It means that you can be sure
I won’t tell other people about what you say.
Not your parents, the police, teachers or the principal, not your
friends.
Some things that are
confidential:
- Alcohol, nicotine or other drug use
- Your grades
- Curfew violations
- That you are pregnant
- That you have a disease
- That you suspect you are pregnant or have a
disease
- That you cut class or the whole day
- That you sneak out at night
- Your sexual behavior
- Your sexual preference
- Your likes, dislikes or opinions of other people
Only a few things are not
confidential. Mostly, they are things
that can severely and immediately hurt you.
If you tell me these things, I will have to contact someone else.
Things that are NOT confidential:
- If you are suicidal
- If you are homicidal
- If you are a victim of child abuse or neglect
- If you are a victim of a sexual assault
- If you engage in self harm (cutting)
- If you have a medical emergency (such as bleeding
or overdose) in my presence
Most things that you could
say to me are confidential. However,
there are a few exceptions, and I am bound by law to report these for your own
protection.
Federal Law 42 DFR II
protects your confidentiality.
|
Program
Philosophy
The philosophy of
the school district of Glen Ridge is one of caring and concern for students.
In partnership with the home and the community, it is the core mission to
provide students with the educational opportunities and academic experiences
that enable them to maximize their potential through a college preparatory
based curriculum. We seek to maintain an environment that fosters self-esteem
and respect for individual differences. We also seek to develop a concern for
and an understanding of issues affecting the world, while addressing the
unique needs of each student in a changing society.
The
administration, faculty and staff recognize that there is a certain level of
stress involved with the many issues and decisions today's adolescents’ face.
Program Components
School Board Policy: To define the school’s role in creating a safe,
disciplined and drug free learning community and to clarify the relationship
between student academic performance and the use of alcohol, other drugs,
violence and high risk behavior
Staff Development: To provide all school employees with the necessary information
and skills to help reduce risks, increase intervention skills and foster a
relationship between SAP services and faculty
Program Awareness: To educate parents, students and the community about the school
policy on alcohol, tobacco, other drugs, disruptive behavior and violence and
provide information about Student Assistance services.
Internal Referral Process: To identify and refer students with academic
and social concerns to a multi-disciplinary problem solving and case
management team. This includes Intervention and Referral Services and
504/ADA. Through the I&RS process we evaluate how the school can best
serve students with academic or social concerns through solution focused
strategies
Education Student Support Groups: To provide information, support and
problem solving skills to students who are experiencing academic or social
problems. Some student issues are:
Alcohol/Drug counseling and referrals, Smoking cessation, Crisis
counseling, Eating disorders, Suicidal ideation, Sexuality, Depression,
Divorce, Bereavement/ Grief
Cooperation and Collaboration with community Agencies and
Resources To
build bridges between schools, parents and community resources through
referral and shared case management.
Integration with other School Based Programs: To integrate student assistance services
with other school-based programs designed to increase resilience, improve
academic performance and reduce student risk for alcohol, tobacco other drugs
and violence.
Program Description
The Student
Assistance Program has been established at Glen Ridge High School to identify
and help students who may be experiencing personal, school or family
problems. Its broad brush philosophy acknowledges that students who are
displaying troubled behavior should be referred to the student assistance
program, regardless of whether that trouble indicates any involvement or
association with alcohol and other drug related concerns A key advantage of
the broad brush approach is that it allows students to seek help from the SAC
without fearing that they will be labeled as a drug or alcohol abuser. In
effect, this allows the SAC to reach many more of the students who are at risk
than a program that specifically targets substance abuse.
Services Offered
- Counseling provided
for a variety of personal problems such as; academic concerns, social or
family issues, depression, self-esteem, pregnancy, self harm, anxiety,
and abuse.
- Resource for
development of, and updating of, a comprehensive K-12 alcohol/drug
curriculum.
- District contact
for; interventions, recommendations for referral, follow-up, and after
care support for those students placed in out patient or in patient treatment
programs.
- Coordination of
alcohol and other drug programs and assemblies.
- The program is also
available to screen, refer and assist students who may be affected by
their own or someone else's use of alcohol or other drugs. These
problems may be affecting the student's ability to perform at school.
Upon referral, trained staff interviews the student. Recommendations are
made to involve the student in an in-school educational group or a
referral is made to a community resource. Receiving services from the
program is completely confidential. Involvement in the program is
usually voluntary.
Referral Process
·
Parental Referral Parents who are concerned about their
child because of social or emotional issues that may be affecting their son
or daughter are encouraged to contact the student assistance office.
·
Student Self Referral A student who is concerned about his/her
own problems or those of someone else, may contact the SAC directly or
through any staff member.
·
Staff Referral Teachers and other school staff have
been alerted to signs and symptoms of possible indications of crisis and they
are encouraged to seek assistance from the SAC.
Although everything discussed with the
SAC is kept strictly confidential, there are cases in which this must be broken.
