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Student & Caregiver
Handbook
Updated August 2023
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Manville School at the Baker Center for Children and Families is a Department of Elementary and
Secondary Education (DESE) approved private day school serving students with significant
social/emotional, psychiatric, behavioral, neurological, and learning difficulties that impact their ability
to be successful in their public-school settings. All students have an Individual Educational Program (IEP)
and qualify for special education services. Manville adheres to all policies and procedures outlined in
603 CMR 28.09, "Approval of Public and Private Day and Residential Special Education School
Programs," 603 CMR 18.00, "Program and Safety Standards for Approved Public or Private Day and
Residential Special Education School Programs," and 603 CMR 46.00 "Prevention of Physical Restraint
and Requirements, If Used," as well as IDEA-2004, M.G.L. c. 71B and civil rights provisions that are
pertinent to Approved Special Education School Programs.
As required by DESE, Manville School maintains and makes available to all parents/caregivers copies of
the following documents:
DESE Policies and Procedures Manual
Manville School’s Bullying Prevention and Intervention Plan
Behavior Management Policies and Procedures, including policies regarding the use of
Physical Restraint.
Questions or concerns should be addressed to David Zimmer, Director of the Manville School via the
contact information below:
Manville School
53 Parker Hill Avenue
Boston, MA 02120
617-278-4143
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TABLE OF CONTENTS
PROGRAM OVERVIEW .............................................................................................................. 9
MANVILLE SCHOOL MISSION STATEMENT ........................................................................ 9
MANVILLE SCHOOL STATEMENT OF BELONGING ......................................................... 10
PROGRAM DESCRIPTION ........................................................................................................ 10
School Structure ...................................................................................................................................................... 10
Educational Services ............................................................................................................................................... 10
Behavioral Services ................................................................................................................................................. 11
Clinical Services ...................................................................................................................................................... 11
Family Engagement and Support ............................................................................................................................ 11
ADMISSIONS PROCESS ............................................................................................................ 11
Admission Criteria .................................................................................................................................................. 12
Contractual Obligations........................................................................................................................................... 12
Student & Caregiver Orientation ............................................................................................................................. 12
SCHOOL HOURS & SCHEDULES ............................................................................................ 14
Typical Daily Routine ............................................................................................................................................. 14
ABSENCES, LATE ARRIVALS & EARLY DISMISSALS ...................................................... 15
STAFF ROLES ............................................................................................................................. 15
Administrative Team ............................................................................................................................................... 15
School Unit Leadership Teams (Trios) ................................................................................................................... 16
Educational Department .......................................................................................................................................... 17
Behavioral Services Department ............................................................................................................................. 17
Clinical Department ................................................................................................................................................ 18
Nursing .................................................................................................................................................................... 18
SCHOOL LEADERSHIP ............................................................................................................. 18
Administrative Team ............................................................................................................................................... 18
Administrative Support Team ................................................................................................................................. 19
Management Team .................................................................................................................................................. 19
STAFF ACCOUNTABILITY ...................................................................................................... 20
Manville Staff Supervision and Evaluation ............................................................................................................. 20
Criminal Offender Record Information Checks (CORI) and Staff Fingerprinting .................................................. 20
EDUCATIONAL PROGRAM ..................................................................................................... 20
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English Language Arts (ELA) ................................................................................................................................. 21
Mathematics ............................................................................................................................................................ 22
History and Social Studies ...................................................................................................................................... 22
Science, Technology, and Engineering ................................................................................................................... 23
Computer Technology Program .............................................................................................................................. 23
Assistive Technology Services ................................................................................................................................ 24
Physical Education .................................................................................................................................................. 24
Visual Arts .............................................................................................................................................................. 24
Occupational Therapy ............................................................................................................................................. 25
Speech-Language .................................................................................................................................................... 25
Reading/Math Specialist Services ........................................................................................................................... 25
Educational Field Trips ........................................................................................................................................... 25
Upper School Life Skills Program .......................................................................................................................... 26
Activities related to daily living skills ..................................................................................................................... 26
BEHAVIORAL PROGRAM ........................................................................................................ 26
Philosophy of Behavior Management ..................................................................................................................... 26
Positive Behavioral Interventions and Supports (PBIS) .......................................................................................... 27
Behavior Specialists ................................................................................................................................................ 27
Use of Time Away and Counseling Offices ............................................................................................................ 28
Training in Behavior Management .......................................................................................................................... 29
BCBA Services ....................................................................................................................................................... 29
CLINICAL PROGRAM ............................................................................................................... 30
Treatment Approach ................................................................................................................................................ 30
Clinical Services ...................................................................................................................................................... 30
Caregiver Services .................................................................................................................................................. 31
Treatment Planning Meetings ................................................................................................................................. 31
Manville Caregiver Conferences ............................................................................................................................. 31
Referral for Psychiatric Medication Services .......................................................................................................... 31
Mental Health Emergencies .................................................................................................................................... 32
Social Emotional Learning (SEL) ........................................................................................................................... 32
CAREGIVER PROGRAM ........................................................................................................... 33
Caregiver Orientation .............................................................................................................................................. 33
Caregiver Connection Group................................................................................................................................... 33
Focus Groups .......................................................................................................................................................... 33
Topic Groups ........................................................................................................................................................... 33
Family Events.......................................................................................................................................................... 33
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Parent Advisory Council (PAC) .............................................................................................................................. 33
Supports and Resources .......................................................................................................................................... 34
AFFINITY GROUPS.................................................................................................................... 34
Gender Sexuality Alliance ...................................................................................................................................... 34
Black, Indigenous, or Person of Color Affinity Group (BIPOC) ............................................................................ 34
INDIVIDUALIZED EDUCATION PROGRAMS (IEP) ............................................................. 35
Collaboration with School Districts ........................................................................................................................ 35
IEP Team Meeting .................................................................................................................................................. 35
Quarterly Progress Reports ..................................................................................................................................... 36
Transition Planning for Students ............................................................................................................................. 36
Post-Secondary Transition Planning ....................................................................................................................... 36
Least Restrictive Environment (LRE) ..................................................................................................................... 37
MASSACHUSETTS COMPREHENSIVE ASSESSMENT SYSTEM (MCAS) ........................ 37
STUDENT EDUCATIONAL RECORDS ................................................................................... 38
Maintenance of Confidentiality and Accessibility of Records ................................................................................ 38
Requests for Manville School to Release Information ............................................................................................ 38
Destruction of Student Records ............................................................................................................................... 39
SCHOOL CLOSURE POLICY - INCLEMENT WEATHER ..................................................... 39
TRANSPORTATION POLICY ................................................................................................... 39
Student Transportation ............................................................................................................................................ 40
Guidelines Regarding Communication with Transportation Companies ................................................................ 40
STUDENT POLICIES AND PROCEDURES ............................................................................. 41
Notifying the School Regarding Student Absences ................................................................................................ 41
Notifying the School Regarding Early Dismissal or Late Arrival ........................................................................... 41
Homework Policy .................................................................................................................................................... 41
Grade Policy ............................................................................................................................................................ 42
Student Dress Code ................................................................................................................................................. 42
Appropriate Dress for the Weather and Recess ....................................................................................................... 43
Personal Electronic Devices .................................................................................................................................... 43
Cell Phones ............................................................................................................................................................. 43
Valuables ................................................................................................................................................................. 44
Other Personal Items ............................................................................................................................................... 44
Use of Safe, Respectful, Responsible, and Inclusive Language .............................................................................. 44
Verbal and Physical Threats .................................................................................................................................... 45
Damage to School Property or Personal Property of Others ................................................................................... 45
Theft of School or Personal Property ...................................................................................................................... 45
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Horseplay or Play-fighting ...................................................................................................................................... 46
Fighting ................................................................................................................................................................... 46
Prohibited Items ...................................................................................................................................................... 47
Smoking and Vaping ............................................................................................................................................... 47
Substance Use Prevention and Intervention Policy ................................................................................................. 47
Use of Weapons ...................................................................................................................................................... 48
Bullying and Cyber-bullying Incidents (in and out of school) ................................................................................ 49
Student Search Policy.............................................................................................................................................. 49
Physical Intervention Policy .................................................................................................................................... 50
Alternatives to Physical intervention .................................................................................................................. 50
Physical Restraint ............................................................................................................................................... 50
Physical Management Report ............................................................................................................................. 51
Reporting a Restraint Involving Injury (to student or staff) ................................................................................ 52
Investigation of Complaints Regarding Physical Restraint and/or Parental or Student Concerns Regarding
Management of Behavioral Difficulties .............................................................................................................. 52
Student Suspension Policy ...................................................................................................................................... 53
Emergency Termination Policy ............................................................................................................................... 54
Communication Policy ............................................................................................................................................ 54
Communicating with the School ......................................................................................................................... 55
Concerns Pertaining to Educational Services ..................................................................................................... 56
Concerns Pertaining to Behavioral Services ....................................................................................................... 56
Concerns Pertaining to Clinical Services ............................................................................................................ 56
Communication with Referring School District ................................................................................................. 56
Translation Services ............................................................................................................................................ 56
Student’s Legal Status ............................................................................................................................................. 57
Investigation of Complaints/Issues ......................................................................................................................... 57
Parental Response to Investigations/Findings ..................................................................................................... 57
Timeline for Responding to Caregiver(s) Concerns ........................................................................................... 57
Manville School Anti-Bias Policy ........................................................................................................................... 58
Policy Statement ................................................................................................................................................. 58
Operational Definitions ....................................................................................................................................... 58
Prevention of Incidents of Bias ........................................................................................................................... 59
Response to Incidents of Bias ............................................................................................................................. 59
Resources and Supports for Community Members ............................................................................................. 60
Anti-discrimination / Anti-harassment Policy ......................................................................................................... 61
Language: Racial, Ethnic and Religious Slurs / Sexual Harassment ................................................................. 62
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Dealing with Concerns Regarding Discrimination or Harassment ..................................................................... 62
Anti-hazing Policy .................................................................................................................................................. 63
BULLYING PREVENTION & INTERVENTION ..................................................................... 63
TECHNOLOGY ACCEPTABLE USE POLICY & AGREEMENT ........................................... 65
Acceptable Use Policy ............................................................................................................................................ 65
Network Etiquette and Rules ................................................................................................................................... 65
Proper Care and Use of Hardware ........................................................................................................................... 67
Computer Return ..................................................................................................................................................... 67
Loss or Damage of Manville School Devices ......................................................................................................... 67
Cell Phone/Media .................................................................................................................................................... 68
GSuite for Education at the Manville School .......................................................................................................... 68
GSuite Workspace Core Services Provided to Manville Students ...................................................................... 68
Guidelines for the responsible use of GSuite for Education ............................................................................... 69
Compliance Guidelines ....................................................................................................................................... 70
Children's Online Privacy Protection Act (COPPA) ........................................................................................... 70
Family Educational Rights and Privacy Act (FERPA) ....................................................................................... 70
Additional Resources .......................................................................................................................................... 70
HEALTHCARE POLICIES & PROCEDURES .......................................................................... 71
First Aid/CPR Training ........................................................................................................................................... 71
Students Who Become Ill or Injured During the School Day ................................................................................. 71
COVID-19 and Other Respiratory Viruses ............................................................................................................. 71
Dispensing of Student Medication .......................................................................................................................... 72
Consent for Emergency Medical Treatment ............................................................................................................ 72
Universal Health Precautions .................................................................................................................................. 72
Preventive Healthcare ............................................................................................................................................. 72
Meals Provided for Students ................................................................................................................................... 73
Breakfast ............................................................................................................................................................. 73
Snacks ................................................................................................................................................................. 73
Lunch .................................................................................................................................................................. 73
WELLNESS POLICY .................................................................................................................. 73
Nutrition .................................................................................................................................................................. 74
EMERGENCY PROCEDURES ................................................................................................... 74
Fire Drills ................................................................................................................................................................ 74
Building Evacuations .............................................................................................................................................. 74
Lockdowns .............................................................................................................................................................. 75
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SUMMER PROGRAM ................................................................................................................ 75
SCHOOL EVENTS, 2023-2024 ................................................................................................... 76
23-24 SCHOOL CALENDAR ..................................................................................................... 78
ACKNOWLEDGEMENT OF RECEIPT ..................................................................................... 79
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PROGRAM OVERVIEW
Manville School is a therapeutic day school providing evidence-based educational, clinical, and
behavioral supports for students in kindergarten through tenth grade. Students receive a
comprehensive and individualized program that reflects their educational and psychosocial
history/development and emphasizes cultural awareness and responsiveness as integral aspects of our
work. Support is provided in a multidisciplinary environment which is adaptive to student and caregiver
needs and responsive to changes in a student’s experience both in and out of school. Manville School
has four core values that are embedded throughout our school program:
Be Safe
Be Respectful
Be Responsible
Be Inclusive
Students and their caregivers receive comprehensive support across four primary domains: educational,
clinical, behavioral, and family engagement/support. Educational instruction occurs primarily in
classrooms with a high staff to student ratio that balance academic rigor with therapeutic support.
Teacher practice is informed by the principles of universal design and academic content is presented
with the scaffolding, modifications, and accommodations needed for all students to succeed. Clinical
services at Manville School are provided to all students, determined by each student’s unique profile,
and are rooted in evidence-based practices. Every student has an assigned clinician who provides
clinical services, collaborates with external care providers, and supports families and caregivers as
needed. Manville School’s behavioral support is implemented through a multi-tiered PBIS framework
that provides comprehensive supports to meet the needs of diverse student profiles. This framework is
designed to be proactive- and prevention-focused, emphasizing direct behavioral instruction and
frequent reinforcement. Family engagement and support services are open to all Manville caregivers
and provide opportunities to engage with other caregivers, access to Manville supports and assistance in
connecting with local resources.
Caregivers, school districts, and other members of each student’s team are involved in collective
decision making that ensures the best educational experience possible. Manville School does not only
emphasize academic instruction and other traditional school-based services; it instead integrates
educational, clinical, and behavioral supports to develop a comprehensive model of care tailored to
every student with their future success in mind.
MANVILLE SCHOOL MISSION STATEMENT
Manville is a therapeutic school that serves students with a complex array of educational,
social/emotional, and behavioral challenges, and their families.
Manville School integrates evidence based educational and clinical approaches in a therapeutic
milieu to develop the whole child.
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Manville School provides a supportive, diverse, and inclusive community where a
multidisciplinary staff assists students in learning the skills necessary to be successful in a school
setting and in all aspects of their lives.
MANVILLE SCHOOL STATEMENT OF BELONGING
The Manville School believes that all members of the community, including students, staff and
caregivers, have a right to feel safe, seen, and respected. Manville believes that everyone should be
treated as a valued member of the community, no matter their race, ethnicity, religion, sexuality,
gender identity, ability, age, sex, or other identities. Manville encourages all community members to
speak about their experiences with their identities in order to help us grow as a safe community of
belonging for all.
PROGRAM DESCRIPTION
Manville School is a private day school for children, ages 5-16 years old, who experience social-
emotional, behavioral, learning and/or neurological difficulties that inhibit successful school
performance. Integrating a comprehensive educational program with strong clinical and behavioral
services, Manville is a school where children receive services that address both their academic
achievement and their social and emotional needs.
We offer a multi-disciplinary team approach to addressing the academic, social, and emotional
development of each child. Our central purpose is to support our students in their efforts to attain the
coping skills necessary to successfully return to their community schools and peer groups. Such an
objective requires the coordinated efforts of a trained team of educators, each with expertise in their
field.
School Structure
The Manville School is divided into various units corresponding to the general age/grade range and
developmental level of students. Classrooms are staffed with a special education teacher, an assistant
teacher, and a behavior specialist who as a classroom team provide academic, emotional, and
behavioral support for students. School units are led by a leadership team consisting of an Educational
Supervisor, Behavioral Services Coordinator, and Clinical Coordinator. Each school unit is supported by
specialists across a range of disciplines, as described below.
Educational Services
Manville’s educational program follows the guidelines established by the Massachusetts Curriculum
Frameworks and incorporates the Common Core State Standards. The classroom teachers work to
provide instruction in all the basic disciplines: English/Language Arts, Mathematics, History and Social
Science, Science and Technology/Engineering. A computer teacher, technology coordinator, art teacher,
physical education teacher and science curriculum coordinator enrich and support educational
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programming. Reading and math specialists, speech-language pathologists, and occupational therapists
provide support both within the classroom and/or in individual or small group settings outside of class.
Behavioral Services
Manville School’s behavioral services are rooted in a Positive Behavior Interventions and Supports (PBIS)
framework and incorporate elements of behavior analysis, trauma-informed care, and social-emotional
learning. Staff in the behavioral services department utilize evidence-based interventions monitored
through regular data collection and analysis to provide the most effective and efficient interventions to
all students. Interventions are implemented across a three-tiered continuum including Tier 1 universal
supports to all students, Tier 2 targeted supports to small groups of students demonstrating a particular
need, and Tier 3 intensive supports for individual students. These interventions, when combined with
educational and clinical supports, create a proactive environment for all students to succeed.
Clinical Services
All students receive intensive clinical supports through our team of licensed social workers,
psychologists, and clinical trainees. An individualized clinical treatment plan is designed in collaboration
with the student’s Manville team and family/caregiver and may include a range of treatment modalities:
individual psychotherapy, group therapy, family therapy, classroom consultation/push-ins, as well as
psychoeducation and case management. Clinical work is strength-based and focuses on forming safe
and trusting relationships, targeting skills for treatment readiness, and the delivery of evidence-based
interventions such as Cognitive Behavioral Therapy (CBT) and Dialectical Behavioral Therapy (DBT).
Additionally, our clinical team utilizes the Modular Approach to Therapy for Children with Anxiety,
Depression, Trauma and Conduct Problems. Clinicians will also work closely with families, as the
Manville School believes that family/caregiver involvement is essential for the successful treatment of
children and adolescents.
Family Engagement and Support
The purpose of our Caregiver Program is to provide opportunities for family engagement and support.
We believe that when caregivers are involved and engaged with the school then children do better. We
also believe that caregivers are the experts on their children, and we look to partner with them to merge
their knowledge with our expertise to best support their child. Our Caregiver Program focuses on
providing support, connection & resources for families. We want families to feel a sense of community,
involvement, and empowerment here at Manville.
