff supervision and escorted by staff at all times
2. Must eat lunch at class table in the gym under direct staff supervision
3. Free time earned must be spent individually. A student’s free time activities may also be staff-selected and/or
staff-driven.
PRIVILEDGES
1. Token economy system: Student can receive a small reward for every five (5) tokens earned
2. May participate in off campus activities if the criteria are met
3. May earn Friday reward
4. Will receive school social work services with individual and small group focus
MOVEMENT TO LEVEL 2
1. Must earn a cumulative Point Sheet average of 75% or greater for a minimum time period of sixty (60) days
2. Must have no major infractions of rules, procedures, or policies of Bridges Learning Center
3. Must obtain Level Review Committee approval
Level 2
21
Level 2 is an intermediate level. Instruction on Level 2 will combine behavior modification with increased focus on
socialization skills.
DURATION
Level 2 has a minimum duration of sixty (60) days. A student is not eligible to progress to Level 3 before spending at least
60 days on Level 1.
RESPONSIBILITIES
1. Must earn an 85% cumulative average on the Daily Point Sheet for at least 60 days
2. Return Daily Point Sheet signed by a parent or guardian to earn a 1% bonus on weekly Point Sheet average
3. Maintain positive bus behaviors to earn a 1% bonus on weekly Point Sheet average
RESTRICTIONS
1. Must be under staff supervision and escorted by staff at all times
2. Must eat lunch at class table in the gym
PRIVILEDGES
1. Earned free time may be student-directed and peer- or group-oriented.
2. Eligible to participate in community-based program, “Building Bridges”
3. Token economy system: Small reward received for every ten (10) tokens earned
4. May participate in off campus activities if the criteria are met
5. May earn Friday reward
6. Will receive school social work services with small group and classroom focus
REDUCTION TO LEVEL 1
A student who does not maintain an 85% weekly average on his Point Sheet for two consecutive calendar weeks will be
submitted to the Level Review Committee for a possible reduction to Level 1.
MOVEMENT TO LEVEL 3
1. Must consistently maintain Level 2 responsibilities for 60 days
2. Must have no major infractions of rules, procedures or policies of Bridges Learning Center
3. Must obtain Level Review Committee approval
Level 3
Level 3 is the highest behavior level at Bridges Learning Center. Behavioral instruction at this level will focus on the
maintenance of positive behaviors and demonstration of appropriate social skills.
22
DURATION
Level 3 does not have a set minimum or maximum amount of days. Durations will be determined based on individual
circumstances.
RESPONSIBILITIES
1. Must earn a cumulative average in excess of 85% on the Daily Point Sheet for the duration of Level 3.
2. Return Daily Point Sheet signed by a parent or guardian to earn a 1% bonus on weekly Point Sheet average
3. Maintain positive bus behaviors to earn a 1% bonus on weekly Point Sheet average
RESTRICTIONS
1. Must be monitored by staff at all times
PRIVILEDGES
1. May eat lunch in a specified location, monitored by staff, with other Level 3 students
2. Will act as a mentor in and among the classrooms, with the opportunity to assist staff and Level 1 and 2 students
3. Will have opportunities to assist classroom staff in determining classroom level rewards and activities
4. Eligible to participate in community-based program, “Building Bridges”
5. Token economy system: Small reward received for every twenty (20) tokens earned
6. May participate in off campus activities if the criteria are met
7. May earn Friday reward
8. Will receive school social work services with a classroom focus
9. *Special privileges, incentives, and awards will be provided to students who achieve a 95% or greater average
on their Daily Point Sheet
REDUCTION TO LEVEL 2
A student who does not maintain higher than an 85% weekly average on his Point Sheet for two consecutive calendar weeks
will be submitted to the Level Review Committee for a possible reduction to Level 2.
RETURN TO RESIDENT DISTRICT
4. Must consistently maintain Level 3 responsibilities
5. Must have no major infractions of rules, procedures or policies of Bridges Learning Center
6. Must obtain resident district approval
Bonus points
All students have the opportunity to increase their weekly Point Sheet average by returning their Daily Point Sheet signed by
a parent or guardian, or by maintaining positive behaviors on the bus.
RETURNING POINT SHEET
Each time a student returns their point sheet signed from the previous day, they will receive a 1% bonus to their weekly
Point Sheet average. For example, if a Level 2 student earned a Point Sheet average of 83% for the week, and he returned
his Point Sheet signed three days during the week, he would earn a total weekly percentage of 86%.
23
POSITIVE BUS BEHAVIOR
Similarly, a student will receive a 1% bonus to his weekly Point Sheet average for each day he does not earn a Bus Report.
Weekly rewards
Student will be eligible for weekly rewards based on their maintenance of the required Point Sheet percentage for their
level. Weekly rewards for each classroom will be determined by classroom teachers.
Time out
Time out rooms will only be used in instances of most restrictive intervention. A time out may be assigned for behaviors
including, but not necessarily limited to:
1.