They are indications of suicide, child abuse or homicide.
|
www.notobacco.org Tobacco
cessation site
www.cdc.gov/tobacco Center
for Disease Control
www.cancer.org/frames.html American
Cancer Society
www.lungusa.org/index2.html American
Lung Assoc.
www.no-smoke.org Smoking
www.tobaccofacts.org/ anti
smoking
www.ash.org Action
on Smoking & Health
www.kickbut.org/ anti
smoking
www.STAT.org Stop
Teenage Addiction to Tobacco
http://stic.neu.edu State
Tobacco Information Center; tobacco litigation
www.tobacco.org.History anti
smoking
www.tobacco.org/ anti
smoking
www.ymn.org Youth
Media Network; Tobacco Tax Initiative
www.quit4life.com Tobacco
cessation site
www.questionit.com Tobacco
Industry; anti smoking
www.wholetruth.com Students
Working Against Tobacco
www.gate.net/~jcannon/tobacco.html#top Tobacco Industry Info
http://whyfiles.news.wisc.edu/024nicotine/index.html
Nicotine facts
www.quitnet.org Smoking
cessation
www.tobaccofreekids.org Anti smoking
www.12step-recovery.org for families and friends of alcoholics
www.miph.org/binge.html Minnesota Institute of Public Health; binge
drinking
www.Alcoholabuse.com Alcoholism
http://www.niaa.nih.gov National Institute on
Alcohol Abuse and Alcoholism
http://www.drugabuse.com Honest
Drug Abuse Issues
http://www.Jointogether.orgSubstance
Abuse & Guidance
www.acde.org American
Council for Drug Education
www.Health.org/react/facts.htm Straight
facts about Drugs and Alcohol
www.apa.org/journals/adb/adb144342 psychology of
addiction
www.pen.K12.va.us/VDOE/Instruction/comp.html
Inhalant
abuse
www.focusas.com/alcohol.html alcohol
related issues
www.alcholism.about.com/cs/college alcohol
related issues
www.duila.org parent guide
www.parentingteens.about.com/cs/druguse parenting guide
www.Nida.nih.gov National
Institute on Drug Abuse
www.Casacolumbia.org National
Center on Addiction & Substance Abuse at Columbia Univ
www.drug-abuse.com provides
web sites on all drug related info
www.freevibe.com/headsup/why_people.asp Drug
awareness site
www.well.com/user/woa/facts.htm drug
related research
http://www.niaa.nih.gov/ drug strategies
http://members.aol.com/Glskid/skills.html
Drug prevention
skills center
www.pen.k12.va.us/VDOE/Instruction/comp Inhalant
Prevention Resource Guide
http://www.whitehousedrugpolicy.gov/
office of national drug policy control
www.1-0800-therapist.com Therapy
resource
www.shpm.com/articles/depress/violence.html Self
Help Magazine
http://nhhi.net/800nums.html 800#’s
hotline
www.cybertowers.com/selfhelp/articles/depress/violence.html self
help magazine
www.apa.org American
Psychological Assoc.
www.zen.org/~brendan/kids-teen.html web guide for teens
www.teencentral.net Help
line web site
http://gurlpages.com Teen
magazine
www.Drughelp.org Private
non-profit information and referral network
www.mentalhelp.net online
mental health directory guide
www.selfinjury.freeserve.co.uk/women.html self
harm, cutting
www.galynj.org gay
and lesbian issues
www.veronaonline.com/visage gay and lesbian
www.kidspeace.org National
Center for Kids Overcoming Crisis
www.somethingfishy.org eating
disorders
www.vrg.org/index.htm resource
for vegetarianism
www.ncadv.org
domestic
violence
http://www.baltimorepsych.com/Suicide.htm suicide and the school
www.Stateserv.hpts.org State
Legislative Info on Select Issues
www.mayo.edu/nde/index.htmlMayo
Clinic; health related issues
www.aabainc.org eating disorders
www.anad.org eating disorders
www.globalink.org/globemo/International Union
Against Cancer
http://library.thinkquest.org/25078/homepage.html
articles on nutrition, mental and
physical fitness, diseases, and personal care
www.goaskalice.columbia.edu Colombia
University’s health education program
www.iwannaknow.org sponsored by the American Social Health
Organization
www.kidshealth.org/teen/index.html
more than 75 doctors reviewing the health
information presented
www.fda.gov Federal Drug Admin
www.connectforkids.org
guidance for adults
www.screenit.com Entertainment
reviews for parents
www.infact.org Campaign
for corporate Accountability; watch dog group
www.who.int/psa/toh.html World Health Org; ATOD
www.youngwomenshealth.org teen
resources
www.teencentral.net teen resources
www.teengrowth.com teen resources
www.sxetc.org teen
resources
www.teenhealthfx.com teen
resources
www.coolnurse.com teen
resources
AOL Keyword: Drug
Help
AOL Keyword: Your
Life
If you have any questions about these sites or about any related issues you
would like to discuss, my office is located on the second floor. All conversations are confidential. I can also be contacted by phone (973)
743-6945 or by e-mail: hkobylinski@glenridge.org.