ADMISSIONS PROCESS
Manville School admits students, ages 5 to 15, who have significant emotional/psychiatric, behavioral,
neurological, and/or learning difficulties. We serve a diverse population of students who represent a
variety of racial, ethnic, and socioeconomic groups from approximately 45 cities and towns in the
greater Boston metropolitan area. Manville School provides an integrated, multi-disciplinary approach
to the academic, social, interpersonal, and emotional development of our students.
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During the admissions process, prospective students and their caregiver(s) tour the school building and
meet with various members of Manville's educational, clinical, behavioral teams.
The Manville School admits a student when (1) there is a match between the child's needs and the
school's ability to provide the required services; and (2) there is a commitment from the caregiver(s) and
district(s) to work collaboratively with the Manville School for the duration of a student’s placement at
our school.
Prior to a child's first day at the Manville school, the school provides caregivers with a copy of the
Student/ Caregiver Handbook, which outlines the school's policies and procedures, as well as the
school’s code of conduct, among other important information as required by law and regulations.
Admission Criteria
All students admitted to the Manville School must meet the following criteria:
- Are referred by their local public school system;
- Are eligible for special education services and have a current, signed Individual Educational
Program (IEP);
- Are between the ages of 5 and 15 years;
- Present with a variety of social/emotional, behavioral, neurological, psychological and/or
learning difficulties which require more intensive therapeutic interventions within a school
program than their own public school system can provide;
- Have identified caregivers who are committed to ongoing communication and collaboration
with the Manville School;
- Are able to provide documentation from a licensed physician of a complete physical
examination of the student not more than twelve (12) months old at the time of admission, or
are able to complete a physical examination within 30 days of a student starting in the program;
Contractual Obligations
- Manville School admits only students who are referred from their local public school system and
have an approved IEP. The responsible school district(s) for each student pays the tuition and
transportation costs in accordance with 603 CMR 28.00. Caregivers are not responsible for the
cost of services incurred as a result of placement at Manville School.
Student & Caregiver Orientation
On or before a student’s first day, Manville School schedules a second appointment with the child and
caregiver(s). At this appointment, called the Intake Appointment, the student and caregiver(s) will have
the opportunity to meet with other members of the team, see the students classroom, review required
paperwork, and meet with behavioral services staff and nursing staff. If the student and caregiver(s)
have not already received a copy of the Student/ Caregiver Handbook, they will receive one at this
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appointment. Caregivers will receive a My Manville Team document, which lists the members of a
student’s team and provides contact information.
Manville provides students and caregivers with an orientation to the program as part the onboarding
process:
Students
Caregivers
- Students are greeted by the Clinical
Coordinator for their assigned school unit on
the first day;
- Students review school expectations and
classroom routines, including self-break and
time-away procedures, with the classroom
counselor;
- S
tudents check-ins periodically with the
managerial trio for their assigned school unit
to discuss their experience and answer any
questions;
- S
tudents participate in universal screening
assessments to establish baseline metrics for
ongoing progress monitoring
- Caregivers are invited to participate in an
New Caregiver Orientation meeting, held
periodically throughout the school year, led
by the Director of Family Engagement and
Support;
- The clinical case manager assigned to the
student will call the caregiver for an
introductory session during the student’s first
week of school;
- T
he Educational Supervisor will send an
introductory email connecting the
caregiver(s) with the student’s classroom
team;
- C
aregiver(s) may be invited to complete a
more formal diagnostic interview to support
the treatment planning for their child;
- C
aregivers will be added to the school’s email
list and receive access to PowerSchool, the
school’s Student Information System (SIS)
Manville staff will hold an extended classroom meeting with the members of a student’s team as part of
communicating the student’s needs, preferences, services, and treatment goals.
Current and newly accepted Manville School students are eligible to attend the Manville Summer
Program. A student’s IEP Team must determine that the student will benefit from attending Manville’s
Summer Program in order to prevent regression in academic and/or social/emotional areas. Attending
the summer program is an integral part of our school program and students are expected to attend
with exceptions only in rare circumstances.
All new students and caregivers are given a copy of the Manville Student/ Caregiver Handbook, which
includes a detailed description of the program including the program's philosophy and a comprehensive
overview of the services, admissions procedures, emergency procedures, behavior management
systems, procedures regarding suspension or termination of student's placement, Manville's procedures
for dealing with caregiver concerns regarding behavior management, the hours and dates of operation,
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the IEP and Team process, the educational program including staff qualifications, adherence to MA
curriculum frameworks and students' participation in MCAS testing, confidentiality of student records,
health care policies and procedures, nondiscrimination procedures, and the rights of children and
families receiving services. In addition, the handbook includes detailed policies and procedures
regarding student behavior, including expectations, rules, and consequences.
As part of the orientation process, caregivers are given written notification informing them that Manville
maintains a Program Policies and Procedures Manual that is available to them to inspect and receive
copies of, upon request.
SCHOOL HOURS & SCHEDULES
ARRIVAL
DISMISSAL
Monday
8:00 a.m.
2:45 p.m.
Tuesday
8:00 a.m.
2:45 p.m.
Wednesday
8:00 a.m.
12:30 p.m.
Thursday
8:00 a.m.
2:45 p.m.
Friday
8:00 a.m.
2:45 p.m.
Typical Daily Routine
- The school day starts and students enter the school building at 8:00 a.m. Students participate in
a morning activity period and have the opportunity to eat breakfast. Students who arrive after
8:30 a.m. and request breakfast will be provided breakfast.
- Academic periods include ELA (English Language Arts), Math, Science, and Social Studies.
- Each classroom has physical education, art, and an additional elective included in their schedule
weekly.
- Classroom staff, educational specialists (OT, SLP, Reading/Math Specialists, and Computer
Teacher), and clinical and administrative staff eat with students in assigned spaces during lunch
to work on daily living skills and social skills development.
- All students have recess time during the day, either before or after lunch. Lower School students
have an additional fidget break during the morning to allow for physical activity which helps
students stay on task in the classroom. The focus of recess includes social skills development
and sportsmanship. Classroom and other assigned staff accompany students to recess and
facilitate social interaction.
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ABSENCES, LATE ARRIVALS & EARLY DISMISSALS
Good attendance and classroom participation are vital to success at school. Students should miss class
only under the most urgent circumstances. Parents/caregivers should try to make appointments at
times that do not conflict with classroom responsibilities. Vacations should be planned so that students
do not miss valuable classroom time. Attendance is taken daily and reported to school districts on a
monthly basis.
Excused absences are defined as all or part of a day of school for one the following reasons: when a
student is receiving increased treatment (inpatient hospitalization, partial program, or other specialized
care), home with a doctor’s note, or unable to attend class due to a funeral, religious holiday, severe
weather, up to three visits to other school programs.
Attendance is taken at 8:30 AM and a student is marked late if he/she/they arrive after 8:30. Chronic or
repeated late arrivals will be reported to the school district(s) responsible for a student and can result in
the loss of credit for students in Grades 9 and 10. Tardiness to school will be excused when it is due to
transportation delay outside the student’s control.
STAFF ROLES
Administrative Team
The Manville School is lead by a team of six administrators including representatives from three main
departments plus the Director, Associate Director, and the Director of Family Engagement:
- Director: The Director of the Manville School oversees all of Manville School’s programs and
services, and with the Manville leadership team, provides overall leadership and sets the vision
for the school. The Director is responsible for management of the school’s finances, as well as
operational components including admissions and food service.
- A
ssociate Director: The Associate Director oversees Manville School’s strategic long-term
planning, the daily operations of the school’s programming, the implementation of a consistent
mission and vision, and the development of the Manville Model. Additionally, the Associate
Director supervises Managerial Trios and Manville School’s Nurse Manager.
- C
linical Director: The Clinical Director is responsible for the overall effectiveness of the clinical
services at the Manville School, including the use of evidence-based clinical practices. The
Clinical Director is responsible for hiring, training and supervision of the clinical staff. The
Clinical Director works in partnership with the Principal and Director of Behavioral Services in
the implementation of an integrated approach to working with students.
- P
rincipal: The Principal is responsible for the overall effectiveness of the educational services at
the Manville School, including the hiring, training and supervision of the educational staff. The
Principal is the designated Educational Director of the school and responsible for
communication and collaboration with the Department of Elementary and Secondary Education.
The Principal oversees curriculum, instruction, educational specialist services and IEP functions.
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In addition, the Principal ensures that Manville’s curriculum is evidence based, accessible and
allows for students to demonstrate their learning.
- Director of Behavioral Services (formerly Milieu Director): The Director of Behavioral Services is
responsible for the overall effectiveness of the behavioral services at Manville School, including
the use of evidence-based behavioral interventions. The Director of Behavioral Services hires,
trains, and supervises the Behavioral Services Coordinators, BCBAs, and behavior specialists.
The Director of Behavioral Services collaborates with the Principal and Clinical Director in the
implementation of an integrated approach to working with students.
- D
irector of Family Engagement & Support: The Director of Family Engagement and Support
coordinates programming and resources for Manville families, including overseeing the
Caregiver Program, and consults and trains staff across disciplines in effective family
engagement practices. The Director of Family Engagement and Support is a member of the
clinical department but works inter-disciplinarily to support effective collaboration with
caregivers across departments.
School Unit Leadership Teams (Trios)
Each school unit has a managerial team, which oversees the academic, behavioral, and social/emotional
functioning of the students within that school unit. The Management Trios actively participate in the
daily operation of the school unit. These individuals work as part of the schoolwide management team
and include:
- Educational Supervisor: The primary responsibility of the Educational Supervisor is to oversee
curriculum and instruction for the school unit, including the individualization and differentiation
of instruction for students in the school unit. The Educational Supervisor provides weekly
supervision to teachers and assistant teachers in the areas of instruction, curriculum
development, classroom organization and management.
- Be
havioral Services Coordinator: The Behavioral Services Coordinator functions as the leader of
the implementation of behavioral interventions on each of Manville’s four school units. They
assist in the development of behavior support plans, facilitate conflict resolution, and
communicate with caregivers regarding student behavior. Behavioral Services Coordinators
supervise and deploy staff to ensure the successful functioning of the school environment and
provide, model, and direct effective crisis intervention. Additionally, Behavioral Services
Coordinators lead group and individual supervision for behavior specialists and classroom
teams.
- C
linical Coordinator: The Clinical Coordinator is designated to oversee the social-emotional
curriculum and the clinical interventions for students within a specific school unit. They provide
insight into challenging behaviors that sometimes require an individualized behavioral
intervention plan. They serve as the hub of clinical communication through facilitating meetings
and contacting a students’ primary Manville clinician/case manager in order to best meet the
students’ emotional needs.
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Educational Department
- Assistant Principals: Their responsibilities include oversight and supervision of the related
services staff; IEP administration and being the public-school liaison; professional development,
and other administrative responsibilities.
- S
pecial Education Teachers: Special Education Teachers are the team leader within each
classroom. Their primary responsibilities include curriculum development/planning, classroom
management, and IEP development/management. All teachers are certified in Moderate
Disabilities for the age/grade range they are teaching.
- A
ssistant Teachers: Assistant Teachers support effective instruction, including delivery of
accommodations and modifications, as well as, effective use of co-teaching models. Assistant
Teachers have responsibility for some curriculum planning and implementation as well as
behavior management within the classroom. All have a degree in education or related field
and/or are in a graduate program working toward certification as a special educator.
- E
ducational Specialists: Reading/math specialists, speech-language pathologists, occupational
therapists, and the science curriculum coordinator provide additional related support to
students both in and out of the classroom.
- P
hysical Education Teacher: A full time PE teacher works with students on a weekly basis.
Physical education classes are important opportunities for teaching physical skills as well as
participation in cooperative activities that foster social skill development.
- A
rt Teacher: A full time art teacher works with students in classroom groups in the art room or
in their classrooms. Art serves as a means of communication and can provide a vehicle for
children with emotional or learning disabilities to express their thoughts and feelings through
modalities other than oral or written language.
- E
ducational Technology Coordinator: A full-time Educational Technology Coordinator works to
make learning accessible for all students. The educational technology coordinator works with
educational staff to support integration of technology within the classrooms and teaching
methodologies.
Behavioral Services Department
- Behavior Specialists: Behavior Specialists are based in the classrooms and have primary
responsibility for maintaining a safe, respectful, responsible, and inclusive learning environment
by providing the behavioral and emotional supports necessary to complement and augment
classroom structures and interventions. Behavior Specialists are responsible for collecting and
recording individual student behavioral and time on learning data. They then present this data
to the students’ team to inform best practices for interventions and modifications that will lead
to the most successful outcomes for their students.
- Bo
ard Certified Behavioral Analyst: Two school-based BCBAs aid staff in the development and
implementation of behavior support plans to assist students in developing adaptive behaviors.
The BCBA will conduct a Functional Behavior Assessment (FBA) when appropriate to assist in the
development of behavior support plans to be used in the school milieu.
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Clinical Department
- Psychologists and Social Workers: Provide a variety of evidence-based clinical services to
Manville students and their families, develop, and deliver the social-emotional learning
curriculum, and serve as case managers who coordinate services and communicate with outside
providers and/or agencies. Psychologists also provide psychological assessment of cognitive and
social-emotional functioning for 3-year re-evaluations for Special Education requalification, as
well as providing testing on an as-needed basis.
- C
linical Trainees: Include pre-doctoral and advanced pre-doctoral psychology interns, and social
work interns (pre-Masters). Trainees support delivery of the social-emotional learning
curriculum and provide case management and psychotherapy to Manville students and their
families under the direct supervision of licensed Manville clinicians.
- A
NCC Board Certified in Child and Adolescent Psych/Mental Health Clinical Nurse Specialist:
Provides child psychiatric services for a limited number of Manville students by monitoring their
psychopharmacological needs and collaborating with school nurses on issues related to
psychiatric medications.
Nursing
- School Nurses: provide medical care for students during the school day. Psychiatric school
nurses administer authorized medications, ensure that immunizations are up to date, and assess
and/or provide treatment of minor physical ailments during the school day. The school nurses
work in collaboration with prescribing physicians to ensure that there is coordination of services
and information sharing between the school and the students’ prescribing doctors.
SCHOOL LEADERSHIP
Administrative Team
David Zimmer
Director
617-278-4140
Derek Sosnowski
Associate Director
617-278-4201
Tara Harris Pearson
Principal
617-278-4144
Brody Ryan
Director of Behavioral
Services
617-278-4116
Kristina Shapiro
Clinical Director
617-278-4270
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Ellen Sandoval
Director of Family
Engagement & Support
617-278-4251
esandoval@bakercenter.org
Administrative Support Team
Beth Lee
Executive Assistant
617-278-4143
blee@bakercenter.org
Allie Smith
Administrative
Coordinator
617-278-4141
Management Team
Denise Gilardi
Assistant Principal
617-278-4137
Ashley Abbott
Assistant Principal
617-278-4257
Erika Gaughan
Educational Supervisor
617-278-4138
egaughan@bakercenter.org
TBD
Behavioral Services
Coordinator
617-278-4126
Jill Sherwood
Clinical Coordinator
617-278-4145
Alexandra Saunders
Educational Supervisor
617-278-4257
Eleanor Brown
Behavioral Services
Coordinator
617-278-4230
ebrown@bakercenter.org
Ellen Sears
Clinical Coordinator
617-278-4186
Xavier Dixon
Educational Supervisor
617-278-4134
Matt Losavio
Behavioral Services
Coordinator
617-278-4205
Kimberly Paquette
Clinical Coordinator
617-278-4135
kpaquette@bakercenter.org
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Amy Buckley
Educational Supervisor
617-278-4246
John Furey
Behavioral Services
Coordinator
617-278-4232
Sarah Cucchiara
Clinical Coordinator
617-278-4208
STAFF ACCOUNTABILITY
Manville Staff Supervision and Evaluation
All educational, behavioral, and clinical staff and interns at the Manville School receive supervision on a
weekly or bi-weekly basis. Manville views supervision as a commitment we make to our staff to further
their professional development.
All staff receive ongoing professional development, including required annual trainings in accordance
with MA DESE regulations. Other trainings and experiences are designed to support staff in advancing in
their field and providing high-quality services to students and families.
Staff performance is reviewed annually in accordance with Baker Center policies.
Criminal Offender Record Information Checks (CORI) and Staff Fingerprinting
It is the policy of the Baker Center that each employee or volunteer, who has the potential for
unsupervised contact with children, has a criminal record check, CORI, as a condition of employment.
This ensures that all staff have a background free of conduct, which bears adversely upon their ability to
provide for the safety and well-being of children. Additionally, the Department of Education requires
that all school staff who work with children be fingerprinted prior to beginning their employment. These
records are confidential and are maintained on file in the Human Resources office at the Baker Center.
EDUCATIONAL PROGRAM
One of Manville’s greatest strengths is our use of engaging evidence-based academic curricula that
promote active learning, social interaction, and problem solving. The content of Manville’s educational
program is aligned with the Massachusetts Curriculum Frameworks which incorporates the Common
Core State Standards (CCSS) for English Language Arts, Mathematics, History and Social Science, and
Science, Technology, and Engineering. Manville’s curriculum is carefully adapted in order to ensure
student access to the general curriculum with needed modifications in pacing and content. Manville’s
curriculum invites student participation and interest and provides many opportunities for self-
expression and success through its highly individualized design.
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Students work in small, structured and supportive classroom settings where a teaching team (i.e., a
certified special education teacher and an assistant teacher) works together to provide instruction in all
academic areas. Technology is utilized throughout the curriculum as a means to ensure student access
to the curriculum content as well as a tool to help students demonstrate their knowledge and
understanding. All classrooms have an interactive whiteboard (i.e., Smart Board), and all students have
access to a 1:1 Chromebook for instructional purposes.
Educational Program Highlights Include:
- High academic expectations, while addressing the individual learning styles and needs of each
student.
- Evidence-based curricula and teaching methodologies.
- Ongoing data-based assessment is utilized to evaluate student learning and determine the
effectiveness of instructional methodologies.
- An anti-bias and anti-racist (ABAR) framework is implemented in classrooms through ABAR rich
curricula and instruction, and by using an ABAR lens to assess curriculum materials, instructional
strategies, and to promote critical conversations in all content areas.
- An emphasis on curriculum content and teaching methodology that emphasizes critical thinking
and problem solving.
- Integration of technology as a tool to support students in accessing information and enhancing
instruction through use of interactive whiteboards, 1:1 Chromebooks for students, and access to
assistive technology tools.