2.
3.
4.
5.
6.
7.
8.
Physical assault to a staff member
Physical assault to a student
Property damage
Removal from school transportation
Possession of a weapon
Possession of drugs, drug paraphernalia, or alcohol
The requirement of physical intervention
Other situations of a dangerous or disruptive nature
Students in a time out booth will receive a “0” (zero) on their Point Sheet for the time period during which they require the
intensive intervention of time out. In addition to the use of time out as a school-based behavioral intervention, any student
behaviors that are unlawful may also result in contact with law enforcement.
24
Refocus room
Students working their way back to the classroom following a time out or physical intervention may be assigned up to one
(1) thirty-minute class period in the Refocus Room. Students receiving a bus report for negative bus behaviors may also be
assigned up to one (1) thirty-minute class period in the Refocus Room upon arriving at, or returning to, school.
A student may also be assigned up to one (1) school day in the Refocus Room by the Level Review Committee for the
occurrence of any of the above “time out” behaviors.
The use of time out or the Refocus Room as a behavioral intervention may require the completion of a verbal or written
intervention plan (such as a Respect Plan, STAR Plan, etc.) before a student may return to the classroom setting.
25
LEVEL DOCUMENTATION FORM
STUDENT: ______________________________________
LEVEL: ___________
WEEK OF: ___________________________TEACHER: ____________________
MON
TUE
WED
THURS
PREVIOUS
WEEK AVG
FRI
DATE
LEVEL/
DAY
POINT
SHEET %
PT SHEET
RET’D
NO BUS
REPORT
WEEKLY
AVERAGE
TOTAL
BONUS PTS
FINAL
AVERAGE
NOTES: ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
DATE OF REVIEW: _____________________
STAFF PRESENT:
________________________________
_____________________________
________________________________
_____________________________
________________________________
_____________________________
________________________________
_____________________________
OUTCOME: _____________________________________________________________
__________________________________________________________________________________________
__________________________________________________
______________________________________________________________________
26
APPENDIX B: Daily Point sheet
27
28
APPENDIX C: Bus Point sheet
29
BRIDGES LEARNING CENTER
BUS POINT SHEET
NAME:_______________________________
DATE:
PM
Y
N
REMAIN IN SEAT/WORE SEATBELT
VERBALLY APPROPRIATE WITH PEERS
PHYSICALLY APPROPRIATE WITH PEERS
VERBALLY APPROPRIATE WITH STAFF
PHYSICALLY APPROPRIATE WITH STAFF
PHYSICALLY APPROPRIATE WITH PROPERTY
FOLLOWED INSTRUCTIONS
TOTAL
* Y= yes
N= no
TOTAL AVERAGE PERCENTAGE____________________________________
PARENT/GUARDIAN SIGNATURE___________________________________
30
AM
Y
N
%
APPENDIX D: Behavior intervention plan
31
32
APPENDIX E: Behavioral Interventions for students with
disabilities
33
SCHOOL BOARD POLICY
Behavioral Interventions for Students with Disabilities
SECTION I.
Purpose:
It is the purpose of this policy to establish the process for _____________________________School District to
comply with P.A. 87-1103 on the use of behavioral interventions for students with disabilities. Behavior
interventions should be used with students with disabilities to strengthen desirable student behaviors and reduce
identified inappropriate behaviors.
SECTION II.
Development of Procedures:
The Kaskaskia Special Education District #801 Director with the advice and consent of the district
superintendent and local committee is authorized to develop procedures on the use of behavioral interventions
for students with disabilities receiving special education services. The procedures will promote the use of
positive behavioral interventions and include, but not be limited to, the following components:
A.
Designation of behavioral interventions by level of restrictiveness
B.
Procedures for the development of behavioral management plans for students with disabilities
having behavioral and/or emotional needs and for such students requiring restrictive
interventions.
C.
Provision for parent/student notification
D.
Review of the State Board of Education behavioral intervention guidelines
As required by Public Act 87-1193, this district shall establish a committee. This committee shall be involved in
developing policies and procedures on the use of behavioral interventions for students with disabilities who
require behavioral intervention. These should be developed with the advice of parents of students with
disabilities and other parents, teachers, administrators, advocates for students with disabilities, and individuals
with knowledge or expertise in the development and implementation of behavioral interventions for students
with disabilities. The committee shall review and provide input concerning the procedures developed by
Kaskaskia Special Education District #801.
The procedures will be provided to parents or guardians within 15 days after the policies and procedures have
been adopted by the school board or at the time an individualized education plan is first implemented for the
student and at the beginning of each school year thereafter. In addition, students will be informed annually of
the existence of the policies and procedures.
Reference:
The Illinois School Code, Chapter 122, Section 14-8.05, Behavioral Interventions for students
with disabilities as amended by Public Act 87-1103;
The Illinois School Code, Chapter 122, Section 10-20.14, Parent-Teacher Advisory Committee
as amended by Public Act 84-126;
The Illinois School Code, Chapter 122, Section 24-24, Corporal Punishment as amended by
Public Act 88-346.
