HINCKLEY-FINLAYSON PUBLIC SCHOOLS
CHEMICAL HEALTH
POLICY #417
It shall be the policy of Independent School District 2165 that student shall not possess, use, transmit or be under the influence of mood altering chemicals while on school property, attending any school functions or while under the jurisdiction of any of its rules or policies. Such use and / or possession is considered to be wrong and harmful.
The school recognizes that chemical dependency is best described as a treatable disease often preceded by misuse, abuse and often complicated by behavioral malfunctioning. In this regard the district shall provide:
1. For the coordination of efforts to deal with educational problems related to the use of mood altering chemicals.
2. Students with appropriate information, experience, curriculum and a health education environment to make responsible decisions regarding chemical use.
3. For the development of skills and competencies among staff members regarding chemical health.
4. For prevention, identification, intervention, referral and aftercare reentry efforts.
Use of a drug authorized in accordance with district policy or by medical prescription from a registered physician shall not be considered a violation of this policy.
Legal References
Minn. Stat. Section 121A.25-121A.29 (Chemical Abuse)
Minn. Stat. Section 121A.40-121A.56 (Pupil Fair Dismissal Act)
Minn. Stat. Section 144.343 (Pregnancy, Venereal Disease, Alcohol or Drug Abuse, Abortion)
41 U.S.C. 701-707 (Drug-Free Workplace Act of 1988)
20 U.S.C. 7101-714 (Safe and Drug-Free Schools and Communities Act of 1994)
34 C.F.R. Part of 85 (Government wide Requirements for Drug-Free Workplace)
Definition of Terms
Chemical Health: A state of physical, emotional and social well being that exists as a result of a lifestyle which includes responsible decisions about chemical health.
Chemical Use Problems: Personal or social problems which result directly from a person’s use of chemicals or indirectly from a family member’s or other’s use of chemicals (i.e., chemical dependency, driving while intoxicated, family disruption, etc.).
Behavior of Concern: Specific, observable behavior, which is inappropriate, unacceptable and irresponsible.
Prevention: Efforts to provide students appropriate information and developmental experiences necessary to make responsible decisions regarding chemical use and non-use.
Intervention: Efforts to provide assistance to students demonstrating behaviors of concern.
Treatment: A structured, supervised experience designed to help a person change behaviors, which are creating serious problems for the person.
After care: Efforts to provide support for students returning to the school community after completing therapy for chemical use problems.
CCDP: Certified chemical Dependency Practitioner
Controlled Substance: “Controlled substances” means the term defined in Section 152.01, subdivision 4 and “marijuana” as defined in section 152.01, subdivision 9.
Chemical Abuse: Use of any psychoactive or mood-altering chemical substance, without compelling medical reason, in a manner that induces mental, emotional, or physical impairment and causes socially dysfunctional or socially disordering behavior to the extent that the minor’s normal functioning in academic, school, or social activities is chronically impaired.
PROCEDURES
ADMINISTRATIVE COORDINATION OF EFFORTS
A. The school recognizes that chemical health is a concern of the community at large. The school seeks to provide prevention, identification, intervention, referral and after care support services, but does so in a spirit of shared responsibility and cooperation with other community agencies, the private sector and families. The school shall cooperate and encourage the development of non-school programs and services and also, to the fullest possible extent, will make school time, facilities and students available for such services.
B. The school Social Worker will serve as the Chemical Health Coordinator. Duties will Include:
a. Establish cooperative relationships and act as liaison to public agencies, law enforcement agencies and private human service organizations.
b. Act as chairperson and provide coordination and leadership to the district’s Pre-Assessment Team.
c. Serve as the primary chemical health resource and curriculum facilitator.
d. Provide educational support and Liaison to students entering treatment.
e. Plan, implement and maintain staff training experiences.
f. Coordinate educational prevention, identification, intervention, referral and after care re-entry support efforts.
C. A Pre-Assessment Team shall be organized and composed of the Chemical Health Coordinator (who shall act as chairperson), building principal, and the high school counselor. The team shall be responsible for making identification, intervention, referral and after care re-entry decisions.
PRIMARY PREVENTION EFFORTS TO PROVIDE STUDENTS APPROPRIATE INFORMATION AND DEVELOPMENT EXPERIENCES NECESSARY TO MAKE RESPONSIBLE DECISIONS REGARDING CHEMICAL USE AND NON-USE.