- Teaching that incorporates active learning and discovery through varied materials (e.g.,
literature, math manipulatives, technology, science kits and hands-on labs, etc.).
- Integrated teaching team and specialist services (i.e., Reading, Mathematics, Occupational
Therapy, and Speech-language) to support student skill development, practice, and classroom
application.
English Language Arts (ELA)
Manville’s literacy program adheres to the Massachusetts ELA Curriculum Frameworks and the Common
Core State Standards. ELA instruction incorporates the science of reading philosophy and methodologies
and utilizes evidence-based programs. Manville’s literacy program targets teaching of foundational skills
including phonological and phonemic awareness to facilitate decoding and encoding, fluency,
vocabulary development, oral language, and reading comprehension. Classrooms provide students with
a literacy-rich environment, which includes books and materials that highlight diverse identities among
the characters and authors. Manville provides instructional materials that facilitate comprehensive
language and literacy opportunities. Reading Specialists provide services to students identified as having
difficulty in a specific aspect of reading. This is done both in individual sessions and in their classrooms,
which enables students to utilize the skills that are they are learning during individualized reading
sessions within the classroom setting.
English Language Arts instruction also includes narrative and expository writing instruction. Other
subject areas (e.g., history, civics, and science) also address skill development in expository writing. In all
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school units, students utilize structured writing programs that provide them with needed organizational
tools for brainstorming and drafting, as well as revision and editing. A focus on developing executive
functioning skills required for organizing and self-monitoring during the writing process is central to
writing instruction. Students begin with the basics of developing simple and complex sentences and
progress to writing cohesive multi- paragraph essays and completing research projects.
Mathematics
Manville’s mathematics program is aligned with the MA Mathematics Curriculum Frameworks which
incorporate the Common Core State Standards (CCSS), with a focus on conceptual, computational, and
math problem-solving skills and the real-life application of those skills. Instruction emphasizes both
mathematical thinking and hands-on learning. Throughout the curriculum, focus is placed on the eight
CCSS mathematical practice standards. These standards are the foundation for mathematical thinking
and practice for students and provide guidance that helps teachers modify instructional methodology in
order to promote a more advanced mathematical understanding. These standards are a guide to
creating a more complex and absorbing learning experience.
Students in grades K-2 use EnVisions Math, which combines problem-based learning with visual
learning. Students learn about math by solving rich, reality-based problems. They gain a deeper, clearer
understanding of math concepts with visual models and scaffolds in every lesson. Lessons encourage
students to think critically about a real-world math problem, evaluate options, collaborate, and present
solutions. This is followed by Visual Learning to solidify the underlying math concepts.
Students in grades 3-8 utilize VMath, an evidence-based curriculum. This curriculum is specifically
designed to teach and reinforce grade-level skills with a focus on repetition towards mastery. Content is
delivered using strategies proven to accelerate student learning and provides students with an
opportunity to build confidence and independence. Data is utilized throughout the program to guide
instruction based on student understanding of the concepts.
Upper School students in grades 8-10 utilize VMath, Reveal Algebra 1 from McGraw Hill, an evidence-
based curriculum. Reveal Math is aligned with the Common Core standards and is designed to deepen
conceptual understanding by teaching a variety of dynamic problem-solving strategies and engaging
students in mathematical discourse and inquiry activities. Students gain confidence and independence
by working through problems that can be solved with multiple solution paths. When necessary, all
materials are modified to meet the educational needs of our students.
History and Social Studies
Manville’s History and Social Studies curriculum is aligned with the MA Curriculum Frameworks and the
Common Core State Standards. Across all grade levels, curriculum instruction integrates concepts,
events, ideas and people from History, Geography, Civics & Government, and Economics. Lesson
content includes factual information, concept development, and decision-making as they apply to such
topics as ancient civilizations, United States and World history and geography, lawmaking, and human
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rights. Emphasis is placed on evaluating different perspectives of history and making connections
between historical and current contexts. At all grade levels, students explore these topics through texts,
primary sources, literature, videos, art, and hands-on activities. All Grade 8 students take civics which
focuses on US and MA government and civic life. As a requirement of the class the students are
engaged in a student-led civics project in which they identify issues of concern, research their impact,
and identify how they are able to advocate for change in their communities.
Science, Technology, and Engineering
Manville’s Science Department is committed to serving the needs of all students by incorporating
developmentally appropriate, multi-sensory, and high-quality curriculum. The curriculum is aligned with
the current MA Curriculum Frameworks. Students engage in the Science & Engineering Practices using
hands-on activities that help them make connections to prior knowledge and the world around them.
Manville’s science students learn about the contributions of diverse peoples as they relate to advances
in the field of Science, Technology, Engineering, and Math (STEM).
In grades K-8, Manville offers a General Science curriculum that includes Earth & Space, Life, and
Physical Science with integrated Technology/Engineering. Lower School has adopted Amplify Science,
and in these units, students take on the role of a scientist or engineer in order to solve a real-world
problem. In Middle 1, 2, and Upper Schools, Manville incorporates a variety of curricula, among which
including Generation Genius, created by a panel of experts from the National Teachers Science
Association. Manville also utilizes Mystery Science by Discovery Education, Engineering is Elementary
from Boston’s Museum of Science, and curriculum developed by the school’s Science, Technology &
Engineering Curriculum Coordinator and select educational staff.
In the Upper School, students complete a Biology course to meet the competency determination
requirement set forth by the Department of Elementary and Secondary Education for Science,
Technology, and Engineering. In 2021, 92% of Biology students achieved proficiency on MCAS and met
their graduation requirements. Manville also offers an Environmental Science elective for students who
pass the Biology MCAS exam. This interdisciplinary course covers the interaction of living things, human
impact on the environment, conservation, and technologies that can help solve environmental
problems.
Manville’s Middle and Upper Schools also cover Health topics that meet the competency determination
in the Life Sciences. The school utilizes a variety of curriculum, which includes Stanford University
Medicine’s Prevention, Prentice-Hall, and Educahealth.
Computer Technology Program
The computer technology program at Manville is based on the Massachusetts Digital Literacy and
Computer Science Frameworks. It aims to develop computer literacy skills and to incorporate technology
throughout the educational process. Students have the opportunity to study units based on computing
systems, digital tools, and computational thinking.
Each student has 1:1 access to a school Chromebook. Manville uses the Google Apps for Education as
well as a variety of accessibility applications to promote independence and develop student skills.
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Assistive Technology Services
Manville utilizes technology to maximize learning opportunities for all students by applying Universal
Design for Learning principles to give all students an equal opportunity to succeed. This approach offers
flexibility in the ways students access material, engage with it and show what they know. Universal
Design within the classroom benefits all students and improves access for those students with specific
learning needs.
Manville has an Educational Technology Coordinator whose responsibilities include working with
students who have assistive technology accommodations outlined on their IEPs. This includes training
staff and students on the required tools necessary to meet the accommodations. The Educational
Technology Coordinator is also responsible for facilitating assistive technology implementation plans
and evaluating effectiveness of tools. In addition, the role includes facilitating the use of technology
within all classrooms as a means of improving instruction and providing students with multiple ways of
accessing information and different methods to show what they know.
Manville is committed to providing students with multiple means of accessing curriculum within the
classrooms as well as alternative means of demonstrating their understanding and learning of content.
This is accomplished through the use of both low tech as well as high tech devices, i.e., computers,
specific software, etc. All of our students have access to Google Classroom through which they can
access curriculum and complete academic work. We also have the Google add-on Google Read and
Write, which enables students to utilize text-to-speech (listening to text) and speech-to-text (allows a
child to speak and have the text appear on the screen).
Physical Education
Manville’s physical education program assists students in developing motor and coordination skills and
provides opportunities to experience team play in a supportive milieu. While covering standard
sports/games and activities, students also work through team building exercises and a Project
Adventure unit. The goal of PE is for students to be active for 45-minutes while working on valuable
social and team-based skills, and to learn health-related fitness concepts and how to apply them to a
lifetime of physical activity.
Visual Arts
Manville’s Visual Arts program follows both the Massachusetts State frameworks and the National Core
Art Standards. The curriculum begins with projects focused on learning the elements of art, proper skills
training for materials, and confidence boosting projects in the arts. As students grow as Artists, so do
their choices. They may choose their projects as well as the art mediums that they use (i.e., drawing,
painting, sculpture, fiber arts and mixed media). Some students receive modified choice-based projects
and direct their own artwork. They use teacher support to execute their vision. Individual student needs
are met through adaptable tools, hand over hand and directed drawing, and push-in Occupational
Therapist support.
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Occupational Therapy
Occupational therapy (OT) services at Manville support student participation in the classroom and
school environment. Occupational therapy services are determined based on contextual observation
and formal evaluation. Students work on specific goal areas that are outlined in their IEPs to target
sensory processing, self-regulation, fine motor, gross motor, executive functioning, and life skills.
Students receive direct occupational therapy services in the classroom and in the sensory motor gym.
Occupational therapists also provide consultation to adapt the learning environment to meet student
needs (e.g., adaptive writing tools, flexible seating, and visual supports). Sensory based tools are
available to help students focus and maintain regulation in the classroom and milieu based on OT
recommendations (e.g., noise cancelling headphones, weighted blankets, fidgets, and exercise balls).
Students can utilize sensory equipment in the OT gym to support their regulation throughout the day.
Occupational therapists provide training to other members of the interdisciplinary team and work with
parents to help them understand their child’s sensory, regulatory, and motor needs.
Speech-Language
Many students at Manville present with expressive, receptive, and/or pragmatic language challenges,
which can impact both their academic progress and social development. Speech-language pathologists
provide diagnostic testing, consultation to team members, and direct intervention with students. They
work with students in a variety of settings including individually, small or large groups, as well as both in
and out of the classroom.
A large portion of our students have social skill deficits and need more directed instruction to help them
navigate their complex social interactions with peers and adults. Our SLPs are specifically trained in this
area and provide intervention through work in dyads, social skills groups, and classroom groups. The
development of social skills is integrated throughout the school program.
Reading/Math Specialist Services
Reading and Math Specialists provide additional support for identified students due to their specific
learning disabilities in these areas. The specialists provide intervention services in two ways. They may
provide pull-out services during which they see students individually or in small groups to remediate
specific reading or math skill deficits. Specialists may also provide direct support to students through
push-in services in the classroom. Often, a student may receive intervention services in both ways.
Specialists also serve as math or literacy coaches for the teaching staff. At times, they will co-teach with
classroom teachers and model new instructional practices and curricula. The Reading and Math
Specialists continually explore current trends and access professional development opportunities in
their respective fields.
Educational Field Trips
Classrooms participate in field trip experiences throughout the school year. Field trips relate to
classroom curriculum or are part of the classroom behavior management system. Field trips are
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thoroughly planned, and adequate supervision is provided. At a minimum, the classroom teacher,
assistant teacher, and behavior specialist supervise the class on a field trip. Caregivers are informed of
planned field trips in advance. Students must have a current permission form on file with the school, as
well as a current physical/immunization record and medication list, if applicable, in order to attend a
field trip.
Upper School Life Skills Program
The Life Skills Program is a structured curriculum provided weekly to Upper School students. The
program provides students with hands-on opportunities in order to promote increased independence in
functional tasks. This curriculum, created in collaboration by the Occupational Therapy Department and
Upper School Educational Supervisor, addresses common areas of need, such as executive functioning,
money management, meal preparation, job skills (including applications and on-site work
opportunities), community skills, computer safety, and preparation for transition beyond Manville.
Lessons are co-taught by an Occupational Therapist and a classroom teacher. Students are grouped
based on their performance on a life skills pre-test in order to match lessons to student needs.
Activities related to daily living skills
Manville supports the development of daily living skills to help our students demonstrate success
beyond academics. Teachers, behavior specialists, clinical staff, and occupational therapists address
issues related to the development of age-appropriate daily living skills throughout the school day,
including mealtime habits and routines, dressing skills, and hygiene.
Manville develops individualized plans related to a variety of daily living skills for students who need
more intensive direction. These may include plans that address skill development and independence
related to daily hygiene, teeth brushing, toileting, etc. These home/school plans are always developed
in conjunction with parents/caregivers with the goal of carrying over from school to home and home to
school. Many of these plans are developed in conjunction with a student’s OT or BCBA.
BEHAVIORAL PROGRAM
Philosophy of Behavior Management
As a specialized, private day school, Manville School believes that for students to grow and learn, they
need to be provided with a safe, respectful, responsible and inclusive school environment. Manville’s
approach to behavior management is rooted in the principles of behavior analysis and implemented
through a PBIS framework. For any successful learning and growth to occur, there must be clear and
consistent expectations for all students and staff, and the school community must have a culture that
promotes our core values.
Positive growth and change are accomplished most successfully within a consistent and predictable
environment. Therefore, Manville has a set of clearly defined policies, procedures and behavior
management routines that reflect our high standards. Manville staff will provide students with explicit
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instruction on how to be safe, respectful, responsible and inclusive during all portions of their day. Staff
will have a focus on reinforcement rather than punishment and will utilize proactive measures to lessen
the likelihood of behaviors of concern. Students will consistently be provided with coaching and
modeling of alternative behaviors to replace any behavior of concern.
Positive Behavioral Interventions and Supports (PBIS)
In order to create a therapeutic school environment, Manville School implements a framework for
teaching and responding to behavior known as Positive Behavior Interventions and Supports (PBIS). The
focus of PBIS is to develop durable practices and systems that allow staff to act in a proactive manner
and prevent, to the best of their ability, behaviors of concern from occurring. PBIS relies upon the
consistent use of a continuum of responses to recognize appropriate behavior, a continuum of
responses to respond to behaviors of concern, and the use of data for decision making. The PBIS
framework is implemented in a three-tiered model that allows for interventions to meet students at
their level of need.
- Tier 1 consists of universal supports for all students that include school-wide expectations, the
direct and frequent teaching of appropriate behavior, the use of a school-wide level system,
consistent reinforcement of appropriate behavior, and other strategies.
- Tier 2 supports are targeted interventions designed to meet the needs of small groups of
students requiring additional coaching and support.
- Tier 3 supports are highly individualized interventions that are designed for students exhibiting
persistent behaviors of concern.
Within the PBIS framework, there are four important elements that support the development of a
therapeutic environment: practices, systems, outcomes, and data.
- Practices are the strategies used directly in work with students, such as defining and teaching
behaviors.
- Systems are the supports put in place for staff to work effectively with students.
- Outcomes are the goals that all staff share in their work with students.
- Data are the foundation for assessing the work that is done and for measuring progress.
Behavior Specialists
Behavior Specialists are based within the classroom and function proactively to support students within
the instructional learning environment. They are available throughout the day to help students address
and resolve behavioral and/or social-emotional issues. Students are able to talk with behavior
specialists about concerns that may interfere with their ability to concentrate on their schoolwork or to
interact successfully with peers. Behavior Specialists at Manville work closely with both educational and
clinical staff to foster students’ social and emotional development.
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Responsibilities include active problem solving, facilitation of conflict resolution, crisis intervention
(including the use of physical restraint), processing critical events during the school day, as well as
implementing behavior support plans in collaboration with Manville’s school-based BCBAs.
Use of Time Away and Counseling Offices
Manville staff work to provide the necessary structures and supports needed for each student to be
successful in class or during other activities throughout their day. However, given our students’ complex
and varied needs, there are times when they are unable to participate in class or an activity due to a
behavior that is disruptive or unsafe to the learning environment. When this occurs, Manville uses a
universal intervention to provide the necessary support to help students regain behavioral/emotional
control and return to their classroom.
When a behavior of concern is observed by staff, staff will direct the student to a bench in the hallway
for a 5-minute time-out. They will then remind the student that if they comply within 30-seconds, the
time out will be reduced to 2 minutes. If the student moves safely and without disruption to the
specified location, staff will praise the student for making a responsible decision and ask them if they are
ready to begin the time-out. If the student does not move safely or is disruptive, staff will inform the
student that they will complete a 5-minute time-out and ask if they are ready to begin. In either
situation, if a student indicates that they are not ready to begin, staff will wait until the student indicates
readiness. After the time-out is complete, staff will engage the student in the corrective teaching
process where they will offer praise, describe observed behavior of concern, provide rationale for the
staff response, highlight a replacement skill, practice replacement skill, and prepare for a successful
transition back to class.
If a student’s behavior escalates to a point where a hallway bench is no longer a suitable option for
safely and quietly completing a time away, or if the initial behavior of concern that was observed was a
significant enough behavior that would require a more significant intervention, the student will be
directed to complete their time-out in a counseling office. When a student is directed to a counseling
office, they will be prompted to complete a small compliance task that assesses readiness to return to
the learning environment. Depending on a student’s response to completing the time out, they will be
presented with one of two sets of steps for returning to class. Both options provide a visual checklist
that is displayed for the student. Staff non-verbally mark when a step is completed.
Option 1: Extended Time Out
- Sit at back wall and raise hand
- Complete quiet time out minutes
- Complete assigned academic tasks
- Complete processing sheet
- Engage in check in with adult
Option 2: Reduced Time Out
- Sit at back wall and raise hand
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- Complete quiet time out minutes
- Engage in check in with adult
When a student is directed to a counseling office, they will be informed that they will complete an
extended time out; however, if they move safely to a counseling office within 30 seconds, they will
complete a reduced time out. It is the responsibility of the school coordinator to monitor the activity in
the counseling offices and determine the need for additional assistance to support the student’s de-
escalation, for instance the involvement of the student’s clinician, and regaining of behavioral
regulation.
The goal of the time out model is to help students develop coping strategies and to learn how to express
their needs in more pro-social and adaptive ways. Depending on the needs of a student, a behavior
specialist may go into the office with a student or remain at the door of the office during this time. Staff
continuously observes a student while they are in the counseling office. For some students, verbal
interaction when they are in an escalated state can be further dysregulating; therefore, written
instructions may be given through the use of a whiteboard if a student is too escalated to hear verbal
cues.
Any time-out over 30-minutes in length requires the approval of both the Behavioral Services
Coordinator and the Director of Behavioral Services or their designee. The goal is to provide the support
the student needs to calm and to be able to go back to the classroom and engage in learning as soon as
possible. If the length of a time-out approaches 30-minutes, the Behavioral Services Coordinator is
called, and if they agree that the child is continuing to be highly agitated and may need longer to calm,
they will contact the Director of Behavioral Services to further assess the situation and to approve the
extended time-out.