Adopted:
KDR:hh
34
PROCEDURES FOR BEHAVIORAL INTERVENTIONS FOR STUDENTS WITH DISABILITIES
SECTION I.
PURPOSE:
It is the purpose of these procedures to establish the process for KSED and its member districts to
comply with P.A. 87-1103 on the use of behavioral interventions for students with disabilities.
Behavioral interventions should be used by teachers and administrators to promote and strengthen
desirable student behaviors and reduce identified inappropriate behaviors. A fundamental principle is
that positive, non-aversive interventions designed to develop and strengthen desirable student behaviors
should be used whenever possible.
While positive approaches alone will not always succeed in managing extremely inappropriate behavior,
the use of more restrictive behavioral interventions should be considered to be temporary. The use of
restrictive interventions for students with disabilities should be based on assessment, planning,
supervision, evaluation, documentation and protective measures. The use of restrictive behavioral
interventions should maintain respect for the student’s dignity and personal privacy as well as adhere to
professionally accepted instructional practices.
SECTION II.
DEFINITIONS:
a. Student - A student is a student who is receiving special education services in a school setting.
b. Parent - A parent is a parent, guardian, a person acting as a parent of the student, or a surrogate
parent.
c. Behavioral Intervention Plan - A behavioral intervention plan “BIP” is a written behavioral plan
developed by the IEP team, and made part of the IEP, to address a student’s behavioral problem. It is
based on a functional assessment of the student’s behavior, describes the behavioral interventions to be
used, methods of evaluation, and provisions for coordinating with the home.
d. Serious Behavioral Problem - A serious behavioral problem is a behavior in which is self-injurious,
assaultive, causes damage or is grossly inappropriate to the school setting. The term includes severe
behavioral problems that are pervasive, maladaptive, and require a systematic and frequent application
of behavioral intervention procedures.
The term “grossly inappropriate to the school setting” refers to behavior which would, if exhibited by a
non-disabled student, be an offense which the District has identified as punishable by an out-of-school
suspension.
SECTION III. DESIGNATION OF BEHAVIORAL INTERVENTIONS BY LEVEL OF
RESTRICTIVENESS:
Behavior Interventions are categorized into three levels of restrictiveness:
A. Nonrestrictive
B. Restrictive
C. Highly Restrictive
35
A.
NON-RESTRICTIVE BEHAVIORAL INTERVENTIONS:
Non-restrictive behavioral interventions are the preferred interventions because of their emphasis on
positive behavior change. These interventions may be used without the development of a written
behavioral intervention plan as part of the student’s IEP.
The following are non-restrictive behavioral interventions:
Detention (before, after, weekend)
Time-out (exclusionary/physical)
Time-out (non-exclusionary)
Allowing student to escape task
Calling and notifying parent
Contingent exercise
Differential reinforcement
Direct Instruction
Environmental or activity modification
Extinction
Instructional assignment
Modeling
Peer Involvement
Planned ignoring
Positive practice/over-correction
Positive reinforcement
Prompting
Proximity control
Punishment writing
Redirecting student physically
Redirection (verbal and nonverbal)
Response-cost
Restitutional over-correction
Self-management
Shaping
Teaching alternative behaviors
Teaching self-reinforcement
Token economy
Verbal feedback
Verbal reprimand
Directions for each of these terms are provided in the glossary.
Non-restrictive behavioral interventions may become restrictive in nature with extensive use, or if an
adverse effect to learning or extreme negative behaviors result.
B.
RESTRICTIVE BEHAVIORAL INTERVENTIONS:
Restrictive behavioral interventions may be used in emergency situations or when less restrictive
behavioral interventions have been attempted and failed. They should only be used after a functional
assessment of behavior has been completed and documented, a behavioral intervention plan written and
included within the IEP.
The following are restrictive behavioral interventions:
Exclusion from mainstream activities
Exclusion from extra-curricular activities
property
Food delay
Forced physical guidance
Inhibiting devices
Manual restraint
Negative practice
Satiation
Search of student’s locker or personal
Time-out (Isolation/quiet room)
Suspension (in school)
Suspension (out of school)
One-to-One aid
Definitions for each of the terms are provided in the glossary.
36
C.
HIGHLY RESTRICTIVE BEHAVIORAL INTERVENTIONS:
Highly restrictive behavioral interventions are to be used only when restrictive behavioral interventions
have been unsuccessfully attempted.
The following are highly restrictive behavioral interventions:
Search of student
Expulsion with continuing education program
Denial/restriction of access to regularly used equipment/devices
Mechanical restraints other than those for medical or safety procedures
SECTION IV.
USE OF BEHAVIORAL INTERVENTIONS:
A.
MONITORING THE USE OF RESTRICTIVE/HIGHLY RESTRICTIVE BEHAVIORAL
INTERVENTIONS:
1.