Peer Leadership Program
Description
Grade 12 5
Credits Full Year
Text: Peer
Leadership: A Human Relations Process to
Reduce Substance Abuse and Improve School Climate Thomas Turney 1994
This
course will provide students with a thorough knowledge of group dynamics.
Students are required to participate in a selection process as only seven boys
and seven girls are accepted. Students
also will learn leadership and problem solving skills and will have first hand
opportunities to utilize these skills when they lead weekly small group
discussions with the entire eighth grade. The eighth grade will participate
through their cycle classes alternating each week
The goals of this
program include:
q Helping students understand the variety of
roles and responsibilities they encounter in various life situations
q To help students understand their own
values and how their values affect their relationships with other people
q To help students think though problems and
explore alternatives, thus improving problem- solving skills and increase
self-confidence
q To help students develop an awareness of
the process which occurs with in the development of the group
q To help students develop an acceptance and
appreciation of differences among their peers
q To help students learn how to facilitate the
active participation of all members in a group
q To help students learn how to encourage
cohesion and cooperation in a group
q To help students examine different
leadership styles and learn how to evaluate their own progress as group leaders
and,
q To help students continue being positive
role modes for their peers.
- Prerequisite:
Participation in a selection process based on a written
application, group interview and teacher recommendations.
This program
addresses eighth graders and is led by two peer leaders, who are seniors
meeting once per week. What we hope Peer
Leadership will accomplish for these students:
1.
Facilitate
adjustment at GRHS
2.
Experience
a positive role model with their peer leader
3.
Provide
an atmosphere to help students feel comfortable when talking about
uncomfortable subjects
4.
Provide
a forum for expressing and listening to different opinions
5.
Provide
enjoyment; meaning both fun as well as interesting and engaging
6.
Help
bridge some of the gaps between middle and high school
7.
Help
face pressures and problems and how to find possible solutions
8.
Encourage
friendships and relationships
The
Peer Leadership program is sponsored and funded by a grant from the Mayor’s
Committee on Alcohol and Drug Abuse
Program
Purpose: To help the
juvenile and his or her family by discovering the reason the juvenile got in
trouble and addressing the reason with any applicable resources.
Target
Group: First time
offenders who voluntarily participate in the program, and voluntarily comply
with the recommendations of the committee.
For more information on the JCC, log on to www.kci.org
GLEN
RIDGE PUBLIC SCHOOLS
Student
Services
235
Ridgewood Avenue
Glen Ridge, New Jersey 07028
Phone (973)
429-8305 Fax (973) 743-7079
Section
504/Americans with Disabilities Act (ADA)
General
Information
The Rehabilitation Act of
1973, commonly referred to as "Section 504", is a non-discrimination
statue enacted by the United States Congress. The purpose of the Act is to
prohibit discrimination and to assure that disabled students have educational
opportunities and benefits equal to those provided to non-disabled students.
An eligible student under
Section 504/ADAis a student who a) has, b) has a record of having, or c) is
regarded as having a physical or mental impairment which substantially
limits a major life activity such as learning, self-care, walking,
seeing, hearing, speaking, breathing, working, and performing manual tasks.
Section 504 differs from
special education in that it is a civil rights (non-discrimination) law
enforced by the Office of Civil Rights (OCR) in the U.S. Department of
Education and applies to all students with disabilities. In contrast, the
Individuals with Disabilities Education Act (IDEA), is a funding statute enforced
by the Office of Special Education and Rehabilitative Services (OSERS) and
applies only to the special education of students with
disabilities (classified students).
In order to be designated
as eligible for accommodations/modifications under Section 504, a student must
meet the following two criteria:
- Have a documented
disability
- This disability must
substantially limit a major life function.
Students determined to be
eligible for accommodation under Section 504 represent a broad range of
intellectual abilities and, as such, may be otherwise qualified to participate
in courses spanning the full spectrum of academic levels. However,
implementation of appropriate accommodations under Section 504, while intended
to "level the playing field", does not guarantee that a student will
achieve higher grades.
Policies
and Procedures
A student may be referred
by him/herself, a parent, or any member of the school staff. The following
steps shall be followed when a student has been referred by self and/or parent
to the committee as possibly being eligible for 504 designation under the
provisions of the Rehabilitation Act of 1973:
- Upon receipt of a request from a
parent/student, the request will be forwarded immediately to: Mrs. Barbara
Gemza, the Glen Ridge School District 504 Coordinator.
- The 504 Coordinator will respond to
the request in writing within ten (10) working days providing the parent
with an overview of the process, a copy of Parent and Student Rights under
Section 504, and the formal Section 504 Identification Request Form.
- When the formal, signed request has
bee