Training in Behavior Management
Training in Manville School’s behavior management philosophy and practices occurs for all staff prior to
the start of the school year and is ongoing for behavior specialists throughout the year. The training
covers issues relating to: behavior analysis, active supervision, positive reinforcement, motivating
students to stay on task, the use of incentive plans, and clinical issues related to behavior. The clinical
aspect of the training is of high importance because to the extent that staff understand what drives a
behavior, they can tailor appropriate interventions. The training also covers the clinical rationale for use
of time out, procedures for implementation, the use of coping strategies, and follow-up procedures.
BCBA Services
Manville School has two BCBAs (Board Certified Behavior Analyst) to support school staff in the
development and implementation of behavior support plans, as well as to support caregivers in handling
their child’s behavioral difficulties at home and/or in the community. Home-based services are limited
in scope and last no longer than eight-weeks. These services are meant to support caregivers with
behavioral concerns that can be sufficiently addressed through consultation. If a need for on-going,
30
long-term support is needed, Manville’s BCBAs provide recommendations for caregivers to pursue
outside agencies that specialize in home-based behavioral supports.
The primary goal of these services is to decrease behaviors of concern and teach alternative/
replacement behaviors. BCBAs work carefully to broaden the scope of behavior analytic principles to
incorporate other disciplines and philosophies in alignment with Manville’s interdisciplinary approach.
CLINICAL PROGRAM
Treatment Approach
A Manville clinician serves as the case manager for each Manville student. Case managers coordinate
the treatment planning for their students, involving a multidisciplinary team assigned to each student.
The Manville team consists of staff, from various disciplines, who are working with the student and their
parents/caregivers. Each team member contributes a unique perspective regarding the student’s
educational, behavioral, social and/or emotional functioning. The case manager also facilitates
communication between Manville staff and any outside providers working with the child and family.
Clinicians are either licensed social workers, psychologists or are graduate students in mental health
programs completing their graduate training experience at Manville. All graduate student clinicians are
intensively supervised by a licensed social worker or psychologist with significant experience working
with children struggling with learning, emotional and behavioral difficulties.
Clinical Services
Individualized service planning is the cornerstone of Manville’s clinical service delivery to children and
families. The clinician, in collaboration with the child’s family, Manville team, and external providers,
formulates specific clinical objectives and long-term goals. Each child’s clinical program may include
some combination of individual work, family work, or group therapy. The type, duration, and frequency
of services will be determined by a child’s team and is re-evaluated regularly. In terms of clinicians’
individual work with students, based on assessments of need, clinicians will meet with students for
regularly scheduled psychotherapy sessions to address difficulties with emotional processing, self-
regulation and self-expression, as well as issues pertaining to social development, identity formation,
and general behavioral control. Manville clinicians are trained in evidence-based practices that are
modified or adapted to fit the learning needs of our students.
Manville’s group therapy services are offered based on student need and readiness for group
interactions. Topics that might be covered in group therapy include social skills and communication
effectiveness, assertiveness and self-advocacy, anger management, and coping and problem-solving
skills. Within the group context, children are taught to manage themselves and meet their social needs,
while learning to consider others and develop skills for creating and maintaining relationships.
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Caregiver Services
Manville caregivers may meet with their Manville clinician on an individual basis and/or may participate
as a whole family. Services include parent support and psycho-education, as well as psychotherapy. The
mode of service delivery, as well as the frequency, is determined on a case-by-case basis, although some
form of regular parent/caregiver/caregiver involvement is expected. In general, clinicians strive to create
a collaborative relationship with the child’s adult caretakers, assist in maximizing the child’s success
within the home, and facilitate overall treatment progress through consultation and collaboration with
outside providers.
Treatment Planning Meetings
The Manville staff takes a team approach to working with a child. A student’s clinician, teachers, milieu
counselors, specialists, and supervisory staff meet regularly to discuss his/her/their IEP and progress
towards identified goals. Team members evaluate a student’s functioning in school and their
relationships with peers and staff, and construct behavior intervention plans to maximize the student’s
ability to successfully navigate their school routines. Special attention is given to each student’s cultural
context in order to ensure that we are providing culturally responsive care. We work together to
understand the intersection of all identities and how these impact students in school, and specifically in
our school. All staff who work with a student and/or their family is updated as to relevant information
that may impact a student’s functioning in school.
Manville Caregiver Conferences
Manville considers parents/caregivers to be important members of their child’s Manville treatment
team. That is why we look for caregivers to be involved in treatment planning for their child. One of the
most important ways that we accomplish this is to invite caregivers to participate in an annual progress
review meeting with the rest of the student’s Manville team. These meetings take place once a year
during the treatment planning meeting timeslot on Wednesdays between 2:00 and 3:30
(accommodations regarding start times and date can likely be made with advanced notice). At this
meeting the student’s team evaluates progress in the areas of: social/emotional development,
academics, behavioral issues, peer relations, etc. Meeting participants identify and discuss issues and
propose strategies for facilitating student development. School districts, educational advocates, or
other outside agencies do not participate in these meetings.
Referral for Psychiatric Medication Services
The decision to refer a child for a psychiatric evaluation is made by the Manville team and the child’s
parents. Caregivers who are interested in pursuing such an evaluation may request that a referral be
made to the Manville psychiatric service.
A limited number of Manville students are seen by Manville’s Advanced Clinical Nurse Specialist (ACNS)
who will evaluate students and can prescribe medication, if warranted. Families requesting this service
for their child are placed on a waiting list and will be contacted when an opening on the case load
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occurs. It is extremely important that services with an outside provider are not terminated before a
treatment relationship with our ACNS has begun.
Mental Health Emergencies
Students’ behavioral crises receive immediate de-escalation and safety management intervention by
Manville’s staff, trained in procedures for maintaining student safety. When any member of a student’s
team becomes concerned that the student is in severe acute distress, presenting a significant risk of
hurting oneself or another person, and when the child proves unresponsive to de-escalation and
redirection procedures, the child’s clinician or their supervisor are immediately contacted, as well as the
Clinical Director and/or Program Director. Following an assessment of the student’s status, the Clinical
Director or Program Director determines whether the child needs to be referred for a psychiatric
evaluation in a hospital emergency room. Caregivers are notified and made aware of the situation and
are involved in the process as early as possible. The Manville clinician assists with facilitating the
process of the student being evaluated at the Emergency Room, and, if the student is admitted to a
higher level of care, follows up with hospital staff to assist with the student’s progress while in the
hospital. A Manville staff member familiar to the student (typically their clinician), will accompany the
child to the hospital, wait for caregivers to arrive, and inform hospital staff of the circumstances of the
precipitating event(s) that led to the emergency room referral.
Social Emotional Learning (SEL)
Manville School utilizes another important approach to the academic, behavioral, and clinical
development of our students known as Social-Emotional Learning (SEL). SEL is an instructional process
through which our students learn to: manage emotions, set and achieve positive goals, feel and show
empathy for others, establish and maintain positive relationships, and make responsible
decisions. There are five core competencies within SEL: self-awareness, self-management, social
awareness, relationship skills, and responsible-decision making.
At The Manville School, we utilize evidence-based practices, including CBT, DBT, and select evidence-
based SEL curricula such as the Second Step and Positive Action Programs. Interventions are selected
based on classroom needs, dynamics, and readiness for treatment. When applicable, Second Step is
used primarily with students in Lower School, Middle 1, and Middle 2 Schools. The curriculum is
designed to teach the five core competencies through interactive lessons that rely on group discussions,
individual and group activities, and the use of technology-enhanced learning. The Positive Action
Program is often utilized as the SEL instruction for students attending our Upper School. This curriculum
relies on many of the same instructional strategies as Second Step, however, is tailored to the
developmental level of adolescents.
Both SEL and PBIS are embedded within all of our programming at Manville School. The integration of
these complementary approaches to the education of our students allows us to ensure that all of a
student’s needs are met, whether academic, behavioral, or clinical. SEL and PBIS contribute to a school
environment that is therapeutic, safe, and responsive to the needs of all.
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CAREGIVER PROGRAM
Manville School considers caregivers as key partners in planning and supporting a child’s educational
and clinical treatment. Caregivers work collaboratively with teachers, behavior specialists, and clinicians
to promote the healthy growth and development of their child. In addition to their individual work with
staff, caregivers are invited and encouraged to participate in the Caregiver Program in the following
ways:
Caregiver Orientation
Once a student has been accepted at Manville, the Director of Family Engagement and Support reaches
out to the family to support their transition to Manville. Part of that support is an invitation to attend a
group for New Caregivers. This provides an opportunity for families to ask questions as well as connect
with other families who have recently joined the Manville community. Manville Administrators may join
the group as well as an opportunity to meet new families.
Caregiver Connection Group
The Caregiver Connection group meets on a weekly basis. This is a safe space for Manville caregivers to
connect with each other and provide and receive support for issues and challenges related to parenting
a child with special needs. It is an open group and participants can attend whenever they are available.
When the group is in person, dinner and childcare are provided to enable caretakers to participate in
these meetings.
Focus Groups
Once a month, the Caregiver Connection group has a focus meeting, often with a guest speaker on a
specific topic that parents have requested. Recent topics have been: understanding medications,
psychological testing, PBIS 101, getting service with DMH, and others.
Topic Groups
When there is a specific need, we will form a group around different topics. For example, a group about
transition (a safe space for caregivers to share their hopes, dreams & concerns about the future and
provide and receive support from other caregivers) or around families formed through adoption.
Family Events
Family Events provide an opportunity for Manville families to connect outside of school. All family
members are invited to join in such activities as bowling, trampoline jumping, and going to a baseball
game at Fenway Park. Although organized by the Manville Caregiver Program, caregivers are required
to accompany and supervise their children.
Parent Advisory Council (PAC)
The Parent Advisory Council (PAC) is an important group for caregivers. At PAC you will meet with the
Director and other members of the leadership team, hear updates on school operations, and share your
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thoughts and ideas to make Manville better. Meetings focus on a range of topics, from school climate
and culture to student data and ways to enrich the school experience for everyone. Each year we seek a
large and active group to join PAC. We want to hear the perspective of caregivers and always strive for
diverse representation on PAC.
Supports and Resources
Part of the purpose of the Caregiver Program is to assist families in finding supports and resources. The
Manville Weekly Bulletin (emailed to families on Fridays) provides information about upcoming events
and groups as well as community resources and events. In addition, the program supports families in
finding camps for the summer when Manville is not in session and can assist families in applying for
Department of Mental Health (DMH) services or finding other resources needed at home (after-school
programs, social groups, activities, etc.). The Caregiver Program also manages our Holiday Angels
program which offers support to families around the winter holidays. The Manville Parent Partner (a
parent of a former Manville student) assists the Director of Family Engagement and Support with
supporting families and finding resources.
AFFINITY GROUPS
Gender Sexuality Alliance
A Gender Sexuality Alliance Group (GSA) is a group for students who consider themselves to be part of
the LGBTQ+ community, and for those who feel they are allies to this community. These groups are run
in many schools for students and can have many purposes:
1. The group can act as a safe space for these students where they can feel comfortable expressing
who they are and just feel seen by others.
2. The group can act as an advocacy group to try to improve the diversity climate within the school
or within a larger community; and/or
3. The group can act as a place for students to ask questions and seek out answers from a trusted
source.
The focus of the Manville GSA will be to allow students to play a role in deciding which of the above
formats they would like to see occur for those who are involved. Our goal is for students in this
community to feel supported and welcomed for who they are and to allow space for students to ask
questions in a positive environment.
The group is offered monthly and is open to students who identify as part of the LGBTQ+ community or
those who feel they are allies to this community. The group is facilitated by staff with educational and
clinical roles at the Manville School. Parent permission is not required for participation in GSA.
Black, Indigenous, or Person of Color Affinity Group (BIPOC)
The Black, Indigenous, or Person of Color (BIPOC) Affinity Group is a group for students in our
community who identify as Black, Indigenous, or a Person of Color. This group is currently offered for
our Middle 2 and Upper School communities.
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- The group can act as a safe space for these students where they can feel comfortable expressing
who they are and just to feel seen by others.
- The group can act as an advocacy group to try to improve the diversity climate within the school
or within a larger community; and/or
- The group can act as a place for students to ask questions and seek out answers from a trusted
source.
- The group can act as a place for students to connect with peers and staff of shared racial
identities.
The focus of the BIPOC Affinity Group will be to allow students to play a role in deciding which of the
above formats they would like to see occur for those who are involved. Our goal is for students in this
community to feel supported and have opportunities for connection, joy, support, and inspiration. This
group is student-centered, meaning students will have opportunities to suggest and share what they
want and need from the affinity group. The group is offered weekly and is optional for students who
identify as Black, Indigenous, or a Person of Color. The group is facilitated by staff of color with
educational, behavioral, and clinical roles at the Manville School. Parent permissions is not required for
participation in BIPOC.
INDIVIDUALIZED EDUCATION PROGRAMS (IEP)
All Manville School students are referred by their local school district and have an IEP which approves
them for a private day school placement. The IEP outlines the goals and objectives that are to be
addressed, as well as related services required for meeting these goals (i.e., OT, SLP, Reading or Math
specialist services, etc.). All IEPs are reviewed annually, or more frequently as needed or requested.
Collaboration with School Districts
Manville School’s Assistant Principal is responsible for maintaining ongoing communication and
coordination with referring school systems and works closely with the special education administrator in
each district responsible for out-of-district placements. In addition, the Assistant Principal coordinates
IEP team meetings with each district; oversees the IEP process at Manville including the coordination of
all paperwork for the IEP team meetings and quarterly progress reports; works with districts and
caregivers to arrange intake meetings with prospective students and family; and maintains ongoing
communication with districts regarding status of students.
IEP Team Meeting
Annually, Manville students have an IEP Team meeting, either as an annual review or as a three-year re-
evaluation, scheduled with the referring school system and the student’s caregivers. An Individualized
Educational Program (IEP), which outlines measurable annual goals and delineates specific objectives to
be addressed in critical academic, behavioral, and/or social/emotional areas, is developed by the child’s
team, including Manville staff, caregivers, and district representatives. Educational staff, specialists
(Reading, Math, OT, Speech-Language, Assistive Technology), and clinicians present brief reports that
document progress and highlight areas to be addressed. At the meeting, the referring school system
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and the student’s caregivers play a critical role. Areas of caregiver concern, as well as their vision for
their child’s future are included in the IEP. Caregivers contribute their perspective regarding their child’s
social/emotional and academic needs. Beginning in Fall 2023, all students will be invited to join at the
beginning of the meeting to offer their input on their vision as the driving factor for developing the
IEP. The representative from the referring school district is an active participant on the team and is
responsible for relaying the recommendations of the team regarding a student’s future placement at
Manville to the referring school system. Since 2020, due to COVID restrictions, parents/caregivers are
given the option of having the Team meeting via zoom or in person at the Baker Center building on
Parker Hill Ave.
Quarterly Progress Reports
A student’s progress is monitored regularly through quarterly progress reports. Progress reports
contain comments regarding the student’s progress toward reaching the annual goals listed on the IEP.
Quarterly Reports will be sent out at the end of November, February, April and June. The report notes if
the student’s achievement is sufficient to allow them to reach the goal within the year.
Transition Planning for Students
Transition from Manville is a topic about which many caregivers have questions. Transition planning is a
process that involves collaboration between all members of a student’s Manville team, caregivers, and
the referring school system. By working together, the best plans for when, where and how students will
be educated after leaving Manville can be developed. All students will need to leave Manville at the end
of their 10th grade year. However, students may transition at other times as well. This is a very
individualized decision, and it varies from student to student.
Discussion regarding transition to less restrictive school settings is ongoing and should be addressed at
the annual IEP meeting as well as at any parent conferences. If you are thinking about your child making
a transition from Manville, the best person to contact is your child’s clinician/case manager. They will
direct you to other staff who can help you, and they will notify key team members internally (e.g.,
Principal, Public School Liaison, Educational Supervisor, Director of Family Engagement and Support,
Transition Coordinator, etc.).
Collaboration between caregivers, the referring school system, and Manville is critical to ensuring a
successful transition. A student’s social emotional, behavioral, adaptive, and learning needs must be
considered in identifying the best program. During a team discussion in an IEP meeting, the specific
needs of the student and then the type of program where the student will be most successful are
discussed, clarified and outlined.
Post-Secondary Transition Planning
When a student turns 14 years of age, Massachusetts law requires that the IEP Team begin planning for
the student’s transition from school to post high school life. At this time, a Transition Planning Form is
included in the IEP. In collaboration with the family/caregivers, the student and Manville team
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members must consider the student’s preferences and interests and include goals which help them
work towards achieving those goals.
Least Restrictive Environment (LRE)
The goal for all Manville students is to attend school in the least restrictive environment that allows
them to access the general curriculum and meets their social-emotional, behavioral, and learning needs.
Evaluating the effectiveness of the Manville program for each student is an ongoing process carried on
by a student’s Manville team in conjunction with caregivers and the referring school system.
MASSACHUSETTS COMPREHENSIVE ASSESSMENT SYSTEM (MCAS)
State and federal laws require all students in Massachusetts to participate in MCAS, the state’s testing
program. All Manville students take MCAS at grade levels corresponding to their chronological age,
either with standard or nonstandard accommodations specified on their IEP. The accommodations a
student will use to participate in MCAS are determined at the student’s annual IEP meeting. The
majority of our students take MCAS electronically. If a student requires a paper version that must be
included as a test accommodation for that student. It is the responsibility of the Manville team to clarify
and demonstrate why a student may qualify for any nonstandard accommodations during MCAS testing.
Currently, students in the following grades are assessed in these specific areas:
Grade Level
Subjects Assessed
Grade 3
Reading
Mathematics
Grade 4
English/Language Arts
Mathematics
Grade 5
English/Language Arts
Mathematics
Science, Technology, & Engineering
Grade 6
English/Language Arts
Mathematics
Grade 7
English/Language Arts
Mathematics
Grade 8
English/Language Arts
Mathematics
Science, Technology, & Engineering
Grade 9
Biology
Grade 10
English/Language Arts
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Mathematics
A minimal number of our students may be eligible to participate in the MCAS Alternate Assessment,
based on their learning profile. The MCAS Alternate Assessment is a portfolio of student work that
demonstrates the student’s understanding of specific standards outlined in the Massachusetts
Curriculum Frameworks/CCSS in specific content areas. Similarly, each year we have a small number of
students, designated as English Language Learners, who participate in required ACCESS testing.