RESTRICTIVE BEHAVIORAL INTERVENTIONS:
Students who require the use of restrictive behavioral interventions should have a written behavioral
intervention plan developed by the IEP team and included in the student’s IEP.
District will use a restrictive behavioral intervention only:
a. when the district has unsuccessfully attempted the use of a non-restrictive behavioral intervention
b. when the restrictive behavioral intervention is based upon a prior functional assessment by the district
of the target behavior of concern
c. when the restrictive behavioral intervention is part of a prior written behavior intervention plan
d. in emergency situations
2.
HIGHLY RESTRICTIVE BEHAVIORAL INTERVENTIONS:
Districts will only use highly restrictive interventions:
a. when the district has already unsuccessfully attempted a restrictive behavioral intervention
b. when the restrictive behavioral intervention is based upon a prior functional assessment by the district
of the target behavior of concern
c. when the highly restrictive intervention is part of a prior written behavior intervention plan
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3.
EMERGENCY USE OF RESTRICTIVE INTERVENTIONS:
An “emergency” is a situation in which the immediate implementation of a restrictive behavioral
intervention, not designated within a student’s IEP, is necessary to protect students, other individuals, or
the physical site from:
a.
b.
c.
d.
physical injury by the student to self or others;
severe emotional abuse due to verbal and nonverbal threats and gestures by the student;
severe property damage by the student; or
serious and continuous disruption by the student of the classroom environment
When confronted with an emergency, school personnel should utilize interventions that are the least
intrusive possible to reasonably respond to the situation. Staff should always respond to the individual in
a calm, professional manner; exhaust all alternative means before using force; and if force is necessary,
use only as much force as needed to regain control of the situation. The parents or guardians should be
notified when a restrictive procedure is used in an emergency situation. The use of an emergency
intervention should be documented.
If a pattern of behavior occurs which interferes significantly with student learning, an IEP team meeting
may be convened.
SECTION V.
1.
BEHAVIOR INTERVENTION PLAN COMPONENTS:
FUNCTIONAL ASSESSMENT:
The functional assessment of the target behavior of concern may include documentation of the
following:
a.
b.
c.
d.
e.
f.
description of the behavior
description of the settings in which the behavior occurs
description of other environmental variables that may affect the behavior
review of the behavior and the intent of the behavior
description of environmental modifications made to change the behavior
an identification of appropriate behaviors that could serve as alternatives to the target behavior
Parent consent is not required in order for the district to conduct a functional assessment.
2.
IEP TEAM MEETING - SELECTION OF BEHAVIORAL INTERVENTIONS:
The IEP team shall:
a. determine whether the District will use a restrictive behavioral intervention and, if so, which
restrictive behavioral interventions will be used
b. identify behavioral interventions based upon information derived from the functional assessment
c. arrange these possible interventions on a continuum from the least to the most educationally
restrictive intervention and then select the least restrictive behavioral intervention reasonably calculated
to produce the desired behavioral change (s)
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d. if the selected intervention is a non-restrictive behavioral intervention the district may proceed to
incorporate the intervention into the BIP
e. if the selected intervention is a highly restrictive behavioral intervention, the district shall place the
restrictive intervention into a BIP provided the district has unsuccessfully attempted a non-restrictive
behavioral intervention
f. if the selected intervention is a highly restrictive behavioral intervention, the district shall place the
highly restrictive behavioral intervention into a BIP; provided the district has unsuccessfully attempted a
restrictive behavioral intervention
3.
BEHAVIORAL INTERVENTION PLAN
A written BIP should be developed by the IEP team for students who require the use of restrictive
behavioral interventions and for those students who have serious behavioral problems. BIP’s should also
be implemented for any social/emotional deficit noted on the student’s IEP. The BIP should be included
as a part of the student’s IEP and shall include:
a. a summary of the findings of the functional assessment of the target behavior of concern;
b. a description of previous intervention(s) attempted;
c. a description of the intervention(s) to develop or strengthen alternative, more appropriate behaviors;
d. a description of any restrictive behavioral intervention to be used;
e. a list of measurable behavior changes expected and method(s) of evaluation;
f. a schedule for review of intervention effectiveness;
g. a list of provisions for coordinating with the home.
SECTION VI.
PROVISIONS FOR PARENT/STUDENT NOTIFICATION:
The local District shall furnish a copy of these policies and procedures to parents/guardians of all
students with individualized education plans within 15 days after the policies and procedures have been
adopted by the local school board or at the time an individualized education plan is first implemented for
the student and at the beginning of each school year thereafter. The local District will inform its students
of the existence of the polices and procedures annually.
Copies of the State Board of Education document entitled “Behavioral Interventions in Schools:
Guidelines for Development of District Policies for Students with Disabilities, June, 1994" may be
obtained from the Illinois State Board of Education, 100 North First Street, Springfield, Illinois, 627770001.