A. The school shall provide a healthy balance of co-curricular special interest activities. The school shall provide sufficient outlets for student self-development and creativity, which recognize individual needs, interests and skill levels. The school shall provide prevention activities in a spirit of shared cooperation and responsibility with the community at large by actively seeking non-school assistance and participation and by cooperating with other community organizations
B. The school shall integrate prevention concepts and strategies regarding chemical health into the curriculum. Efforts will include:
a. Establishing a K-12 comprehensive health curriculum, which includes mental health issues.
b. Establishing emotionally healthy classrooms offering curriculum which emphasize the development of positive self- concepts, coping skills, interpersonal relationships, valuing, decision making and assertiveness.
c. Providing pharmacological information appropriate to the student’s age and environment.
C. While the school may not necessarily offer the services listed below, the school shall cooperate with agencies in their prevention efforts for high-risk students and their families. Examples of such non-school efforts might include:
a. A diversion group for high-risk students, which will emphasize feeling, issues, the disease concept of chemical dependency and chemical education in general.
b. A support group for children of families experiencing chemical use problems.
c. Establishment of programs to improve parent-child communication and parenting skills.
INTERVENTION PROCEDURES
There are six types of situations in which the school must intervene:
1. Students visibly using, in possession or selling chemicals.
2. Students suspected of being under the influence of chemicals in and at school events.
3. Use of mood altering substances, which may or may not be having an effect on the student and the school environment.
4. Students using chemicals outside of school.
5. Students who seek help.
6. Crisis procedures.
A. Procedures to be used when a student is observed in possession, visibly using or selling a mood-altering chemical.
a. Staff members will notify the principal.
b. The principal or designees will escort the student to the office.
c. The principal will detain the student in the office under close observation.
d. The principal will notify the Pine County Sheriff’s Office that there is suspicion that a crime has been committed and request immediate assistance. The principal may search the student and/or his/her locker.
e. The student will be dealt with according to the discipline policy, see #3 below.
f. The Chemical Health Coordinator will develop a plan for re-admittance and after- care coordination.
B. Procedures to be used when a student is suspected to be under the influence of chemicals.
a. During school hours
i. The student will be removed to the office by the principal or his designee. The student will not be left without professional supervision.
ii. The principal will inform the student that (s)he will be referred to the Pre-Assessment Team to determine if further action is needed. The student will be dealt with according to the discipline policy, see #3 below. It will use the guidelines Section IV-C in making a decision; ie the team will determine what “class”- I. II, or III is involved. After the suspension, a conference will be held with the student and his/her parents to discuss the Pre-Assessment Team finding and the conditions for readmission to school.
b. After school hours - at school functions
i. If the incident is a Class III type or the student is observed in possession, visibly using, or selling a mood altering chemical, the supervising staff members will contact the sheriff’s department and report the incident. If immediate action is necessary to protect the student and /or others, the student should be detained and supervised by the supervising staff members until the sheriff’s deputy arrives.
ii. The supervising staff member may contact the parents or the sheriff if there is suspicion of use or if it has been obvious that the student has been using. (Example: alcohol on the breath.)
c. In any other case the supervision staff member will, on the next regular contract day, put their concerns in writing, and discuss the incident with the principal or the Chemical Health Coordinator.
C. Up to 10 days of OSS, Chemical Health referral, and recommendation for expulsion, pending results and compliance with the Chemical Assessment.
7.Procedures to be used when there is a suspicion that a student might be harmfully involved with chemicals.
This section is the one that will be used most often as a follow-up to another intervention category. However, many situations, notably those that involve suspicion of use of identification of behaviors consistent with chemical use, will lead the intervener to utilize this category independently of other intervention categories.
The philosophy of this section is that this is the process used as a pre-assessment within the school setting of the effects presumed, suspected of know chemical use might be having on the individual. Some factors to keep in mind include the following:
A. This section is to be used in addition to normal school discipline and should not normally be used as the discipline procedure in response to a particular problem. Especially in instances of known use, it is usually good to implement discipline procedures (described in the previous section) and then implement these intervention efforts.
B. The three classes are meant to be progressively more serious with regard to the effects of chemical use, not progressive as to type of use. Thus, a situation classified as Class I might actually involve a more blatant violation of school rules (such as using an school grounds) than another situation which may be classified as Class II (such as a teacher overhearing the student talk). The focus is on how any use or suspicion of any type is affecting the identified student and the school environment.
C. Because the primary symptoms of chemical use problems are hidden or occur outside the school setting, the school must respond to the secondary symptoms or presumed effects of chemical use. Once use or suspicion of use is established, the school’s efforts should move on to an assessment of the observable behavior. This observable behavior should be the basis of classifying the situation.