STUDENT EDUCATIONAL RECORDS
Maintenance of Confidentiality and Accessibility of Records
Each student’s educational record is maintained in the Manville School office. Educational records
include IEP information, all permission forms, and evaluation reports from 3-year re-evaluations,
incident reports, and other items as required by state regulations. Manville School staff, including
interns and trainees, may have access to student record.
The records are kept in a locked file cabinet in the school office; the office staff, the principal, and/or
associate director are responsible for giving staff access to a student’s file. Anyone who examines a
student’s file must sign the Log of Access found in each student’s file.
● The record is considered to be the property of the school and staff are legally, professionally and
ethically responsible for the accuracy, accessibility and privacy of the record.
● Caregivers have a right to see their student’s educational file. All requests by caregivers to
review their student’s educational record must be made in writing to the Director of the
Manville School.
Requests for Manville School to Release Information
Caregivers must sign an Authorization of Release of Information Form each time a request for
information is made by other professionals, agencies, schools, courts, etc. All requests and release of
information forms, once processed, will be kept in the student’s file as a historical record.
Manville School may only release records generated by school staff (e.g., incident reports, evaluations
completed by Manville employees, IEP Progress Reports). Records generated by the school district or
any third party (e.g. privately obtained neuropsychological evaluation) cannot be released by Manville
and should be requested from the district directly, or from the provider.
Manville School staff can have ongoing communication with outside providers at the request of
caregivers, but there must be a Release of Information Form, signed by the caregiver, to give permission
for each individual outside provider.
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Destruction of Student Records
Student records are maintained in accordance with 603 CMR 23.00, including the preservation of
records generated by Manville School for seven (7) years, and transcripts for any applicable students for
sixty (60) years, following a student’s discharge from the program. Students and caregivers may request
in writing copies of retained records within the retention periods outlined. Acknowledgement of this
handbook is intended to satisfy the requirements of 603 CMR 23.00 for notification.
SCHOOL CLOSURE POLICY - INCLEMENT WEATHER
The decision to close school due to inclement weather is made either the morning of or the evening
preceding a storm forecast. Because students and staff travel from over 30 different communities,
Manville’s decision regarding school closure is based on weather conditions in Boston as well as in the
surrounding communities.
School closure will be posted on https://www.cbsnews.com/boston/
as soon as a decision is made. In
addition, we use a robo-call system that will notify community members of a change or cancelation. The
robo-call system, One Call Now, is equipped to send an email, an automated phone call, and a text
message to the contact numbers and email addresses you have provided to the Manville School office.
Should we decided to close school or modify the schedule due to weather, you will receive notification
by phone call (displayed on caller ID as One Call Now or an 877 number) and email (displayed sender of
Ashley Abbott). If you wish to also receive this information via text message, you must opt-in by texting
Alert to 22300. Standard message rates through your cellular service provider will apply if you choose
this option.
If school is closed in a student’s home district, many transportation companies will not transport
students. If Manville is in session, caregivers may choose to transport their student to school in the
morning and home in the afternoon. Similarly, if local conditions appear unsafe by caregiver judgement,
caregivers can choose to keep their student home from school, even if Manville is in session.
At times, due to weather conditions, transportation companies or school systems request an early pick-
up for a student because of travel conditions. In such cases, caregivers or emergency contacts will be
contacted prior to a student being sent home. However, Manville must send students home on their
scheduled vans, even if a caregiver isn’t contacted. Again, please ensure that all contact information is
current with the school to ensure the school is able to reach a caregiver or emergency contact in such a
situation.
TRANSPORTATION POLICY
Manville School staff may not transport students in their personal vehicles at any time. If a situation
arises in which a student needs to be transported and their transportation company is not able to
accommodate them, Manville staff will immediately inform caregivers to determine a plan for
transporting the student home. This may include a caregiver or emergency contact picking up the
student at school, the student being transported via a Manville school van (staff permitting) or
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transporting the student via a public taxi or similar ride share service, with permission from the
caregiver.
- The Manville School currently has two school vans that seat 7 passengers: 5 students and 2
adults.
- All program staff who drive students receive training in transportation safety and the individual
needs of the students they transport.
- All program staff members who will be driving students must submit a copy of their Driver’s
License to the main office staff, who will maintain a record of all approved drivers.
- Each van is equipped with a First Aid Kit. Manville staff carry personal cell phones in case of an
emergency.
- All staff must agree to follow all driving laws and the rules of the road (i.e., no excessive speed,
etc.).
- Each child must wear a seatbelt and no driving can occur until all seatbelts are fastened. Staff
will assign seats and students are expected to sit where assigned. Additional staff going on the
trip will sit in the back of the van where children can be observed at all times.
- The Baker Center’s Facilities Department is responsible for routine maintenance of the vehicles
to ensure safety, securing annual car safety inspections, and ensuring that MA vehicle
registration is current.
Student Transportation
Transportation to and from school is part of each student’s IEP and is arranged by the referring public
school system. Manville School staff will monitor the arrival and departure times for students. If there
are concerns regarding a student’s transportation, please contact the school as well as the
transportation company as soon as possible. Manville staff will work to mediate difficulties that occur
on the vans among students and coordinating behavior supports for the rides to or from school.
Caregivers should obtain the phone number of the van transportation company as well as the name of
the transportation dispatcher at the company. Please contact the company if a student will not be
coming to school on a particular day or if the student is being picked up early from school.
Guidelines Regarding Communication with Transportation Companies
Parents should directly contact transportation companies about issues related to:
- Pick-up times/locations
- Change in schedule
- Absences
- Concerns about driver/monitor
- Van routes
If you have a concern regarding your student’s transportation/transportation company, it is important
to contact the company directly. If there is no resolution or the issue persists, caregivers should contact
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the school district. In addition, if there are any behavior issues on the van that are not being adequately
addressed by the van staff or by any plans/seating arrangements put into place, caregivers should also
contact their district liaison.
Manville provides support to the van drivers and monitors regarding behavioral issues on the van or
seating arrangements which may be beneficial for students.
STUDENT POLICIES AND PROCEDURES
Notifying the School Regarding Student Absences
● Caregivers should notify the school by 8:00 a.m. on the day that their child is absent by leaving a
message on the Manville School line (617-278-4141) and by emailing your child’s team.
○ Caregivers should also notify their student’s transportation company to let them know
of the absence.
● Teachers take attendance each morning.
○ If a message from a caregiver is not received prior to the start of the school day, a
phone call home is made to find out why the student is not in school. Please ensure
that current home and work phone numbers are on file with the school office.
● All absences are recorded and a record of a student attendance (excused and/or unexcused
absences) is sent to the referring school system on a monthly basis.
Notifying the School Regarding Early Dismissal or Late Arrival
● Caregivers should notify the school as soon as possible if your child will arrive late or will be
dismissed early.
○ Caregivers should also notify their student’s transportation company to let them know
of a late arrival/early dismissal that impacts van transportation.
● When picking up a student early, please park in the visitor lot and check in with the receptionist
in the lobby. They will call up to the classroom and a staff member will bring your student to the
lobby.
● If someone else is picking up your child, caregivers should provide written notification stating
that the individual has your permission to take the child out of school. The individual will be
required to show ID upon pick up.
Homework Policy
The Manville School homework program is designed to:
● help students build academic independence and a sense of responsibility,
● reinforce academic skills where necessary, and
● increase students’ accountability for completion of schoolwork.
Homework is assigned according to a student’s developmental and academic level. Students in the
lower elementary grades are not assigned homework. As students progress into the upper elementary
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grades, they are incentivized to complete an individualized reading log assignment four nights per week.
Students in the middle grades complete both a reading log assignment and a math assignment four
nights per week. An in high school grades, students are assigned two nights of homework for each core
subject per week. Homework is assigned at a student’s independent work level to provide skill practice
and avoid frustration.
If a student has difficulty with homework, the teacher should be informed, and adjustments can be
made. Similarly, if there are any questions about homework assignments, caregivers should contact
their child’s teacher.
Grade Policy
All Upper School students receive quarterly report cards with grades for their core academic classes
(ELA, Math, Science, Civics/History). Grades are based on classwork and homework, participation, and
assessments. All assignments, assessments, and expectations for work completion are individualized to
meet student needs. Students completing less than 60% of graded assignments will receive an
incomplete for the quarter. Parents are made aware in advance of the end of the quarter if their
student is falling behind in their work expectations.
For students in grades 9 and 10 Manville provides an official transcript to the referring school district
and to the next school placement. The subjects and grades achieved are counted toward high school
graduation requirements.
Student Dress Code
Manville School strives to maintain a safe school environment that is inclusive of all identities and
sensitive to our students who are struggling with various challenges. To achieve this balance, we
recognize that clothing choice is a personal decision and involves a combination of taste, trends, and
may be influenced by cultural and religious beliefs, disability, and/or gender identity. While the primary
responsibility for a student’s compliance with our dress code rests with their caregiver(s), students are
expected to adhere to the dress code during school hours and on any school-related trips.
At a minimum, the clothing requirements are:
(a) Students must wear clothing including both a shirt with shorts, pants or a skirt, or the equivalent (i.e.,
dresses, leggings, etc.) and shoes
(b) Shirts and dresses must have fabric in the front and under the arms.
(c) Clothing must cover undergarments (waistbands and straps excluded) and should not be see
through.
(d) Hats and other headwear must allow the face to be visible to staff, and not interfere with the line of
sight of any student or staff, and allow the student to fully participate in the learning environment.
(e) Clothing must be suitable for all scheduled classroom activities including physical education, science
labs, recess, and other activities as scheduled.
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We consider clothing and accessories, including hats, jewelry, and shoes, that contain text or depict
images of violence, illegal substances, nudity or sexual acts, or hateful language/ messages to be
inappropriate for Manville. Students not meeting these guidelines will be spoken to respectfully and
privately and will be offered appropriate attire to wear for the remainder of the day. Students will be
asked not to wear the offending clothing again at school. Continued difficulties around these
expectations would result in the student’s caregiver being notified and asked to meet with school staff.
Appropriate Dress for the Weather and Recess
Students have recess outside, weather permitting, each day after or before lunch. In the event of bad
weather (rain, severe cold, etc.), recess will take place indoors. Staff will make this decision in
consultation with the school coordinator and nurse. Typically, classrooms offer a range of indoor recess
activities for students.
Many of our students have sensory issues which impact their comfort wearing specific types of clothing.
We take that into consideration when determining if a student is dressed appropriately for any weather
situation. For example, some of our students wear shorts, even in winter due to their sensory issues; in
consultation with the nurse, staff will determine if that child may go outside in extreme weather
situations, i.e., extreme cold or snow.
Personal Electronic Devices
Students are not permitted to use personal electronic devices during the school day, which may include,
but is not limited to, computers, tablets, and video game devices. Personal electronic devices may be
used for van rides but must be put in a student’s backpack or given to an adult to hold during the school
day. Students are not permitted to wear headphones associated with their device once inside the
building, even if their device is turned off. Devices will be returned to the student at the end of the day
for the ride home. If a student abuses this privilege, however, they will be subject to some form of
consequence related to the behavior. Students are not permitted to connect their electronic devices to
the wireless network, and Manville is not responsible if these items are damaged, lost or stolen.
See Acceptable Use Policy for more about personal electronic devices and those issued by the school for
educational purposes.
Cell Phones
While many students have cell phones which they use to communicate with caregivers, students are not
allowed to use cell phones during the school day. We have found that while cell phones can be very
useful in some circumstances, the use of cell phones during the school day is often very distracting for
students and creates interruptions in the classrooms. Our request is that students only bring cell phones
to school when absolutely necessary. Moreover, we understand that it is not logistically feasible to ask
all students to turn their cell phones each day.
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Our policy, therefore, is that all students will be required to have their phones away and on silent
while at school. If a student needs to contact a parent/caregiver, they can ask one of their classroom
staff who will either assist the student in making the call if it is warranted or they will have the student
make the call with an adult later. If a student asks to use their phone for any other task (as a calculator,
to show a picture, etc.) they should first get permission from a member of the Managerial Trio assigned
to their floor. If staff are made aware of a student using their phone during the day, then students will
be subject to a consequence that connects to the behavior. This could range from a simple check-in and
redirection to a student being directed to hand over their cell phone for the remainder of the day.
Continued violation of this policy could lead to additional consequences, including caregiver and/or
district involvement, periodic or daily searches, and possible disciplinary action up to and including
suspension.
Valuables
Students are strongly discouraged from bringing valuable items to school. This includes: jewelry,
expensive watches, large amounts of money and/or other valuable items. Caregivers will be notified if a
student is found with such items. Any student who brings valuables to school does so at their own risk.
Manville will not be responsible for any missing or damaged items.
Other Personal Items
Other personal items, including toys, can present problems by distracting students from their work, in
addition to creating interpersonal conflicts between students. We strongly discourage students from
bringing personal items to school and will make exceptions only in situations where students need the
comfort of a transitional item to successfully enter school in the morning or safely dismiss in the
afternoon.
Personal items are not allowed to be use during the school day. Students may either put the item in
their locker or give it to a teacher for safe keeping. Manville is not responsible for any lost, damaged, or
stolen items.
Trading, buying, and selling of any personal items is not permitted in school. If a child brings something
home which they say has been traded, please inform the child’s classroom team. Manville staff will also
notify caregivers if a child is trading personal items.
Use of Safe, Respectful, Responsible, and Inclusive Language
Students and staff within the Manville community deserve to be treated in a respectful manner. Teasing
and disrespectful language interferes with students’ learning and disrupts the development of a safe and
respectful school community. Students are not permitted to use unexpected language at school. If
students are disrespectful in their use of language, their behavior will be clearly labeled by staff and the
student will be redirected. If this language continues, the student will be directed to take a time out and
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then process the behavior with staff (i.e., reflection activity, exploration of repair work, etc.) after the
completion of the timeout and before returning to their learning environment.
Verbal and Physical Threats
Verbal and/or physical threats (verbal or physical intimidation, threatening gestures, etc.) are not
acceptable at Manville. Students are expected to make every effort to settle differences in a responsible
and safe manner. Manville staff support and facilitate the students’ problem-solving efforts.
If a student uses threatening language or is physically threatening, the behavior will be clearly labeled
and the student will be asked to go to a counseling office. The student is expected to problem-solve
with staff, which may include meeting with other students or staff members, and then develop a plan to
successfully return to the Manville community.
Continued verbal and physical threats may result in:
- A meeting with a school administrator and/or
- Notification of caregivers and/or
- Suspension from school
Damage to School Property or Personal Property of Others
Manville students are expected to treat school property or personal property of others in an expected
manner. This includes, but is not limited to, school supplies, equipment, furniture, computers and other
electronic devices, etc. as well as the property of others.
If a student destroys school or another’s personal property, then there will be an expectation to
participate in some form of repair to the community or the individual that was impacted. Depending on
the nature of the incident, the student may receive an in-school or an out-of-school suspension. The
student’s parent/caregiver will be notified when such an incident occurs.
School staff, in collaboration with the student and the child’s parent/caregiver, will determine the form
of repair. Repair work might include such tasks as: clean up, letters of responsibility or apology, making
or sharing something with the student’s classroom or larger school community and/or repayment of the
cost of the item. Repayment can be in the form of community service (amount determined by cost of
item) or in the form of a monetary payment from the student. Financial circumstances of the family will
be considered in determining which option will be utilized. We encourage parents to ensure that the
student uses their own money to repay the cost.
Theft of School or Personal Property
Students and staff are responsible for the safekeeping of any items brought into school. If an item of
value is found to be missing, the student or staff person should immediately report this to a staff
member. Staff will then do a brief investigation in an attempt to locate the missing item; if this uncovers
any indication of suspected involvement of other students or staff, an official investigation will begin by
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contacting the Director of Behavioral Services or their designee, any persons involved will be
interviewed and may be subject to being searched in accordance with Manville School’s search policy.
If it is determined that a student has been involved in the theft of an item at school, parents will be
notified, and that student will be subject to such consequences as,
- meeting with their school coordinator or an administrator, with or without their parents,
depending on the circumstances,
- having their parents come in for a meeting with the student, other involved parties, and a school
administrator,
- community repair work/repayment,
- eyes-on supervision for a specified amount of time, and/or
- in or out of school suspension.
Horseplay or Play-fighting
Manville recognizes that many of our students struggle to develop relationships with peers and adults.
We are aware that many students’ efforts to connect with others can be awkward, and unintentionally
intrusive. However, every effort is made to promote a school community where the personal space of
others is respected. Students are expected to keep their hands to themselves.
Horseplay or play fighting is not permitted in school. If students engage in these types of behaviors,
they will be redirected and will work with staff to develop other more appropriate means of interacting
with peers.
Any physical acting-out that puts another person at risk is taken very seriously. This includes fighting or
assaulting a peer or staff person. Assault includes throwing dangerous objects towards others,
hitting/punching, biting, scratching, kicking, etc.
Fighting
Physical assault on a peer or a staff person is taken very seriously, particularly if the assault is seen as
purposeful. If a student is involved in a physical altercation with a peer, then that student and their
peer(s) will be sent to a counseling office. The student(s) will be expected to remain in the counseling
office until they have discussed the situation, taken responsibility for their actions, problem-solved more
appropriate ways of dealing with differences and made a plan to safely return to the classroom. This
plan will include demonstration of the ability to follow adult directions and appear emotionally and/or
behaviorally regulated enough to be able to re-enter the classroom. This determination will be made by
the Behavioral Services Coordinator and the behavior specialist working with the student. All
regulations regarding time-out of class will be followed.
Further consequences may be warranted, including:
- Meeting with a school administrator
- Notification of parent/caregiver, and when warranted the referring school system ETL
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- Some form of repair work and/or demonstration of the ability to interact with the other student
in an expected manner
- In-school suspension
- Out of school suspension
If a pattern of aggressive, threatening and/or assaultive behavior continues, despite the support and
problem-solving efforts of the Manville team and the student’s family, the student risks additional
school suspension. In the event that a student has been suspended for three consecutive school days or
for five non-consecutive school days in a school year, the school, parents, and referring public school ETL
will meet to discuss possible program modifications in an attempt to prevent more suspensions.