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GLOSSARY
Allow students to escape task - allow student to avoid task or situation (e.g., leave area, excuse from
participation).
Behavioral intervention - an intervention which is based on methods and empirical findings of behavioral
science designed to influence the behavior of one or more individuals.
Behavioral intervention plan - a written behavioral plan developed as part of the IEP to address a serious
behavioral problem. It is based on a functional analysis of the student’s behavior, describes the
interventions to be used, methods of evaluation, and provisions for coordination with the home.
Call/notify parent - contact parent to inform them of student’s performance (e.g., notify parent of
student’s completion or lack of completion of in-class assignments/goals). NOTE: This intervention does
not include requiring parent to remove student from class or school. If parent is required to remove student
from school, this then becomes a suspension (refer to definition of suspension).
Contingent exercise - requiring student to engage in physical exercise contingent on performance or
nonperformance of a target behavior (e.g., requiring student to do push-ups because of misbehavior). With
extensive use or negative student reaction, this procedure should be viewed as corporal punishment and,
therefore is prohibited.
Contracting - an agreement between a student and a teacher or another individual that is directed toward
changing behavior. It specifies a reward that will be provided if the student displays a certain behavior or
completes a designated task.
Detention - the student is required to attend school outside of normal class hours as a form of punishment
(does not include extra instruction for academic purposes).
Differential reinforcement - reinforcement of a target behavior or any behavior other than a specified
inappropriate behavior (e.g., positively reinforce on-task behavior while ignoring off-task behavior).
Direct instruction - a sequenced and structured teaching approach that is academically focused and
marked by activities where goals are clear, allocated instructional time is sufficient, performance of
students is monitored closely, teacher questions are designed to produce many correct responses, and
feedback to students is immediate and academically orientated. The goal of this approach is to move
students through a sequenced set of materials or tasks.
Environmental modifications - changing the environment in order to influence a target behavior (e.g.,
alter seating, change tasks, modify curriculum).
Exclusion from extracurricular/mainstream activities - the student is prohibited from participation in
extracurricular/mainstream activities as a form of punishment (does not include exclusion due to failure
to meet eligibility requirements or other prerequisite standards for participation).
Expulsion with continuing education program - removal of student from school for a term not to extend
beyond the balance of the current school year. The minimum form of education program required by law
is provided during the expulsion.
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Extinction - reinforcement of a previously reinforced behavior (e.g., ignoring humorous but inappropriate
comments).
Food delay - food is contingently delayed for a specified period of time (e.g., detain student from lunch
break for 15 minutes).
Forced physical guidance - physical guidance or redirection of any body part of the student (e.g., student
refuses to pick up item; he/she is manually guided to pick up object with the hand over hand prompts).
Functional Assessment - an assessment process for gathering information that is used in the development
of behavioral interventions.
Highly Restrictive interventions - interventions that are intrusive to an individual, produce a negative
physical response such as pain or severe discomfort, and carry a high probability of negative side effects.
Highly restrictive interventions are deemed inappropriate under most circumstances.
Inhibiting devices - devices that do not restrain physical movement but inhibit specific actions (e.g., a
baseball cap to inhibit head scratching).
Instructional assignments - creation or modification of instructional assignment to increase the student’s
motivation, attention, success, etc.
Manual restraint - use of the minimum amount of physical force necessary to hold or restrain an
individual (e.g., an individual holds a physically aggressive student in order to protect the student or others
from injury).
Mechanical restraint - a device that physically restrains movement of the individual (e.g., harness
restraint). Mechanical restraints prescribed by a physician or used as a safety procedure for transportation
(e.g., seat belt) are not considered behavioral interventions.
Modeling - a process in which one person learns by observing the behavior, attitudes, or affective
responses of another person (e.g., student observes others engaging in cooperative turn-taking).
Negative practice - repetitive practices of inappropriate behavior to the point of satiation (e.g., student
who tears up assignments must tear up 50 pages).
Nonaversive/Positive stimulus/approach - a positive, pleasant, non-punishing stimulus, such as an
object, event, or situation that occurs immediately after a specified behavior to increase that behavior. It
is a stimulus used to support the learning of more effective and acceptable ways of behavior.
Nonrestrictive interventions - interventions that carry a low risk of negative side effects. With extensive
use, these interventions may become restrictive in nature.
If an intervention classified as
“nonrestrictive”adversely affects student learning or extreme negative behaviors occur in response to the
intervention, it should be considered a restrictive intervention.
Peer involvement - the use of a student’s peers to influence behavior (e.g., cooperative group, peer
modeling, peer tutoring).
Planned ignoring - a type of extinction procedure in which the teacher ignores (e.g., withdraws attention)
a target inappropriate behavior.
41
Positive practice overcorrection - repetitive practice of appropriate behavior which is incompatible with
problem behavior.
Positive reinforcement - providing a reinforcer (e.g., praise, points, tokens) contingent upon a target
response in order to increase the frequency of the response (e.g., praising student for cooperative turntaking).