D. Because chemical use problems affect different individuals in different ways, it should be recognized that two or more students involved in the same incident may end up with different classifications and thus different interventions. This may be perceived by parents and students as unfair but it is n reality good assessment practice.
E. It is important to note that in classifying a situation as a Class III, the school is acting on its legal responsibility to provide for an orderly environment. This, in some rare cases, may outweigh an individual student’s right to an education.
Situations in which students are thought to be involved with chemical use can be divided into three Classes.
Class I - There is a notice or suspicion that a student is using mood-altering chemicals and it is unclear if there is any known effect upon him/her or others at this time.
a. This situation involves a mere suspicion. It is important to remember that these situations may be the forerunners of more serious problems and thus, it would be in the best interest of the student and the community that the student be observed so as to allow early intervention
b. A staff member perceiving such a problem must discuss the situation with the district’s Chemical Health Coordinator. In any case, the Chemical Health Coordinator will begin a private folder on this student and continue observation of the student.
c. Chemical Health Coordinator may contact a parent of the student involved, depending on their discretion.
Class II - There is notice or suspicion that a student is using mood-altering chemicals and his/her academic performance or physical well-being are suffering.
a. This situation involves a suspicion of uses in combination with physical, behavioral or academic deterioration. A staff member must report these situations by putting their concerns in writing and discussing concerns with the Chemical Health Coordinator.
i. Staff members must put their observations of behavior or reliable information, which may indicate misuse of alcohol or other drugs by a student in writing.
ii. These concerns will be given to the Chemical Health Coordinator. A private chemical health folder will be initiated.
b. The chemical health Coordinator will contact and discuss the student with the student’s teachers and others who are in contact with the student within the school setting. It is the responsibility of each staff member to put their concerns in writing and turn them in to the Chemical Health Coordinator within two school days.
i.Staff members will record their observations of student behavior or reliable information regarding behavior or possible misuse of mood altering substances.
ii. The Chemical Health Coordinator will convene the school’s Intervention team who will review the information. If the information obtained seems to show a trend of progressive misuse or behavior, which might be associated with misuse, the Chemical Health Coordinator will contact the student and conduct a pre-diagnostic interview. If the information seems unclear and an interview with the student seems unwarranted the Chemical Health Coordinator continues to monitor the student (Class I).
iii. The pre-diagnostic interview is conducted by the Chemical Health Coordinator and information is sought regarding a student’s potential for misuse of intoxicants. The results of the interview are brought back to the Intervention Team. The team makes a determination if there is a need for a referral, outside the school structure, to a Certified Chemical Dependency Practitioner (CCDP) to conduct a formal chemical dependency diagnosis.
1. If a referral is not recommended, the Chemical Health Coordinator will meet with the student and report the team’s findings to the student.
2. If a referral is recommended, the Chemical Health Coordinator will notify the parents of a minor student and arrange a meeting involving those people who are most likely to evoke a favorable response or cooperation with the student and his family. Adult students must grant consent prior to parent notification.
iv. If the student and his family are agreeable to the referral, the Chemical Health Coordinator will have the parents sign an AUTHORIZATION FOR RELEASE OF INFORMATION and assist the parents in the referral process. The Chemical Health Coordinator will request the professional conducting the diagnosis to send a brief communication to the school stating clearly whether or not the student is in need of therapy and, if so, what type of therapy. Also what recommendation, if any, they may have for the school.
v. If the student or his family are resistive to complete the diagnosis or treatment the school will generally take no further action. However, the Intervention team will review each case in which resistance occurs and if not a Class III situation, the Team will determine if the effects on the student are so pronounced that further action is necessary. The action will determine the need for a “family assessment” meeting with an intake worker from the county’s social service officer per the school’s Agency Agreement.
Class III - There is suspicion that a student is using alcohol or other drugs and, in addition to the harm the student is doing to himself/herself, his/her behavior is disruptive or potentially dangerous.
a. The procedures for Class II will be used.
b. If, in a Class III situation, the student and/or his/her family are resistive to either seeking diagnosis or any recommended treatment or therapy resulting from a diagnosis, then the student and his family should be advised that the school may deny education to the student in accordance with the PUPIL FAIR DISMISSAL ACT.
c. The procedures are to be used when a student or parents are resistive to seeking diagnosis or treatment is as follows:
i. These procedures will not be implemented until after a parental meeting has taken place as described above or after two documented attempts to contact the parents. In addition, the school must have a copy of the certified Chemical Dependency Practitioner (CCDP) recommendation. The CCDP will be invited when appropriate.
ii. The following are initial steps to take:
1.At the meeting with parents, the parties involved should be informed that:
a.The school may initiate dismissal procedures if the recommendation is not followed.