In the event that a student engages in continued physically aggressive behavior that is a danger to
themself and/or others, the decision could be made to terminate the child from the Manville program.
Such a decision would not be reached until all other efforts had been exhausted, and only after Manville
had consulted with the student’s parent/ caregiver and their referring school system.
Prohibited Items
Prohibited items may include any kind of weapon, pornography, incendiaries (including matches and
lighters), lasers, drugs and alcohol, etc. School staff will confiscate and secure these items, and
caregivers will be notified. Possession of such items may also result in disciplinary action, as determined
by the school administration.
Smoking and Vaping
In compliance with the Laws of the Commonwealth, there is no smoking or vaping on school property or
during any off-campus activity. If students are found with cigarettes or vapes, or accessories of either,
they will be confiscated and not be returned to the student.
Substance Use Prevention and Intervention Policy
No alcohol or other drugs are to be carried, used, distributed, or sold at Manville School or at any school
sponsored activities.
If a student is observed to be in possession of drug paraphernalia, and/or involved in the distribution of
alcohol and/or other drugs (including prescription medications), or suspected of being in possession,
found to have used alcohol and/or other drugs before or during the school day or at a school-sponsored
event, or is suspected of being under the influence, it may result in any or all of the following
interventions:
• Physical assessment by the school nurse using screening checklist for suspected substance use
which includes determination of need for immediate medical treatment or additional
evaluation
• Student and student’s belongings searched by Manville administrative staff or designee
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• School administration, student’s clinician and parent/caregiver notified
• If necessary, arrangement of the student’s safe transportation home for the remainder of the
day
• Notification of LEA
• Re-entry meeting prior to student being allowed to return to classes
• Contract to be signed by student, agreeing to recommendations from re-entry meeting
• Reconvening of the Team/LEA (manifestation determination meeting)
• Requirement of a student’s screening for drug use, to be arranged by a parent or caregiver
• Notification of police
• 3-5 day suspension and/or termination of placement
Any student who is known to be abusing alcohol or other drugs may be required to have a substance
abuse evaluation. The student may also be required to participate in an extended substance abuse
program or in individual-group focused outpatient substance abuse therapy.
Casual talk glorifying drugs, alcohol, or violence will be interrupted by staff and may result in further
administrative action.
For any students who are suspended or spend time outside of school related to a substance abuse issue
they must follow criteria set forth in re-entry meeting.
Use of Weapons
The Manville School must always maintain a safe environment for students and staff. A student who
uses any object (e.g. scissors, rock, chair, classroom materials etc.) in a dangerous, threatening or
intimidating manner will receive serious consequences. These consequences may include:
- Meeting with the school coordinator and/or school administrator
- In-school suspension
- Out-of-school suspension
Weapons or objects that can be used to hurt, threaten, and/or intimidate another person at school or
on a van transporting students have no place in our school community. A student who brings or is
suspected of bringing a weapon to school, or on the school bus, or who conceals a weapon at school or
on the school bus will be immediately sent to a school administrator. The student will be asked to turn
over the weapon immediately and will be searched if necessary. Caregivers will be notified, and a school
suspension may follow. Before a student returns to the school community, their parent/caregiver will
be asked to attend a meeting with a school administrator and their child, and a safety plan must be
made. Notification to DESE and the referring school system will be made through the submission of a
Form 2 Incident Report, when necessary.
Any student in possession of, or using a firearm, will be immediately suspended from the Manville
program and face potential emergency termination proceedings, as described in the Massachusetts
special education regulations.
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Bullying and Cyber-bullying Incidents (in and out of school)
Manville School expects that all members of the school community will treat each other in a civil
manner and with respect for differences and diversity. We believe that a positive, safe, and civil school
environment is necessary for students to learn and achieve. Bullying disrupts a student’s ability to learn
and compromises a school’s ability to educate its students in a safe environment. Therefore, Manville
School prohibits any form of bullying, including physical, verbal bullying, intimidation, cyber bullying,
and/or retaliation. All incidents of alleged bullying, including cyber-bullying, and any form of retaliation
will be investigated by the principal, Director of Behavioral Services or their delegate to determine the
validity of the claim and to ensure the safety of all students. Parents of students involved in such
incidents will be informed of the situation and the results of our investigation. When sharing
information with parents we must at all times maintain all student confidentiality requirements.
See our comprehensive Bullying Prevention and Intervention policy at the end of this document.
Student Search Policy
This policy establishes the procedure that Manville will follow to ensure a safe learning environment.
These procedures are also established to ensure that each individual student has a reasonable right to
privacy when attending school.
Any student who is under reasonable suspicion of having a weapon, drugs, alcohol, stolen objects or
other contraband and or has made threats to bring in such items may be subject to a search. The
student will be brought to an administrator’s office or another private space with their belongings. The
student will be informed of the suspicion. All searches will be performed in the presence of at least two
staff members.
During the search, the student will be asked to empty all pockets and hand all bags and coats to the
administrator. Bags, coats, hats, the contents of the student’s pockets and external clothing areas
including shoes and socks, if necessary, will be examined.
If a student refuses a search then the caregiver will be notified, and the student may be sent home. A
student will not be able to return to the Manville community until they have met with a school
administrator. A caregiver will be asked to attend the meeting to make a plan for the student’s
successful return to the school community.
In order to protect the safety of the environment, Manville School reserves the right to involve the local
police authorities in such situations, at its discretion.
Manville School reserves the right to search and examine the contents of any student’s locker or desk
under specific circumstances involving missing items, or suspicion of having contraband. The school
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coordinator along with another staff person will search the contents and report to school administration
if illegal or stolen items are found.
Physical Intervention Policy
At Manville School, physical intervention will only be used when non-physical interventions have not
been effective, and the student poses a threat of imminent, serious physical harm to self and others.
Manville believes that the need for physical management can frequently be prevented by engaging in
de-escalation procedures, treating students with respect and dignity, and by giving them the
opportunity to make safe choices.
All Manville staff members are trained annually in crisis intervention/prevention and physical restraint
by a Crisis Prevention Institute (CPI) certified instructor. This training emphasizes de-escalation of crisis
situations and the prevention of physical restraint. Physical restraint is used when there is a serious
safety issue and is utilized as a last resort, only if and when all other behavior management strategies
have been unsuccessful. All caregivers are made aware of Manville’s restraint policy at intake and
annually in the beginning of each school year.
Alternatives to Physical intervention
Manville School utilizes a proactive approach to managing students’ behavioral difficulties. Manville
classrooms are staffed with three adults, including two teaching staff and one behavior specialist to
provide the needed support and intervention that students require to maintain emotional and
behavioral regulation.
This is accomplished through the use of a variety of techniques, including but not limited to:
- Non-verbal and visually mediated techniques
- Incorporating sensory strategies into the regulation of emotions and behavior
- Time-aways and/or self-breaks
- Use of positive behavioral supports
- Student, staff, and family collaboration
- Individual Behavior Support Plans
- Functional Behavior Assessment
- Data-informed decision making
- Clinical, evidence-based strategies for regulation of emotions and behavior
Physical Restraint
Physical restraint is defined as the use of bodily force to limit a student’s freedom of movement.
Physical restraint is considered an emergency procedure of last resort, used only when the student’s
behavior poses a threat of assault or imminent, serious, physical harm to self and/or others; and the
student is not responsive to verbal directives or other lawful and less intrusive behavior interventions, or
such interventions are deemed to be inappropriate under the circumstances.
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Brief physical contact to promote safety is not considered a restraint. DESE’s Question and Answer
Guide to Implementation of 603 CMR 46.00, The Regulations for the Prevention of Physical Restraint
and Requirements if Used, July 31, 2015, states that “brief physical contact to promote safety refers to
measures taken by school personnel consisting of physical contact with a student for a short period of
time solely to prevent imminent harm to a student, for example, physically redirecting a student about
to wander on to a busy road, grabbing a student who is about to fall, breaking up a fight between
students.”
Physical restraint may never be used for punishment. Physical restraint may not be used as a response
to a student’s property damage, disruption of school order, or refusal to comply with rules/directions.
During a physical restraint, staff will continuously monitor the student’s physical status, including skin
temperature, color, and respiration, and make certain that the student is able to breathe and to speak.
Staff will use the safest physical restraint method available and appropriate for the situation and will use
only the amount of force necessary to protect the student or others from physical injury or harm.
Whenever possible, another adult who is not a participant in the restraint will witness the
administration of the restraint.
A physical restraint must be terminated as soon as the student is no longer an immediate danger to
himself or others, or the student demonstrates or expresses significant physical distress (e.g., difficulty
breathing, sustained or prolonged crying, sustained or prolonged coughing). If a student demonstrates
or expresses physical distress, staff will release the restraint and seek medical assistance immediately.
For any student to be restrained for longer than twenty (20) minutes, staff must obtain approval from a
school administrator. This approval must be based on the student’s continued agitation justifying the
need for continued restraint.
Physical Management Report
A Physical Management Report is completed following any physical restraint that occurs. For other
significant incidents not requiring physical management, staff will complete an Incident Report detailing
the events.
● A Physical Management Report is generated by staff involved for every occasion in which
physical restraint is utilized.
● The Physical Management Report is submitted no later than 3 working days after the incident.
● For all restraints that occur, caregivers are notified by phone or their preferred method of
communication on the day of the incident. If school staff are unable to reach a caregiver by
phone, an email will be sent to outline the details of the incident requiring physical
management. A follow-up phone call can be made to address any concerns or clarify any
questions the caregiver may have.
● Incident reports are printed out and sent to the caregiver and the referring school district.
Any Physical Management Report that details a restraint lasting longer than 20 minutes will be marked
as such.
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When deemed necessary by the Director of Behavioral Services, staff will meet to debrief a restraint at a
scheduled time. This provides an opportunity to discuss what led up to the need for physical
intervention and to brainstorm other strategies that could be employed in future similar situations to
prevent physical management from occurring. For all incidents of physical management, there is a
“debriefing” session with the student to discuss their feelings and the events that led up to the restraint
and to determine types of alternate strategies that a student could utilize to make safer choices and/or
de-escalate when presented with a similar situation in the future.
If there appears to be a developing pattern of behavior that leads to multiple and/or frequent physical
restraints, Manville staff will meet internally to discuss strategies that could better support the student
in managing their behavior, as well as identifying key stressors that may be impacting the student’s
ability to safely access their school community. The student’s caregiver will be informed of the school’s
observations and concerns. A functional behavioral assessment may be completed to collect data
regarding antecedents and consequences of the behavior to assist in determining the function of the
behavior and in the development of a behavior support plan.
Reporting a Restraint Involving Injury (to student or staff)
If a restraint results in an injury to a student or staff, the following protocol is followed:
● Caregivers are notified verbally within 24 hours; if not available by phone, Manville staff will
notify the caregivers via email.
● A copy of the written Physical Management Report is sent to caregivers, referring school system,
and DESE, postmarked no later than three school working days of the administration of the
restraint.
● A copy of the Record of Physical Restraints for the 30-day period prior to the date of the physical
restraint must be sent to the DESE.
● A completed Form 2 Incident Report as well as a copy of the Manville Physical Management
Report is uploaded into the DESE Web Based Monitoring System (WBMS) within three days of
the incident.
Investigation of Complaints Regarding Physical Restraint and/or Parental or Student Concerns Regarding
Management of Behavioral Difficulties
Manville is committed to ensuring that all incidents or concerns regarding the educational, behavioral,
and/or clinical program are responded to and addressed fully and promptly. Any caregiver has the right
to raise concerns, request additional information or clarification, and/or request an investigation of any
incident that seems troubling to them regarding the care and/or treatment of their student. Caregivers
should notify the case manager and/or a Manville administrator immediately if they have a concern. A
meeting with appropriate administrative and school staff will be initiated by Manville administrators to
discuss these concerns.
Within two school days, Manville will conduct a fact-finding investigation process. The School Director
and/or the Director of Behavioral Services will lead this investigation. Findings are reviewed by the
Administrative Team, who determine what action, if any, will be taken, by whom and when. All of this
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information will be shared with the caregiver, referring school system, and/or DESE where appropriate,
including the outcome of any action plans.
In the event that a student is still upset about a restraint or behavioral consequence, they can speak
with the Behavioral Services Coordinator of the specific school - Lower, Middle 1, Middle 2, or Upper -
who will then investigate the intervention and/or consequence immediately. The Coordinator will report
the results of this investigation to the Milieu Director, who will determine the appropriateness regarding
the event or consequence. If the Director of Behavioral Services was involved in the event, another
member of the Administrative Team will review this material. The coordinator or the student’s case
manager will inform caregivers of the situation and will discuss the student’s feelings regarding the
behavioral consequence and/or restraint. The staff will meet with the student on the following school
day to present these findings and any action steps or plans that will be implemented regarding the
complaint.
Student Suspension Policy
Manville School works to support each student and to prevent situations that may lead to an in-school
or out of school suspension for a student. As a specialized school setting, there are multiple alternatives
to suspension. Manville students are suspended only for serious and extreme misbehaviors. These
behaviors may involve incidents such as: physical aggression or threats; hateful language/actions;
assaultive behavior, including fights; intentional destruction of property; a pattern of verbal abuse,
threats, or vulgar language; repeated incidents of vulgar or sexualized behavior and/or sexual
harassment; contraband, drug/alcohol, or weapons infractions; and displaying a continued pattern of
refusal to conform to school policies and procedures.
School suspensions can take place in-school or out-of-school. Suspension can be for a portion of a
school day, or for multiple full school days. The method and length of a suspension are determined by
the seriousness of the behavior and the impact of that behavior on the Manville community. The
decision to suspend a student is made by the Director of Behavioral Services or another school
administrator, in conjunction with a Behavioral Services Coordinator, student’s clinician, and other
relevant team members.
If a student is suspended, the Director of Behavioral Services or the Behavioral Services Coordinator will
contact the student’s caregiver by the end of the school day to inform them of the suspension and the
details of the incident(s).
The student’s caregiver(s) will be asked to come into school for a post-suspension meeting to discuss the
incident and to develop a plan for the student’s successful re-entry into the Manville community.
Caregivers are vital to a student’s progress, and their participation may help avoid further serious
problems.
Whenever a child is suspended from the Manville program, a written report will be sent to the
caregivers and the referring school system within 24 hours explaining the reason(s) for the suspension.
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A log of suspensions is also maintained by the Director of Behavioral Services which lists the names of
students who receive a suspension, the time frame, including the date, where the suspension was
served (in- or out-of-school), and the duration, as well as who has been notified (caregiver, referring
school system, Manville clinician/case manager). Copies of all notifications are placed in the student’s
school file.
If a pattern arises in which a student is repeatedly exhibiting behavior which warrants a school
suspension (either in- or out-of-school), Manville staff will meet to develop support plans that will more
effectively address the behavioral difficulty. Caregivers and the referring school system liaisons will be
kept informed regarding the situation. Once a student has been suspended for three (3) consecutive
school days or five (5) non-consecutive days in a school year, Manville staff, caregivers, and the referring
school system will meet to explore additional program modification to better address the student’s
needs.
Emergency Termination Policy
Our policy for emergency termination of a student’s Manville School placement is in accordance with all
special education regulations detailed in Education Laws and Regulations 603 CMR 28.09 (12)(b).
Manville is committed to working with all its students and their families. However, in circumstances
where a student presents a chronic and/or excessive pattern of dangerous or unsafe behavior, Manville
may make the determination that the program is not appropriate for the student and initiate an
emergency termination from the program. In such circumstances, Manville staff would have already
been communicating their level of concern to caregivers and the referring school system(s).
When such a decision is made, Manville will immediately inform the student’s caregivers and the
referring school system. Manville will not terminate the enrollment of any student, even in emergency
circumstances, until the enrolling public school district is informed and assumes responsibility for the
student. Manville staff will work with the referring school system to implement a plan that ensures the
safety of the student and the school community. In all cases of emergency termination, Manville will
immediately notify the Department of Elementary and Secondary Education (DESE).
At the request of the public school district, Manville will delay termination of the student for up to two
calendar weeks to allow the public school district the opportunity to convene an emergency Team
Meeting, or to conduct other appropriate planning discussions prior to the student's termination from
the program. In some instances, and with the mutual agreement of the Manville School and the public
school district, termination of enrollment may be delayed for longer than two calendar weeks.
Communication Policy
Manville staff are committed to maintaining open and productive lines of communication with
caregivers. Opportunities for information gathering, consultation, and dialogue are scheduled
throughout the academic year. Caregivers are encouraged to avail themselves of these opportunities.
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Caregivers are encouraged to speak directly with the professional staff working with their child
regarding any questions or concerns they may have pertaining to the student’s educational, clinical
and/or behavioral program at the Manville School. In addition, students have a clinical case manager
who oversees functions as the primary point of contact for caregivers. Caregivers and students are
encouraged to discuss any issues or concerns with the clinical case manager who will bring the concern
to the child’s Manville team and the appropriate supervisory or administrative personnel.
When communicating with staff, caregivers will treat staff with respect and dignity, fostering a positive
and productive environment for everyone involved, as outlined below:
1. Respectful Communication: Caregivers agree to communicate with staff in a respectful and
professional manner, refraining from any verbal or written communication that is offensive,
discriminatory, or abusive.
2. Non-Discrimination and Equal Treatment: Caregivers will not discriminate against staff based on
factors such as race, gender, religion, sexual orientation, or disability. All staff members will be
treated fairly and equally.
3. Harassment and Bullying: Caregivers will not engage in any form of harassment, bullying or
intimidation towards staff members. This includes but is not limited to verbal, physical, or online
harassment.
4. Constructive Feedback: Caregivers may provide feedback to staff in a constructive and
respectful manner. Any concerns or criticisms will be communicated with the intention of
helping staff improve, rather than belittling or demoralizing them.
5. Conflict Resolution: Caregivers and staff will engage in open and respectful communication to
resolve conflicts.
6. Compliance with Policies: Caregivers will adhere to all applicable policies and procedures related
to conduct, communication, and respectful behavior.
7. Consequences of Violations: Caregivers understand that failure to adhere to these terms may
result in consequences such as restriction of access to staff, school or residential program,
termination of services and placement or legal actions if behavior violates laws or regulations.