Prompting - a cue (visual, auditory, physical) is presented in order to facilitate a given response (e.g.,
teacher uses hand signal to remind student to remain on-task).
Proximity control - the use of physical proximity to control behavior (e.g., standing near students, eye
contact).
Punishment writing - an aversive stimulus in which the student is required to write a specified amount
or for a specified period of time.
Redirect student (physically) - physically redirect the student from an inappropriate to appropriate
behavior/activity (e.g., with hand on student’s elbow, teacher walks away from one activity to another).
Redirect student (verbal, nonverbal signal) - either by verbal or nonverbal signal, redirect the student
from an inappropriate to appropriate behavior/activity (e.g., teacher gives student hand signal when
student should redirect himself/herself).
Response-cost - withdrawal of specified amounts of a reinforcer (e.g., tokens) in response to a target
inappropriate behavior (e.g., teacher takes away points for fighting).
Restitutional overcorrection - student is required to overcorrect or improve on the original state of affairs
(e.g., student who litters is asked to sweep the entire floor).
Restrictive interventions - aversive and deprivation procedures which carry a high risk of negative side
effects. Greater planning, supervision, documentation, and caution must be exercised in their use.
Satiation - a procedure in which large amounts of a reinforcer are given so that its effectiveness is
diminished and the behavior that is associated with it ceases to occur (e.g., student that steals gym towels
is given so many towels the he/she begins to give them back).
Search - an inquiry whose aim is to ascertain the presence and nature of physical objects, whose presence
and nature are not patent.
Self-management - a collection of strategies designed to increase a student’s management and control of
his/her own behavior. These strategies include training the student in self-monitoring, self-evaluation,
and self-reinforcement.
Serious behavioral problem - behavior which is self-injuries, assaultive, causes damage or is grossly
inappropriate to the school setting. These include severe behavior problems that are pervasive and
maladaptive, which require a systematic and frequent application of behavioral intervention procedures.
Shaping - a procedure through which new behaviors are developed by systematically providing positive
reinforcement to the student for closer approximations to the behavioral goal (e.g., in order to get student
to remain seated at his/her desk, he/she first is regularly reinforced for entering the classroom, then for
being near his/her desk, then for touching his/her chair, then for being seated appropriately).
42
Suspension - removal from school programs by administrative action for gross disobedience or
misconduct for more than one (1) full class period and not exceeding 10 school days.
An out-of-school suspension is served off school grounds; an in-school suspension is served on school
premises. Suspension from transportation resulting in the student’s inability to attend his/her ordinary
school program is a suspension from school. A student is not suspended when the nature and quality of
the educational program and services provided during an in-school suspension are comparable to the
nature and quality of the educational program and services required and otherwise provided to the student
in the current placement. A suspension which constitutes a change in placement requires a revision to the
IEP.
Teach alternative behaviors - teaching the student appropriate behaviors that are functionally equivalent
to the undesired target behavior (e.g., teach student to make appropriate requests of peers to compete with
grabbing behavior).
Teaching self-reinforcement - teaching the student to self-monitor, self-evaluate, and provide
himself/herself positive reinforcement for the performance of desired target behaviors (e.g., teach student
to self-evaluate his/her level of on-task behavior during a given period and choose appropriate desired
activity as positive reinforcement).
Time-out (Exclusionary/Physical) - contingent withdrawal of reinforcing stimuli by removing the
student from the classroom (e.g., to the hallway, etc.), but does not involve restricted exit.
Time-out (Isolation/Quiet Room) - contingent withdrawal of reinforcing stimuli by removing the student
from the classroom to a time-out room from which egress is restricted.
The locking mechanism(s) on a time-out room must be constructed so that it engages only when a key or
handle is being held by a person. When that person takes his/her hand off the handle or key, the door
unlocks and the student is able to easily and readily open the door from the inside. That is, the door to
such a room may not be one which remains closed when unattended.
Time-Out (Nonexclusionary/Instruction) - contingent withdrawal of reinforcing stimuli, while the
student remains in the classroom (e.g., student is seated away from the group while remaining in the
classroom).
Token economy - a system of individual reinforcement in which tokens (e.g., chips, points, check marks,
paper money) are given for target behaviors. Tokens are used to obtain backup reinforcers (e.g., prizes,
school supplies).
Verbal feedback - providing student evaluative information about his/her performance (e.g., informing
the student that he/she is working well on a given task).
Verbal reprimand - chastising a student for inappropriate behavior
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APPENDIX F: Permit to give medication at school
44
PERMIT TO GIVE MEDICATION IN SCHOOL
In order to comply with the guidelines recommended by the Illinois Department of Public Health, the Illinois
State Board of Education, and the Illinois Association of School Nurses for administering medication in school,
the following information from the licensed prescriber and a written request from the parent/guardian
requesting the medication be given during school hours is needed. The intent of these guidelines is to reduce
the number of medication given in school, yet assure safe administration fro those children who require them.