2. A letter and the Pupil Fair Dismissal Act, will be sent to the parents.
3. The Intervention Team may meet with the superintendent to determine whether or not it is appropriate to initiate dismissal proceedings.
a. if dismissal is not indicated the parents and students will be asked to come to a meeting to set up a contract which will clearly indicate the behaviors of concern and the consequences or action the school will take for each one.
b. if dismissal is indicated a letter be sent indicating the dismissal action the school will seem and give a date for compliance with the school’s request.
4. If the parents still are resistive and dismissal has been decided upon, the Principal and/or Superintendent will carefully implement Section 127.31 of the Pupil Fair Dismissal Act.
d. Procedures to be used when students are seen using chemicals outside of school.
The following procedures are to be utilized in those cases where a student is showing signs of chemical use or is observed using chemical substances in the community or at any place other than at the student’s home and/under parental supervision.
The observing staff member will inform the Principal and the Chemical Health Coordinator in writing. The Intervention Team will meet to determine a class and will follow those procedures.
e. Procedures to be used when students seek help for chemical use problems.
1. When a student seeks help for problems which (s) he may be experiencing related to chemical use, staff members will refer the student to the Chemical Health Coordinator.
2. The Chemical Health Coordinator will meet with the student. The Chemical health Coordinator will inform the parent of a minor student of any intervention needed where, in the opinion of the Chemical Health Coordinator, failure to inform the parent would seriously jeopardize the health of the minor student. In most cases, it would be good procedure to notify parents of a student who is a minor; the same procedure would be true in the case of an adult student who has granted consent to this disclosure. If a minor student’s condition is serious, the Chemical Health Coordinator will inform the parents despite the student’s expressed directions to the contrary.
f. Crisis intervention procedures - for students experiencing medical emergencies.
1. The following procedures are to be utilized in those cases where a student is showing signs of chemical use so severe as to be either life threatening or requiring detoxification.
a. If a student’s life would seem to be in immediate danger due to overdose or withdrawal situations, the observing staff member must contact the building principal. The principal or designee will contact the ambulance service, the student’s parents and the Pine County Sheriff’s office.
b. If the situation would seem to be less than life threatening, but the student is severely affected by chemical use, the observing staff member will contact the principal to arrange for an escort to the office. The student is not left without professional supervision unless there is no other alternative. The office will call the Pine County Sheriff’s office and will contact parents after the sheriff’s department has taken actions.
STUDENTS IN TREATMENT - THE SCHOOL WILL SEEK TO COOPERATE WITH TREATMENT PROGRAMS IN PROVIDING STUDENTS WITH APPROPRIATE EDUCATIONAL EXPERIENCES AND WILL PROVIDE ACADEMIC CREDIT WHEN MERITED FOR STUDENTS UNDERGOING TREATMENT FOR CHEMICAL USE PROBLEMS.
A. The Chemical Health Coordinator will act as a liaison person with programs to ensure a smooth transition in and out of treatment for students.
B. The Chemical Health Coordinator will consult with the principal to facilitate the student’s educational program and to minimize the negative effects of a student being out of school.
REENTRY SUPPORT - AFTER CARE SERVICES FOR STUDENTS RETURNING TO THE SCHOOL AFTER COMPLETING THERAPY FOR CHEMICAL USE PROBLEMS.
A. The school will cooperate with outside agencies in providing aftercare services for students returning from treatment.
1. The school will, to the fullest extent possible, provide student contact time and space for programs, which will offer on-site after, care services.
2. The Chemical Health Coordinator will seek to facilitate arrangements for private service providers and outside agencies involvement in after care services.
3. The Chemical Health Coordinator will act as a liaison with the student, the school and treatment programs in providing reentry support for students.
a.The Chemical Health Coordinator will monitor the returning student’s academic progress on weekly basis utilizing the school’s progress reports
b. The Chemical Health Coordinator will inform the student’s teachers as needed.
c. The Chemical Health Coordinator will make referrals for an educational assessment, work closely with those providing direct aftercare services and contact the student and his parents as is appropriate in the first nine weeks following the student’s re-entry.
d. The school recognizes that students returning from treatment may at some time need intervention services and that flexibility in the school’s procedures may need to apply. The Chemical Health Team will determine when a student needs further intervention service.
e. Students returning from treatment will generally be required to meet with the Chemical Health Coordinator periodically.
f. Students who have violated in school will be notified. The Administration may search their locker periodically.