In addition, the school may terminate its contract with the school district(s) and discharge the student
when it has been determined by the school, in its sole discretion, that the student's caregiver(s) or other
person with legal responsibility for the student has engaged in harassment, discrimination, bullying,
threats to physical health or safety, or other inappropriate conduct, whether verbal, written, or physical,
directed toward teachers, staff, or administration and that creates a reasonable fear of harm, a hostile
environment, and/or materially and substantially disrupts the education or work or the orderly
operation of the School.
Communicating with the School
If caregivers have questions concerning the school program in general or a specific question regarding
their child, please contact the child’s case manager/clinician. The case manager/clinician will either be
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able to answer the questions or direct the question to the appropriate staff personnel to address the
concerns. If there is an urgent situation where immediate contact with school personnel is required,
please call the school office (617-278-4141 or 617-278-4143), and the school office staff will help direct
your call.
Concerns Pertaining to Educational Services
Concerns related to a student’s curriculum, learning standards, instructional methodology, etc., should
initially be addressed to the classroom teacher and the educational supervisor for the classroom. The
school principal can also become involved in these discussions.
Classroom teachers and behavior specialists are available to answer questions or discuss issues but are
not as readily available during the school day when students are in class. Caregivers can leave a
message on the classroom voicemail or send an email to the team, and a member of the classroom team
will be in touch as soon as possible. Email is also often the best option for contacting reading/math
specialists, occupational therapists and/or speech-language pathologists.
Concerns Pertaining to Behavioral Services
Concerns regarding the manner in which a child’s behavior is being dealt with in the school milieu
should be reported to the student’s Behavioral Services Coordinator for a child’s unit of the school. In
addition, the Director of Behavioral Services is available to discuss these types of concerns. A meeting
can be arranged with appropriate staff to further discuss and attempt to clarify and resolve the issue.
Concerns Pertaining to Clinical Services
Issues related to individual, or group therapy should be addressed with a student’s clinical case manager
and/or their supervisor. Additionally, the Clinical Director can become involved in these discussions.
If a caregiver continues to feel that their concern is not resolved, they can meet with the Manville
School Director to further address the concern.
Communication with Referring School District
Manville maintains ongoing communication with a student’s referring school system and will inform the
ETL when an issue is not able to be easily resolved by school staff. Caregivers are also encouraged to
discuss concerns with the ETL from their public school. A TEAM meeting may be called if resolution of
the situation cannot be agreed upon.
Translation Services
Communication with caregivers is a critical component of the Manville School program. Manville School
will provide document translation services for progress reports, evaluation reports completed by
Manville staff, and regular school communication by Manville for caregivers of enrolled students who
speak a primary language other than English. In addition, Manville will coordinate in-person
interpretation services for any non-IEP school meetings as will be required from time to time to
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successfully engage caregiver(s) in the education and treatment of their student(s). Manville School will
rely on the school districts to provide in-person interpretation services for admissions appointments and
IEP Team meetings (e.g., annual reviews, re-evaluations, progress meetings, reconvenes, etc.) and IEP
document translation.
Student’s Legal Status
Student information and permission forms, including a face sheet, are sent annually to caregivers to
complete prior to the beginning of the school year. The face sheet includes information regarding the
student’s legal status (i.e., name of primary and custodial caregiver, etc.). Manville requests that
caregivers inform us of any changes or updated information regarding the student’s legal status and the
results of all judicial and administrative proceedings concerning the student.
Such information will be disseminated by the student’s clinical case manager to the appropriate
Manville staff, as required by the Department of Elementary and Secondary Education regulations. A
copy of the form will be kept in the student’s educational file.
Investigation of Complaints/Issues
Manville has a genuine commitment to ensure that all concerns and/or complaints regarding the quality
of our educational, behavioral and/or clinical program are responded to and addressed fully and
promptly. Any parent or caregiver has the right to raise concerns, request additional information or
clarification, or request an investigation of any incident that seems troubling to them regarding the care
and/or treatment of their child. Parents /caregivers should notify their clinical case manager and/or a
Manville School administrator immediately if they have a concern.
One of the administrative staff will respond to parent(s)/caregiver(s) who bring a concern within 48
hours. Manville managers or administrators will then undertake a fact-finding investigation process.
Findings are then reviewed by the Administrative Team, who determine what action, if any, will be
taken, by whom and when. All of this information will be shared with the parent, including the outcome
of any action plans.
Parental Response to Investigations/Findings
If a parent continues to feel that their concern, in any area, is not resolved, they can request a meeting
with the Manville School Director to further address the concern.
Timeline for Responding to Caregiver(s) Concerns
Manville is committed to working with caregivers to resolve concerns regarding a child’s educational,
clinical and/or behavioral programming within the school. The concerns will be addressed directly with
caregiver(s) within 48 hours of when the parent called or brought the concern to the attention of the
appropriate school personnel.
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Manville School Anti-Bias Policy
Policy Statement
Manville has adopted a multi-disciplinary (i.e., educational, behavioral, clinical) and multi-tiered policy
and practices for preventing and responding to racism and bias in our community. Manville School will
engage in robust prevention and education on identity, intersectionality, racism and bias, through use of
an evidence-informed Social Emotional Learning curriculum, Anti-Bias/Anti-Racism curriculum and
resources, opportunities for classroom critical conversations, celebrating identities and diversity,
introduction of social justice curriculum standards, affinity groups, among other things.
As a framework for categorizing instances of bias in our community, we have adopted the Anti-
Defamation League’s Pyramid of Hate.* The Pyramid of Hate “is organized in escalating levels of
attitudes and behavior that grow in complexity from bottom to top,” the ADL writes on their webpage
,
“Bias at each level reflects a system of oppression that negatively impacts individuals, institutions and
society. Unchecked bias can become “normalized” and contribute to a pattern of accepting
discrimination, violence and injustice in society. When we challenge those biased attitudes and
behaviors in ourselves, others and institutions, we can interrupt the escalation of bias and make it more
difficult for discrimination and hate to flourish.” At school, we understand bias as falling into one of the
following tiers:
- B
iased Attitudes (stereotyping, insensitive remarks, fear of differences, non-inclusive language,
microaggressions, justifying biases by seeking out like-minded people, accepting negative or
misinformation/screening out positive information)
- A
cts of Bias (bullying, ridicule, name-calling, slurs/epithets, social avoidance, dehumanization,
biases/belittling jokes)
- D
iscrimination (economic, political, educational, employment, housing, criminal justice
disparities)
- Bias
Motivated Violence (assault, vandalism, threats)
Biased Attitudes, Acts of Bias, Discrimination, and Bias Motivated Violence, regardless of intent, will be
clearly labeled and addressed within the school community (see Response to Incidents of Bias below).
At a minimum, the student will be removed from the community while other steps are determined. The
impact of the behavior on the community (i.e., individual students and staff, classrooms, school units)
will be assessed and follow-up work will be implemented to support the impacted individuals and
initiate community repair and reintegration. Caregivers will be notified, and districts will be notified in
accordance with our standard practices.
Operational Definitions
Antiracism: Antiracism is an active, conscious, and ongoing process of combating the combination of
individual racial prejudice and social and institutional power, that is inclusive of the intersection of other
identities.
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Intersectionality: “Intersectionality is a lens through which you can see where power comes and
collides, where it interlocks and intersects. It’s not simply that there’s a race problem here, a gender
problem here, and a class or LBGTQ problem there. Many times that framework erases what happens to
people who are subject to all of these things.” (Kimberlé Crenshaw, 2017, Columbia Law School
publication)
“the interconnected nature of social categorizations such as race, class, and gender, regarded as
creating overlapping and interdependent systems of discrimination or disadvantage” (Oxford English
Dictionary)
Bias: a tendency to believe that some people, ideas, etc., are better than others that usually results in
treating some people unfairly (Merriam Webster Dictionary)
Discrimination: Discrimination is the unfair or prejudicial treatment of people and groups based on
characteristics such as race, gender, age, ability, or sexual orientation. (American Psychological
Association, www.apa.org
)
Racism: Racism is a system—consisting of structures, policies, practices, and norms—that assigns value
and determines opportunity based on the way people look or the color of their skin. This results in
conditions that unfairly advantage some and disadvantage others throughout society. Racism—both
interpersonal and structural—negatively affects the mental and physical health of millions of people,
preventing them from attaining their highest level of health, and consequently, affecting the health of
our nation. (Centers for Disease Prevention and Control, www.cdc.gov
)
Prevention of Incidents of Bias
As referenced above, the Manville School will engage purposefully in educating our staff, students, and
families on identity, intersectionality, racism, and bias. Additional preventative steps may include:
- Staff commitment to eliminating discriminatory practices
- Instruction on history of racism and biases
- Celebrating diversity
- Identifying impact of biases
- PBIS including inclusivity
- Bullying curriculum
- Affinity groups
- Student MIDE group
- Student council
- Learning labs
Response to Incidents of Bias
The Manville School will respond to incidents of bias in alignment with our core values (be safe, be
respectful, be responsible, and be inclusive), with a commitment to centering the impacted person or
people, and a focus on education, reflection, and repair for all parties involved. Manville will follow our
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behavior management policies as described in other sections as it relates to removal of the student from
the learning environment, time-out procedures, and suspension.
In responding to incidents of bias, Manville will consider the needs of the community when determining
the appropriate response, as well as through intentional engagement with caregivers and family
members of both the impacted person or people and the person or people who committed an act of
bias.
Manville School recognizes the need to have a multidisciplinary approach to guide our response to
instances of bias in our community. The multidisciplinary approach will engage members of the
community across professional roles, as well as individuals with close knowledge of the student(s)
involved, to evaluate the information received about any particular incident and collaborate on the
response/interventions.
Resources and Supports for Community Members
Websites
How to Talk with Your Kids about
Racism | Boston Children’s Hospital
https://answers.childrenshospital.org/talk-kids-racism/
Talking to Your Children About Slurs |
Boston Children’s Hospital
https://answers.childrenshospital.org/talking-about-slurs/
Anti-Racism Videos to Share with Kids |
We Are Teachers
https://www.weareteachers.com/anti-racism-videos/
Slurs and Biased Language | ADL
https://www.adl.org/education/resources/tools-and-
strategies/slurs-and-biased-language-en-espanol
Responding to Bias Incidents in Middle
and High Schools: Resources and Best
Practices for School Administrators &
Educators | ADL
https://www.adl.org/media/15747/download
Books
Let’s Talk About Race by Julius Lester
Helping Teens Stop Violence, Build Community, and Stand for Justice by Allan Creighton and Paul Kivel
Social Justice Parenting How to Raise Compassionate Anti Racist Justice Minded Kids in an Unjust
World by Dr. Traci Baxley
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Stamped by Jason Reynolds and Ibram X. Kendi (available in kids, young adult, and adult editions)
Beyond Conversations About Race: A Guide for Discussions With Students, Teachers, and
Communities by Washington Collado et al.
Multicultural and Social Justice Books: https://socialjusticebooks.org/
Anti-discrimination / Anti-harassment Policy
Manville School does not discriminate on the basis of race, color, sex, gender identity, religion, national
origin, sexual orientation, disability, or homelessness in its policies regarding the admission of students,
its educational programs and activities, the treatment of students, and access to extracurricular or
athletic programs and activities.
Manville School does not discriminate in admissions to, access to, treatment in its services, programs
and activities, on the basis of race, color or national origin in accordance with Title VI of the Civil rights
Act of 1964; on the basis of sex, in accordance with Title IX of the Education Amendments of 1972; on
the basis of disability, in accordance with Section 504 of the Rehabilitation Act of 1973 and Title II of the
Americans with Disabilities Act of 1990; or on the a basis of age, in accordance with the Age
Discrimination Act of 1974. Not does it discriminate on the basis of race, color, sex, religion, national
origin, sexual orientation, or religion, in accordance with Chapter 622 of the Acts of 1971, and Chapter
151B of the General Laws.
In accordance with Title IX of the Education Amendments of 1972, Manville School has designated the
Director of Behavioral Services as Manville’s Title IX Coordinator. As such, the Title IX Coordinator will be
made aware of any allegations related to sexual harassment involving students and/or staff. The
Coordinator will involve the Director of the School and any other administrative personnel who need to
be involved in each specific case, as well as caregivers and any outside agencies, if determined to be
necessary.
Manville School/Baker Center for Children and Families explicitly prohibits discrimination and/or
harassment of students and/or employees based on race, color, sex, gender identity, religion, national
origin, sexual orientation, disability and homelessness. Discrimination/harassment is unacceptable,
violates federal law, and will result in disciplinary action.
Such acts will be immediately addressed by educational, milieu counseling, clinical and/or administrative
staff. Students participating in such acts will be immediately asked to leave the classroom or group
activity to go to a counseling office to discuss/process the situation. Any staff person who engages in
such behavior will be spoken to by either one of the school unit’s Management Trio and will be referred
to their supervisor and/or the Director of the School.
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Language: Racial, Ethnic and Religious Slurs / Sexual Harassment
Manville has a “zero tolerance policy” for the use of racial, ethnic, or religious slurs, as well as any form
of sexual harassment (inappropriate sexual comments, gestures, intimidation, gossip, etc.). If this
occurs, the behavior will be clearly labeled, and the student will be asked to leave the classroom or
activity and go to a counseling office. In this instance, “zero tolerance” indicates that this will be
addressed immediately by staff and there will be consequences for the behavior as appropriate. These
may range from, but are not limited to, time away and processing of the incident, apologies to impacted
students/staff, student assigned research of the issues, suspension from the classroom, or in some
circumstances suspension outside of school.
Caregivers will be informed and may be asked to come to school for a meeting if this type of
behavior/harassment continues, and/or if the student cannot take responsibility for the behavior and
make a plan for appropriate re-entry into the school community.
Dealing with Concerns Regarding Discrimination or Harassment
In the event that a caregiver or student is concerned about an issue of discrimination or harassment on
the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, disability, or
homelessness, they should immediately contact their case manager to inform them of their concern.
The case manager will inform their supervisor and the Clinical Director as well as the Director of the
School. The Director will promptly inform the Title IX Coordinator who will initiate an investigation of the
situation.
Manville School will promptly and thoroughly investigate all reports of harassment as discreetly and
confidentially as practicable. The investigation would generally include a private interview with the
person making a report of harassment. It would also generally be necessary to discuss allegations of
harassment with the accused individual or with other employees. BAKER CENTER/Manville School’s goal
is to conduct a thorough investigation, to determine whether harassment occurred, and to determine
what action to take against an offending individual. To the extent feasible, only individuals who the
school determines have a need to know will be informed of the allegations and they will be requested to
treat the matter confidentially.
- If a situation of discrimination or harassment against a student arises, the student and/or a staff
person should immediately inform the child’s case manager and discuss the situation with an
appropriate administrator who will assist in determining the specifics of the situation. All such
complaints will be discussed with the Coordinator or designee. If the situation warrants,
caregivers will be notified and separate meetings will be arranged with the student, caregiver,
and administrator to discuss the situation and come to a resolution of the situation.
- I
n the case of harassment of the student by a staff person, the director and appropriate
administrative staff will investigate the situation and meet with the student, caregiver(s), and
the staff person within 5 to 10 school days. All BAKER CENTER policies and procedures
regarding discrimination and/or harassment would be followed. If BAKER CENTER/Manville
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School determines that a violation to the policy has occurred, it will take appropriate disciplinary
action against the offending party, which can include counseling, warnings, transfers,
suspensions, and termination. Employees who report violations to this policy and employees
who cooperate with investigations into alleged violations of this policy will not be subject to
retaliation. Upon completion of the investigation, BAKER CENTER/Manville will provide the
student or caregiver who made the complaint with appropriate information about the outcome
of the investigation.
- In the case of discrimination or harassment of a Staff Person: If a situation of discrimination
against or harassment of a Manville School employee arises, the staff person should
immediately contact their supervisor or the director of the Manville School. The director will
investigate the situation and refer the employee to the BAKER CENTER Director of Human
Resources. All BAKER CENTER policies and procedures regarding discrimination and/or
harassment will be followed.
Anti-hazing Policy
It is the policy of Manville School that hazing, as defined by Massachusetts General Law 269, will not be
tolerated in any form. Manville School has a genuine commitment to ensure that any incident that may
have an impact on the quality of our educational, behavioral, or clinical program are responded to and
addressed fully and promptly.
MA General Law defines hazing as any conduct or method of initiation into any student organization
which willfully or recklessly endangers the mental or physical health of any student or person. Such
conduct includes whipping, beating, branding, forced calisthenics, exposure to the weather, forced
consumption of any food, liquor, beverage, or drug or other substance, or any other brutal treatment or
forced physical activity which is likely to adversely affect the physical health or safety of any such
student or other person, or which subjects such student or other person to extreme mental stress,
including extended deprivation of sleep or rest or extended isolation.
Because no form of hazing is acceptable at the Manville School, any incident of hazing will be addressed
promptly and directly. The caregivers of any student involved in any incident of hazing will always be
notified. Depending on the severity of the incident, hazing behavior may result in:
- Requirement of Restitution
- Meeting with parents and a school administrator; and/or
- Suspension from school
BULLYING PREVENTION & INTERVENTION
Manville expects that all members of the school community will treat each other in a civil manner and
with respect for differences and diversity. We believe that a positive, safe, and civil school environment
is necessary for students to learn and achieve. Bullying disrupts a student’s ability to learn and
compromises a school’s ability to educate its students in a safe environment. Therefore, Manville
School prohibits any form of bullying, including cyber-bullying, and retaliation.
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Manville School defines bullying as the repeated use by one or more students of a written, verbal, or
electronic expression or a physical act or gesture directed at another student that interferes with a
student’s sense of safety, dignity, comfort, or productivity in the school environment. Bullying is defined
as behavior directed at an individual that:
- Causes physical or emotional harm to the victim or damage to the victim's property
- Places the victim in reasonable fear of harm to themselves or of damage to their property
- Creates a hostile environment at school for the victim
- Infringes on the rights of the victim at school
- Materially and substantially disrupts the education process or the orderly operation of a school
Cyber bullying is bullying through the use of technology or any electronic means such as cell phone, the
Internet or a social networking site. It includes but is not limited to email, instant messages, text
messages, or Internet postings. Cyber-bullying includes the posting of material on an electronic medium
that may be accessed by one or more people (e.g., Facebook, SnapChat, Twitter, etc.).