A written order for prescription and non-prescription medications must be obtained from the child’s licensed
prescriber. (Orders should be renewed annually for long-term medications and any changes should be
reported in writing.) The order includes:
Student’s Name ____________________________________Date of Birth ______________
Licensed Prescriber _____________________________________________________________
Prescriber’s Phone # _____________________
Emergency# __________________________
Name of Medication ________________________
Dosage ___________________________________
Route of administration ______________________
Frequency of administration ________________________________________________
Date of Prescription _____________________________ Date of Order ____________________
Discontinuation Date _____________________________ Diagnosis _______________________
Intended effect of medication _______________________________________________________
Other medication child is receiving ___________________________________________________
_________________________________________________________________________________
Time interval for re-evaluation ______________________________________________________
Possible adverse effects of this medication ___________________________________________
__________________________________ ________________
Physician’s Signature
Date
TO PARENT OR GUARDIAN:
I hereby request school personnel to administer the above medication to my child. Medication must be brought
to school in a container appropriately labeled by the pharmacy or physician. Only those medications which are
necessary to maintain the child in school and which must be given during school hours shall be administered. If
you have any questions, please feel free to contact Bridges Learning Center at (618)545-0126.
Date ____________
Parent/Guardian Signature __________________________________
Phone # _________________________ Emergency Phone # _________________________
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APPENDIX G: pesticide usage notice
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Bridges Learning Center
226 Chicago Avenue
Centralia, IL 62801
Phone 618-545-0126
Fax 618-545-0127
Cassie Clark, Director
Jacob Purcell, Principal
SERVING SCHOOLS IN CLINTON, MARION, AND WASHINGTON COUNTIES
Pesticide Usage Notice
As Parent/Guardian of _________________________________________________________,
Student name
I wish to have the school notify me forty-eight (48) hours in advance of pesticide usage in my child(ren)’s
building.
Please place my name on the pesticide notification roster.
_____________________________________
_____________________________
Parent signature
Date
Address __________________________________
_________________________________________
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APPENDIX H: internet acceptable use agreement
48
ACCEPTABLE USE REGULATIONS AND GUIDELINES FOR INTERNET ACCESS
Bridges Learning Center
INTERNET ACCEPTABLE USE AGREEMENT
ADMINISTRATIVE GUIDELINES
Internet access is available to students and teachers of Bridges Learning Center. The Internet enables worldwide
connection to electronic mail, discussion groups, databases, shareware software, and other informational sources such
as libraries and museums. Bridges Learning Center provides Internet access to promote educational excellence and
engaged learning in the school facilitating resource sharing, problem solving, innovation and communication.
Risk - It is impossible to control all materials on the Internet. Sites accessible via the Internet may contain material
that is illegal, defamatory, inaccurate or controversial. With global access to computers and people, there is a risk
that students may access material that may not be considered to be of educational value in the context of the school
setting.
User Responsibility - Internet users, like traditional library users, are responsible for their actions in accessing
available resources.
INTERNET - Terms and Conditions
Acceptable Use – Access to the school’s internet is provided for educational purposes and research consistent with
the school’s educational mission and goals. Administration or designee(s) shall make all decisions regarding whether
or not a user has violated this agreement and may deny, revoke or suspend access at any time.
Privilege -
Use of the Bridges Learning Center Internet access is a privilege, not a right.
Voluntary -
Use of the Bridges Learning Center Internet access is voluntary on the part of the
student or teacher.
Subject to System Administration - All Bridges Learning Center Internet access is subject to system administrator
perusal for virus scanning or inappropriate use
investigation.
Inappropriate Use - Inappropriate use includes, but is not limited to, intentional uses that violate the law, that are
specifically named as violations in this document, that violate the rules enumerated in the Bridges Learning Center
Handbook or any other use that hampers the integrity or security of the district’s computer network or any computer
networks connected to the Internet. Examples of violations include, but are not limited to, accessing any material or
communications that are damaging to another’s reputation, abusive, obscene, sexually oriented, threatening,
harassing, “hacking”, or any other activities that are deemed unlawful.
Violation of the Law – Transmission of any material in violation of any international, United States or State law is
prohibited. This includes, but is not limited to: copyrighted material and threatening, harassing
obscene material.
Any violations of the law through the use of Bridges Learning Center Internet
access may result in disciplinary action or litigation against the offender by the
appropriate authorities.
Commercial Use - Use for commercial, income-generated, “for-profit” activities or product
advertisement is prohibited. Sending unsolicited junk e-mail letters is
prohibited.
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Vandalism/Mischief - Vandalism and mischief while using Bridges Learning Center Internet access is prohibited.
Vandalism is defined as any malicious attempt to harm or destroy data of another user, the Internet
or any networks that are connected to the Internet.
This includes, but is not limited to, the creation or propagation of a computer
virus. Any interference with the work of the users, with or without malicious
intent, is construed as mischief and is strictly prohibited.