Reviewed 2/13/12
Re-Approved 07/06/2015
CHEMICAL HEALTH
POLICY #417
It shall be the policy of Independent School District 2165 that student shall not possess, use, transmit or be under the influence of mood altering chemicals while on school property, attending any school functions or while under the jurisdiction of any of its rules or policies. Such use and / or possession is considered to be wrong and harmful.
The school recognizes that chemical dependency is best described as a treatable disease often preceded by misuse, abuse and often complicated by behavioral malfunctioning. In this regard the district shall provide:
1. For the coordination of efforts to deal with educational problems related to the use of mood altering chemicals.
2. Students with appropriate information, experience, curriculum and a health education environment to make responsible decisions regarding chemical use.
3. For the development of skills and competencies among staff members regarding chemical health.
4. For prevention, identification, intervention, referral and aftercare reentry efforts.
Use of a drug authorized in accordance with district policy or by medical prescription from a registered physician shall not be considered a violation of this policy.
Legal References
Minn. Stat. Section 121A.25-121A.29 (Chemical Abuse)
Minn. Stat. Section 121A.40-121A.56 (Pupil Fair Dismissal Act)
Minn. Stat. Section 144.343 (Pregnancy, Venereal Disease, Alcohol or Drug Abuse, Abortion)
41 U.S.C. 701-707 (Drug-Free Workplace Act of 1988)
20 U.S.C. 7101-714 (Safe and Drug-Free Schools and Communities Act of 1994)
34 C.F.R. Part of 85 (Government wide Requirements for Drug-Free Workplace)
Definition of Terms
Chemical Health: A state of physical, emotional and social well being that exists as a result of a lifestyle which includes responsible decisions about chemical health.
Chemical Use Problems: Personal or social problems which result directly from a person’s use of chemicals or indirectly from a family member’s or other’s use of chemicals (i.e., chemical dependency, driving while intoxicated, family disruption, etc.).
Behavior of Concern: Specific, observable behavior, which is inappropriate, unacceptable and irresponsible.
Prevention: Efforts to provide students appropriate information and developmental experiences necessary to make responsible decisions regarding chemical use and non-use.
Intervention: Efforts to provide assistance to students demonstrating behaviors of concern.
Treatment: A structured, supervised experience designed to help a person change behaviors, which are creating serious problems for the person.
After care: Efforts to provide support for students returning to the school community after completing therapy for chemical use problems.
CCDP: Certified chemical Dependency Practitioner
Controlled Substance: “Controlled substances” means the term defined in Section 152.01, subdivision 4 and “marijuana” as defined in section 152.01, subdivision 9.
Chemical Abuse: Use of any psychoactive or mood-altering chemical substance, without compelling medical reason, in a manner that induces mental, emotional, or physical impairment and causes socially dysfunctional or socially disordering behavior to the extent that the minor’s normal functioning in academic, school, or social activities is chronically impaired.
PROCEDURES
ADMINISTRATIVE COORDINATION OF EFFORTS
A. The school recognizes that chemical health is a concern of the community at large. The school seeks to provide prevention, identification, intervention, referral and after care support services, but does so in a spirit of shared responsibility and cooperation with other community agencies, the private sector and families. The school shall cooperate and encourage the development of non-school programs and services and also, to the fullest possible extent, will make school time, facilities and students available for such services.
B. The school Social Worker will serve as the Chemical Health Coordinator. Duties will Include:
a. Establish cooperative relationships and act as liaison to public agencies, law enforcement agencies and private human service organizations.
b. Act as chairperson and provide coordination and leadership to the district’s Pre-Assessment Team.
c. Serve as the primary chemical health resource and curriculum facilitator.
d. Provide educational support and Liaison to students entering treatment.
e. Plan, implement and maintain staff training experiences.
f. Coordinate educational prevention, identification, intervention, referral and after care re-entry support efforts.
C. A Pre-Assessment Team shall be organized and composed of the Chemical Health Coordinator (who shall act as chairperson), building principal, and the high school counselor. The team shall be responsible for making identification, intervention, referral and after care re-entry decisions.
PRIMARY PREVENTION EFFORTS TO PROVIDE STUDENTS APPROPRIATE INFORMATION AND DEVELOPMENT EXPERIENCES NECESSARY TO MAKE RESPONSIBLE DECISIONS REGARDING CHEMICAL USE AND NON-USE.
A. The school shall provide a healthy balance of co-curricular special interest activities. The school shall provide sufficient outlets for student self-development and creativity, which recognize individual needs, interests and skill levels. The school shall provide prevention activities in a spirit of shared cooperation and responsibility with the community at large by actively seeking non-school assistance and participation and by cooperating with other community organizations
B. The school shall integrate prevention concepts and strategies regarding chemical health into the curriculum. Efforts will include:
a. Establishing a K-12 comprehensive health curriculum, which includes mental health issues.
b. Establishing emotionally healthy classrooms offering curriculum which emphasize the development of positive self- concepts, coping skills, interpersonal relationships, valuing, decision making and assertiveness.
c. Providing pharmacological information appropriate to the student’s age and environment.
C. While the school may not necessarily offer the services listed below, the school shall cooperate with agencies in their prevention efforts for high-risk students and their families. Examples of such non-school efforts might include:
a. A diversion group for high-risk students, which will emphasize feeling, issues, the disease concept of chemical dependency and chemical education in general.
b. A support group for children of families experiencing chemical use problems.
c. Establishment of programs to improve parent-child communication and parenting skills.
INTERVENTION PROCEDURES
There are six types of situations in which the school must intervene:
1. Students visibly using, in possession or selling chemicals.
2. Students suspected of being under the influence of chemicals in and at school events.
3. Use of mood altering substances, which may or may not be having an effect on the student and the school environment.
4. Students using chemicals outside of school.
5. Students who seek help.
6. Crisis procedures.
A. Procedures to be used when a student is observed in possession, visibly using or selling a mood-altering chemical.
a. Staff members will notify the principal.
b. The principal or designees will escort the student to the office.
c. The principal will detain the student in the office under close observation.
d. The principal will notify the Pine County Sheriff’s Office that there is suspicion that a crime has been committed and request immediate assistance. The principal may search the student and/or his/her locker.
e. The student will be dealt with according to the discipline policy, see #3 below.
f. The Chemical Health Coordinator will develop a plan for re-admittance and after- care coordination.
B. Procedures to be used when a student is suspected to be under the influence of chemicals.
a. During school hours
i. The student will be removed to the office by the principal or his designee. The student will not be left without professional supervision.
ii. The principal will inform the student that (s)he will be referred to the Pre-Assessment Team to determine if further action is needed. The student will be dealt with according to the discipline policy, see #3 below. It will use the guidelines Section IV-C in making a decision; ie the team will determine what “class”- I. II, or III is involved. After the suspension, a conference will be held with the student and his/her parents to discuss the Pre-Assessment Team finding and the conditions for readmission to school.
b. After school hours - at school functions
i. If the incident is a Class III type or the student is observed in possession, visibly using, or selling a mood altering chemical, the supervising staff members will contact the sheriff’s department and report the incident. If immediate action is necessary to protect the student and /or others, the student should be detained and supervised by the supervising staff members until the sheriff’s deputy arrives.
ii. The supervising staff member may contact the parents or the sheriff if there is suspicion of use or if it has been obvious that the student has been using. (Example: alcohol on the breath.)
c. In any other case the supervision staff member will, on the next regular contract day, put their concerns in writing, and discuss the incident with the principal or the Chemical Health Coordinator.
C. Up to 10 days of OSS, Chemical Health referral, and recommendation for expulsion, pending results and compliance with the Chemical Assessment.
7.Procedures to be used when there is a suspicion that a student might be harmfully involved with chemicals.
This section is the one that will be used most often as a follow-up to another intervention category. However, many situations, notably those that involve suspicion of use of identification of behaviors consistent with chemical use, will lead the intervener to utilize this category independently of other intervention categories.
The philosophy of this section is that this is the process used as a pre-assessment within the school setting of the effects presumed, suspected of know chemical use might be having on the individual. Some factors to keep in mind include the following:
A. This section is to be used in addition to normal school discipline and should not normally be used as the discipline procedure in response to a particular problem. Especially in instances of known use, it is usually good to implement discipline procedures (described in the previous section) and then implement these intervention efforts.
B. The three classes are meant to be progressively more serious with regard to the effects of chemical use, not progressive as to type of use. Thus, a situation classified as Class I might actually involve a more blatant violation of school rules (such as using an school grounds) than another situation which may be classified as Class II (such as a teacher overhearing the student talk). The focus is on how any use or suspicion of any type is affecting the identified student and the school environment.
C. Because the primary symptoms of chemical use problems are hidden or occur outside the school setting, the school must respond to the secondary symptoms or presumed effects of chemical use. Once use or suspicion of use is established, the school’s efforts should move on to an assessment of the observable behavior. This observable behavior should be the basis of classifying the situation.