User Sharing - Once access has been granted to utilize the Bridges Learning Center Internet, the
user is responsible for all actions taken while on the Internet. Sharing of Internet access is not
permitted.
Electronic Mail - Forgery of electronic mail messages is prohibited. Reading, deleting, copying
or modifying the electronic mail of other users is prohibited.
File/Data Violations - Deletion, examination, copying or modification of files and/or data
belonging to other users is prohibited.
Downloading/Changing Settings - Downloading of any files by the students onto Bridges Learning Center
computers is prohibited. Changing/altering any settings on computers without expressed
permission of the teacher is also prohibited. Examples of this include, but are not limited to,
adding/changing backgrounds or colors, setting screensavers, and downloading music, video or
software.
Blogs/Chat Rooms/ Social Networking – Blogs, chat rooms, and any type of social networking site, are not to be
accessed from Bridges Learning Center computers at any time. Examples of these include, but are
not limited to, MySpace, Facebook, Twitter, and YouTube.
CONSEQUENCES OF POLICY VIOLATION
A violation of the provisions of this policy may result in revocation of the user’s computer access and network
privileges, regardless of the success or failure of the attempt. In addition, school disciplinary action; including
suspension or expulsion, and/or appropriate legal action may be taken.
Initial Determination - The school administrators, with the assistance of the teachers, will make the initial
determination of any policy violation.
Due Process - Violators will be accorded due process rights in the determination of possible violations and
consequences.
Denial, Revocation or Suspension of Internet Access - The school administrator, in accordance with the Bridges
Learning Center disciplinary procedures, may deny, revoke or suspend any Internet access as deemed necessary.
This Acceptable Use Policy is subject to change. Bridges Learning Center reserves the right to restrict or terminate
information network access at any time for any reason. Bronson Center further reserves the right to monitor
network activity as it sees fit in order to maintain the integrity of the network and to monitor acceptable use.
Administration will make the final determination as to what constitutes unacceptable use.
DISCLAIMER
Bridges Learning Center makes no warranties of any kind, whether expressed or implied, for the service it is
providing. Bridges Learning Center will not be responsible for any damages suffered by users. This includes loss of
data resulting in delays, non-deliveries, mis-deliveries or service interruptions caused by its own negligence or user
errors or omissions. Bridges Learning Center is not responsible for phone/credit card bills or any other charges
incurred by the users. Use of any information obtained via the Internet is at the user’s own risk. Bridges Learning
Center specifically denies any responsibility for the accuracy or quality of information obtained through its services.
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BRIDGES LEARNING CENTER
INTERNET USE AGREEMENT
I understand and will voluntarily abide by the Bridges Learning Center Internet Acceptable Use Policy. I further
understand that any violation of the Acceptable Use Policy may result in my Internet access privileges being revoked
and school disciplinary action being taken. The signature(s) on this document indicate(s) that I/we have read the
Bridges Learning Center Acceptable Use Policy, understand its significance and voluntarily agree to comply fully
with all of its terms and conditions.
Date: ____/____/____
User Name: ______________________________
(Please Print)
User Signature: ___________________________
----------------------------------------------------------------------------------------------------------------------------- ---As the parent or guardian of the student who has signed above, I have read Bridges Learning Center’s Acceptable
Use Policy and Internet Use Agreement. I understand that Bridges Learning Center’s Internet use is designed for
educational purposes as described in the Acceptable Use Policy. However, I recognize it is possible that my student
may procure material that is not consistent with the educational goals of the Bridges Learning Center. I also
understand that if my student does not have my permission to have Internet access and he is involved in an activity
where the class is using the Internet he/she will be given an alternative assignment of equivalent value. With this
understanding I will mark below my preference as to whether Bridges Learning Center should provide Internet access
for my student and certify that the information contained on this form is correct.
_______ Yes, I give permission for the user listed above to have Internet access.
_______ No, I do not give permission for the user listed above to have Internet access.
Date ____/____/____
Parent/Guardian: ________________________________
(Please Print)
Parent/Guardian: ________________________________
(Signature)
Address: ______________________________________
______________________________________
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MEDIA PHOTO/INFORMATION RELEASE
I hereby give Bridges Learning Center the unqualified right and permission to reproduce, copyright, publish, circulate, or
otherwise use photographic reproductions or likenesses or me and/or my name. This authorization and release covers the use
of said material in any published form, and any medium of advertising, or publicity. I hereby certify I am an adult above the
age of twenty-one in consenting to the release of the above-mentioned photographic reproductions.
*****In the event the person is not an adult over the age of twenty-one, the signature listed below is that of the adult or
guardian responsible for the child.
NAME OF PERSON FOR PHOTO RELEASE: ________________________________
PARENT/GUARDIAN SIGNATURE: ___________________________________________________________
DATE OF RELEASE: ____________________________________________________
RELEASE AUTHORIZATION IS INDEFINITE WITH NO SPECIFIC EXPIRATION
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