D. Because chemical use problems affect different individuals in different ways, it should be recognized that two or more students involved in the same incident may end up with different classifications and thus different interventions. This may be perceived by parents and students as unfair but it is n reality good assessment practice.
E. It is important to note that in classifying a situation as a Class III, the school is acting on its legal responsibility to provide for an orderly environment. This, in some rare cases, may outweigh an individual student’s right to an education.
Situations in which students are thought to be involved with chemical use can be divided into three Classes.
Class I - There is a notice or suspicion that a student is using mood-altering chemicals and it is unclear if there is any known effect upon him/her or others at this time.
a. This situation involves a mere suspicion. It is important to remember that these situations may be the forerunners of more serious problems and thus, it would be in the best interest of the student and the community that the student be observed so as to allow early intervention
b. A staff member perceiving such a problem must discuss the situation with the district’s Chemical Health Coordinator. In any case, the Chemical Health Coordinator will begin a private folder on this student and continue observation of the student.
c. Chemical Health Coordinator may contact a parent of the student involved, depending on their discretion.
Class II - There is notice or suspicion that a student is using mood-altering chemicals and his/her academic performance or physical well-being are suffering.
a. This situation involves a suspicion of uses in combination with physical, behavioral or academic deterioration. A staff member must report these situations by putting their concerns in writing and discussing concerns with the Chemical Health Coordinator.
i. Staff members must put their observations of behavior or reliable information, which may indicate misuse of alcohol or other drugs by a student in writing.
ii. These concerns will be given to the Chemical Health Coordinator. A private chemical health folder will be initiated.
b. The chemical health Coordinator will contact and discuss the student with the student’s teachers and others who are in contact with the student within the school setting. It is the responsibility of each staff member to put their concerns in writing and turn them in to the Chemical Health Coordinator within two school days.
i.Staff members will record their observations of student behavior or reliable information regarding behavior or possible misuse of mood altering substances.
ii. The Chemical Health Coordinator will convene the school’s Intervention team who will review the information. If the information obtained seems to show a trend of progressive misuse or behavior, which might be associated with misuse, the Chemical Health Coordinator will contact the student and conduct a pre-diagnostic interview. If the information seems unclear and an interview with the student seems unwarranted the Chemical Health Coordinator continues to monitor the student (Class I).
iii. The pre-diagnostic interview is conducted by the Chemical Health Coordinator and information is sought regarding a student’s potential for misuse of intoxicants. The results of the interview are brought back to the Intervention Team. The team makes a determination if there is a need for a referral, outside the school structure, to a Certified Chemical Dependency Practitioner (CCDP) to conduct a formal chemical dependency diagnosis.
1. If a referral is not recommended, the Chemical Health Coordinator will meet with the student and report the team’s findings to the student.
2. If a referral is recommended, the Chemical Health Coordinator will notify the parents of a minor student and arrange a meeting involving those people who are most likely to evoke a favorable response or cooperation with the student and his family. Adult students must grant consent prior to parent notification.
iv. If the student and his family are agreeable to the referral, the Chemical Health Coordinator will have the parents sign an AUTHORIZATION FOR RELEASE OF INFORMATION and assist the parents in the referral process. The Chemical Health Coordinator will request the professional conducting the diagnosis to send a brief communication to the school stating clearly whether or not the student is in need of therapy and, if so, what type of therapy. Also what recommendation, if any, they may have for the school.
v. If the student or his family are resistive to complete the diagnosis or treatment the school will generally take no further action. However, the Intervention team will review each case in which resistance occurs and if not a Class III situation, the Team will determine if the effects on the student are so pronounced that further action is necessary. The action will determine the need for a “family assessment” meeting with an intake worker from the county’s social service officer per the school’s Agency Agreement.
Class III - There is suspicion that a student is using alcohol or other drugs and, in addition to the harm the student is doing to himself/herself, his/her behavior is disruptive or potentially dangerous.
a. The procedures for Class II will be used.
b. If, in a Class III situation, the student and/or his/her family are resistive to either seeking diagnosis or any recommended treatment or therapy resulting from a diagnosis, then the student and his family should be advised that the school may deny education to the student in accordance with the PUPIL FAIR DISMISSAL ACT.
c. The procedures are to be used when a student or parents are resistive to seeking diagnosis or treatment is as follows:
i. These procedures will not be implemented until after a parental meeting has taken place as described above or after two documented attempts to contact the parents. In addition, the school must have a copy of the certified Chemical Dependency Practitioner (CCDP) recommendation. The CCDP will be invited when appropriate.
ii. The following are initial steps to take:
1.At the meeting with parents, the parties involved should be informed that:
a.The school may initiate dismissal procedures if the recommendation is not followed.
2. A letter and the Pupil Fair Dismissal Act, will be sent to the parents.
3. The Intervention Team may meet with the superintendent to determine whether or not it is appropriate to initiate dismissal proceedings.
a. if dismissal is not indicated the parents and students will be asked to come to a meeting to set up a contract which will clearly indicate the behaviors of concern and the consequences or action the school will take for each one.
b. if dismissal is indicated a letter be sent indicating the dismissal action the school will seem and give a date for compliance with the school’s request.
4. If the parents still are resistive and dismissal has been decided upon, the Principal and/or Superintendent will carefully implement Section 127.31 of the Pupil Fair Dismissal Act.
d. Procedures to be used when students are seen using chemicals outside of school.
The following procedures are to be utilized in those cases where a student is showing signs of chemical use or is observed using chemical substances in the community or at any place other than at the student’s home and/under parental supervision.
The observing staff member will inform the Principal and the Chemical Health Coordinator in writing. The Intervention Team will meet to determine a class and will follow those procedures.
e. Procedures to be used when students seek help for chemical use problems.
1. When a student seeks help for problems which (s) he may be experiencing related to chemical use, staff members will refer the student to the Chemical Health Coordinator.
2. The Chemical Health Coordinator will meet with the student. The Chemical health Coordinator will inform the parent of a minor student of any intervention needed where, in the opinion of the Chemical Health Coordinator, failure to inform the parent would seriously jeopardize the health of the minor student. In most cases, it would be good procedure to notify parents of a student who is a minor; the same procedure would be true in the case of an adult student who has granted consent to this disclosure. If a minor student’s condition is serious, the Chemical Health Coordinator will inform the parents despite the student’s expressed directions to the contrary.
f. Crisis intervention procedures - for students experiencing medical emergencies.
1. The following procedures are to be utilized in those cases where a student is showing signs of chemical use so severe as to be either life threatening or requiring detoxification.
a. If a student’s life would seem to be in immediate danger due to overdose or withdrawal situations, the observing staff member must contact the building principal. The principal or designee will contact the ambulance service, the student’s parents and the Pine County Sheriff’s office.
b. If the situation would seem to be less than life threatening, but the student is severely affected by chemical use, the observing staff member will contact the principal to arrange for an escort to the office. The student is not left without professional supervision unless there is no other alternative. The office will call the Pine County Sheriff’s office and will contact parents after the sheriff’s department has taken actions.
STUDENTS IN TREATMENT - THE SCHOOL WILL SEEK TO COOPERATE WITH TREATMENT PROGRAMS IN PROVIDING STUDENTS WITH APPROPRIATE EDUCATIONAL EXPERIENCES AND WILL PROVIDE ACADEMIC CREDIT WHEN MERITED FOR STUDENTS UNDERGOING TREATMENT FOR CHEMICAL USE PROBLEMS.
A. The Chemical Health Coordinator will act as a liaison person with programs to ensure a smooth transition in and out of treatment for students.
B. The Chemical Health Coordinator will consult with the principal to facilitate the student’s educational program and to minimize the negative effects of a student being out of school.
REENTRY SUPPORT - AFTER CARE SERVICES FOR STUDENTS RETURNING TO THE SCHOOL AFTER COMPLETING THERAPY FOR CHEMICAL USE PROBLEMS.
A. The school will cooperate with outside agencies in providing aftercare services for students returning from treatment.
1. The school will, to the fullest extent possible, provide student contact time and space for programs, which will offer on-site after, care services.
2. The Chemical Health Coordinator will seek to facilitate arrangements for private service providers and outside agencies involvement in after care services.
3. The Chemical Health Coordinator will act as a liaison with the student, the school and treatment programs in providing reentry support for students.
a.The Chemical Health Coordinator will monitor the returning student’s academic progress on weekly basis utilizing the school’s progress reports
b. The Chemical Health Coordinator will inform the student’s teachers as needed.
c. The Chemical Health Coordinator will make referrals for an educational assessment, work closely with those providing direct aftercare services and contact the student and his parents as is appropriate in the first nine weeks following the student’s re-entry.
d. The school recognizes that students returning from treatment may at some time need intervention services and that flexibility in the school’s procedures may need to apply. The Chemical Health Team will determine when a student needs further intervention service.
e. Students returning from treatment will generally be required to meet with the Chemical Health Coordinator periodically.
f. Students who have violated in school will be notified. The Administration may search their locker periodically.
Reviewed 2/13/12
Re-Approved 07/06/2015