Manville School will promptly investigate all reports and complaints of bullying, cyber bullying and/or
retaliation, and take quick action to end inappropriate behavior and restore the target’s sense of safety
in the school. Caregivers of both the student who is being bullied (the target), as well as the student who
is being accused of doing the bullying (the aggressor) will be notified of the investigation.
All staff receive annual training on the Manville School’s Bullying Prevention and Intervention Plan which
will include a common understanding of the definition of bullying, including cyber bullying; an overview
of the bullying prevention curricula which will be integrated at all grade levels throughout the school;
staff responsibilities under the Plan; an overview of the steps that the Principal or designee will follow
when a report of bullying or retaliation is made; and how caregivers will be included in the process to
ensure their child’s emotional and physical safety in and out of school.
Our bullying prevention curriculum is evidence based and is part of a whole school initiative which
includes strategies for the prevention of bullying as well as the development of requisite social skills. We
utilize the MARC Bullying and Cyber-bullying Prevention Curriculum. This program promotes a whole
school approach by addressing factors at the school, staff, family, child and peer group levels.
It is important to understand that conflict is not automatically synonymous with bullying. Arguing,
bantering, verbal abuse, ignoring, roughhousing, and fighting, while potentially serious forms of conflict,
are not necessarily instances of bullying. Whether there is a case of bullying or conflict, all incidents
should be reported and will be investigated as needed.
All Manville students have an IEP, the majority have IEP goals which address aspects of their
social/emotional development. As required by M.G.L. c. 71B, 3 when the IEP Team determines that a
student has a disability that affects social skills development or the student may participate in or is
vulnerable to bullying, harassment, or teasing because of their disability, the Team will consider what
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should be included in the IEP to develop the student’s skills and proficiencies to avoid and respond to
bullying, harassment, or teasing.
The Manville School addresses the development of social skills for our vulnerable population of students
and provides all students with the skills, knowledge, and strategies to prevent or respond to bullying,
harassment, or teasing.
Manville’s Bullying Prevention and Intervention Plan is available on our website for review. There is also
a DESE-approved policy regarding Bullying Prevention and Intervention (DESE Criterion 20) in the
Policies and Procedures Manual.
TECHNOLOGY ACCEPTABLE USE POLICY & AGREEMENT
Acceptable Use Policy
- The purpose of computer usage and internet access at the Manville School is to enhance the
educational opportunities for students by providing access to a multitude of resources and
opportunities for collaboration, research, and information gathering to supplement the
academic program. Use of the JBCC network or resources must comply with the rules set by
that organization.
- The use of the Internet is a privilege, not a right, and inappropriate use will result in
restrictive action being taken. Students will be informed of the policy and proper use of the
network in classroom meetings during the first few weeks of school. Transmission of any
material in violation of any national or state regulation is prohibited. This includes (but not
limited to: copyright material, threatening or obscene material, or material protected by
trade secret).
- Since the Internet access account belongs to The Manville School, The Manville School
reserves the right to monitor access and observe the use of technology on the Manville
network.
Network Etiquette and Rules
1. All students agree to use the computers and Internet in an appropriate manner as designated by
the school. Each agreement must be signed by the student and their caregiver. If this
agreement is not signed by the student and/or their caregiver, then usage of a computer will be
limited or restricted. If technology is required to support student academic output, then an
alternative to a computer will be provided.
2. Access to computers and the internet will be granted and monitored by school staff.
3. Students are representing The Manville School while online and agree to do so in a respectful
and responsible manner.
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4. Students should not use software and / or Internet services such as proxy sites to attempt to
bypass the school’s firewall or content filters.
5. Students should not purposely access material designated as inappropriate by the school. In the
event ‘inappropriate’ material is accessed accidentally, the student must inform a staff member
immediately. The school realizes that some material or sites may be accessed unintentionally.
Students will not be held accountable if a staff person is notified immediately. Any delay in
notification may be grounds for review and loss of privileges.
6. Students should only use the Google or network login designated for their use and will not
access other user’s accounts. Students should always sign in on their own login and access only
their own materials.
7. Students should not use the network for any personal use (this includes e-mail, chat rooms,
instant messaging, and accessing web sites other than those specified by an assignment or a
staff member). Students will not sign up for any publication, information or other service that
requires the use of a password or access code, or uses the name of the school.
8. Students should not download / upload or purchase any materials or files, especially
music/videos/images, to their Manville Google Drive.
9. Students should not use the network for any illegal purposes and will not transmit any obscene,
threatening or harassing material. Students will not participate in any illegal activities.
10. Students should not transmit or post anywhere on the Web (web site /social networking
sites/Blogs) any personal information about the school, themselves, or any member of the
community. This includes cell phone texting and pictures and recordings (video and/or sound).
11. Students should not use any storage device, burn disks or otherwise transfer material. Any
necessary transfers should be made by a staff member. No personal devices or electronic
equipment should be attached to, or access to, The Manville School network.
12. Students should not access any social networking, peer-to-peer, file sharing or shared gaming
sites on any device (i.e., Chromebooks, cellphones, tablets, personal gaming devices) over The
Manville School network, or on personal data accounts while on Manville grounds.
13. Students should not use the Internet, The Manville School network, or print out anything that
targets or bullies another student or staff member. All such incidents will be reviewed and
followed up by the school administration.
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14. Access to computer games, during an earned break, is a privilege. Students should not access
games designated as inappropriate by the school. Students engaging in inappropriate games
could result in the limit of loss of this privilege.
15. AI and chatbot technologies are not allowed to be accessed on school devices and personal
devices when on school property. The use of AI or chatbots to complete academic work are
strongly prohibited. Students accessing AI and chatbot technology to complete academic work
could result in limit of technology access.
Students who misuse the privilege of internet access or break the agreement may be kept from using
the internet or computers for a period of time and/or lose other privileges, as determined by the
school administration.
Proper Care and Use of Hardware
Students will agree to use proper care of Manville School computers, including, but not limited to:
- Not eating or drinking near the device;
- Not hitting banging, throwing, or otherwise behaving in a way that the equipment might be
damaged;
- Not damaging the keyboard by removing or otherwise destroying keys;
- Not removing parts of the equipment or otherwise taking parts of the equipment apart;
- Not downloading any program or material without direct permission of the Manville Technology
staff;
- Not making an active attempt to make changes to the equipment without direct permission of
Manville Technology staff;
- Not damaging the screen by poking it, placing heavy objects on the device that could put
pressure on the screen; and
- Return the device to its designated charging location at the end of use.
Computer Return
All devices including Chromebooks, laptops, iPads, etc. must be returned at the end of the school year.
The device along with carrying case, cords and cables, should be returned to the Technology
Department.
Loss or Damage of Manville School Devices
Please be aware that if a school computer is damaged during normal use, Manville School will replace
the computer.
If a computer is willfully damaged by a student, Manville has several in-school methods for students to
make restitution for the damaged computer. In some cases, if damage occurs more than twice, the
student and/or their caregivers will have to refund the school for the cost of the computer prior to
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receiving another computer. The referring school district representative will be notified of these types of
incidents.
Cell Phone/Media
- Students should not use cell phones or other devices that can access personal accounts or the
Internet on school grounds or at any school related event or trip at any time, unless under the
supervision and with permission of an administrator
- Students should not use cameras or cellphones to take pictures, videos or record sound on
school grounds or at any school related event or trip at any time
- Students should not transmit or post anywhere on the Web (web site / social networking sites /
Blogs) any personal information about the school, themselves, or any member of the
community. This includes cell phone texting and pictures and recording (video and / or sound).
GSuite for Education at the Manville School
Manville School utilizes GSuite for Education for students, teachers, and staff. A permission form which
describes the tools and student responsibilities for using these services is in the Appendix of this
handbook. As with any educational endeavor, a strong partnership with caregivers is essential to a
successful experience.
GSuite Workspace Core Services Provided to Manville Students
The following “core” services are available to each student and hosted by Google as part of the Manville
School’s online presence in GSuite for Education:
- Student Gmail: Students are only able to receive and send emails to Manville staff with their
school Google account.
- Google Calendar: Students can create calendar events as well as see assignments that are due
for each Google Classroom.
- Google Classroom: A platform where teachers create assignments, materials, and resources for
student access.
- Google Drive: A file storage and synchronization service students use to save, share, and edit
their files.
- Google Docs, Forms, Sheets, Sites, Slides: These apps are creation tools that allow students to
complete classwork and collaborate with teachers.
- Google Vault: Allows administrators to retain, hold, search, and export data.
- Google Chrome Sync: Allows students to have saved usernames and passwords and also create
bookmarks across a variety of devices.
- Jamboard: This app is an interactive whiteboard that teachers and students use for learning.
- Google Keep: This is a note taking app that allows students to create virtual sticky notes to keep
track of important information.
The following are “additional” services that Manville provides to students through their GSuite Account:
- Applied Digital Skills: A free online curriculum of how to use and navigate Gsuite for Education.
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- Google Bookmarks: Allow students to save commonly used websites and sync them across
devices. Also allows administration to install specific bookmarks for school use on each student's
account.
- Google Groups: Creates mailing lists for specific schools. For example, all students within the
same school unit are part of a Google Group, allowing staff to email all the students at once.
- Google Maps: Allows students to look at and manipulate maps.
- Google My Maps: Allows students to create custom maps.
- YouTube: A video sharing service. Youtube is heavily restricted by the Manville Technology
Department. Each individual video or channel needs to be approved by the administrator.
- GoogleEarth: Allows students to view locations from around the world in 3D imaging.
More information about GSuite for Education may be found at:
Using these tools, students collaboratively create, edit and share files for school related projects and
communicate via email with teachers, specialists, and clinicians. These services are entirely online and
available 24/7 from any Internet-connected computer. Examples of student use include showcasing
class projects, building an electronic portfolio of school learning experiences, and working in small
groups on presentations to share with others.
Guidelines for the responsible use of GSuite for Education
The guidelines below outline the responsibility of both Manville students and the Manville Google
Administration Team in ensuring the safety and effectiveness of each student's Manville Google
account.
- User Accounts: All students (grades K-10) will be assigned a Google account with the domain
@themanvilleshool.com. This account will be considered the student's official Manville School
computer account until such time as the student is no longer enrolled with the Manville School.
- Prohibited Conduct: Please refer to Manville’s Acceptable Use Policy for rules and regulation of
student use.
- Access: The Manville School maintains the right to immediately withdraw the access and use of
these services, including email, when there is reason to believe that violations of law and/or
Manville policies have occurred. In such cases, the alleged violation will be referred to an
Administrator for further investigation and adjudication.
- Security: The Manville School cannot and does not guarantee the security of electronic files
located on Google systems. Manville student Gmail accounts are restricted to be able to only
and receive emails from Manville staff.
- Privacy: The general right of privacy will be extended to the extent possible in the electronic
environment. Manville School and all electronic users should treat electronically stored
information in individual’s files as confidential and private. Users of Manville’s electronic
services are strictly prohibited from accessing files and information other than their own.
Manville reserves the right to access information stored on the Google systems, including
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current and archival files of user accounts when there is reasonable suspicion that unacceptable
use has occurred.
Compliance Guidelines
Technology use at Manville School is governed by federal laws.
Children's Online Privacy Protection Act (COPPA)
COPPA applies to commercial companies and limits their ability to collect personal
information from children under 13. By default, advertising is turned off for Manville
Schools presence in Google `"GSuite for Education". No personal student information is
collected for commercial purposes. This permission form allows the school to act as an
agent for parents in the collection of information within the school context. The school's
use of student information is solely for educational purposes.
Family Educational Rights and Privacy Act (FERPA)
FERPA protects the privacy of student education records and gives parents the right to
review student records. Under FERPA, schools may disclose directory information, but
parents may request the school not disclose this information. Examples include: the
annual yearbook; graduation programs; the annual talent show program; and/or
basketball team.
Additional Resources
If you want to learn more about how Google collects, uses, and discloses personal
information to provide services to us, please visit the following sites:
G Suite for Education Privacy
Center
G Suite for Education Privacy
Notice
The Core G Suite for Education
services are provided to Manville
under Google’s Apps for
Education agreement:
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Data Processing Amendment
HEALTHCARE POLICIES & PROCEDURES
Manville School has two nurses, a full-time Nurse Manager and a part-time school nurse, in addition to a
Clinical Nurse Specialist, who provide medical care for the students during the school day. The Nurse
Manager works in collaboration with Manville’s Clinical Nurse Specialist for students on the caseload
and with outside prescribers to ensure that there is coordination of services and information sharing
between the school and the prescribing physicians.
First Aid/CPR Training
All Manville School staff that provide direct service to students are trained in First Aid and CPR.
Students Who Become Ill or Injured During the School Day
1. When a student is mildly ill, the nurse will determine the seriousness of the problem. If the
nurse feels that the student needs to go home, the nurse will call the caregivers. Until
caregivers can be reached, the student will rest in the nurse’s office or private office space.
2. The school nurse will make arrangements for the caregivers to transport the student home. If a
caregiver cannot arrange to have their child picked up, a determination will be made by the
caregiver, nurse and a school administrator as to whether the student can wait until the
regularly scheduled school bus/van will pick them up at the end of the school day. If the nurse
determines that the student needs to be picked up, the caregiver(s) will be responsible for
arranging transportation.
3. If a student is injured at school, they will be seen by the school nurse. If a student needs to be
taken to the hospital, every attempt will be made to contact a caregiver. If a caregiver cannot
be reached, a Manville staff person will accompany the student to the hospital and wait with the
student until a caregiver arrives. Additionally, if a caregiver cannot be reached, we will contact
the person listed as the emergency contact. An injured student will be taken to Children’s
Hospital or to the closest available hospital.
COVID-19 and Other Respiratory Viruses
Students who are suspected of having COVID-19, Flu, RSV or other respiratory virus, or have tested
positive for any of these, should contact the school nurse for current treatment, isolation, and return-to-
school requirements. The direction of the nurse is considered the policy of the school and may change
from time to time based on the prevalence of the virus(es) and current state and federal health
guidance.
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Dispensing of Student Medication
Medications of any kind are kept locked in the nurses’ office and are administered under the supervision
of the school nurse. In order for the school nurse to dispense prescribed medication to a student,
caregivers must sign an Administration of Medication Permission Form and provide a signed written
order from the prescribing physician. Each time there is a change in dosage or type of medication, a
new doctor’s order must be submitted in order to dispense the medication.
Non-aspirin pain relievers may be given for relief of mild pain or fever, if the school has a medical form
signed by the student’s caregiver. These forms are part of the student information packet that is sent
home at the beginning of each school year.
Students are not permitted to carry or dispense their own medicine while at school.
Consent for Emergency Medical Treatment
All caregivers must sign a Consent for Emergency Medical Treatment Form at the beginning of each
school year. This enables the Manville School to obtain emergency medical treatment for students
when they are in school. These forms are kept in the student’s school file and in their medical file in the
nurse’s office.
Universal Health Precautions
- All Manville Staff receive training in using universal health precautions when handling situations
involving blood-borne pathogens. This includes situations in which there is exposure to bodily
fluids (i.e., when a child vomits, has a bloody nose or other injury involving bleeding).
- Each school unit is stocked with disposable gloves, tissues, hand sanitizer, and a supply of Band-
Aids. Antibacterial cleaning spray is supplied by the Maintenance Department.
Preventive Healthcare
Each student should have an annual physical examination, completed by the student’s physician, as well
as an annual dental exam. Caregivers are required to send in an updated physical form at the beginning
of each school year that includes updated immunizations and a current dental form. This is kept in the
student’s school file and in the school nurse’s office.
The Occupational Therapist and the Speech-Language Pathologists conduct annual vision and hearing
screenings.
If a child has an infectious disease (i.e., chicken pox, hepatitis, measles, mononucleosis, etc.) the school
nurse should be notified immediately. When necessary, the nurse will consult with the Infectious
Disease Control Center at CHMC as to procedures that need to be followed, the contagion factor and
incubation period, and when the student can safely return to school.
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Meals Provided for Students
Students at Manville are provided daily breakfast, snack, and lunch. In addition to providing nutritious
meals, Manville’s mealtimes offer students the opportunity to practice social skills with peers and
adults. School staff (e.g., teachers, assistant teachers, behavior specialists, clinicians, etc.) eat with
students. Additionally, occupational therapists and speech-language pathologists provide targeted
support as needed. If a student has a dietary restriction or food allergy, please notify school
staff/nursing and accommodations will be made to meet the student’s needs.
Breakfast
Breakfast is available to students between 8:00 a.m. and 8:30 a.m. If students arrive after the scheduled
breakfast time, breakfast will be available on the school floor. Breakfast consists of cold cereal or
bagels, fruit, and milk or juice.
Snacks
Snacks are distributed to classes at a time determined by the lunch schedule (morning or afternoon).
Students eat their snacks in class. If the student is in a counseling office or appointment during snack,
they will be provided a snack in the office or at their appointment. Students are provided nutritious
snacks; snacks provided by caregivers due to allergies or other food issues should follow a similar
nutritious guideline (See Wellness Policy).
Lunch
Several nutritious options are available for students as lunch choices; these include a hot lunch, salad
bar, and/or a sandwich. Students can choose a hot meal or sandwich, and pair it with a salad bar
selection. If a student brings lunch from home, they are also permitted to get food from the salad bar.
Due to current COVID restrictions we are providing lunch to students in their classrooms and the salad
bar option is not available. Lunches are individually packaged for each student.
If a student is in a counseling office at the start of their lunch period, every effort will be made to assist
them to make a successful transition to the lunchroom. If a student is unable to eat lunch in the
cafeteria, lunch will be available to them in a counseling office.
At no time does Manville staff withhold food from students.
WELLNESS POLICY
Manville School regards the physical health and well-being of students as a priority. It is one of the
critical foundations for healthy growth and sets the stage for learning to take place. Wellness has both
pro-social and health benefits, teaching children about nutrition as well as how to actively play well
together. To that end, every effort is made to provide students with healthy food, snacks and beverages.
Manville School is also committed to providing opportunities for physical exercise throughout the day in
both structured and unstructured settings. The school nurse is always available to consult with students
regarding any nutritional or well-being issues that they may have.
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Nutrition
Manville follows the DESE guidelines for serving nutritious meals. Under the supervision of the Manville
chef, students are offered nutritionally- balanced meals and snacks that afford a wide range of nutrients.
There are ample fruits available daily.
Portion sizes and food selection meet federally-mandated guidelines for both type and size. Fat free and
1% milk are offered with breakfast and lunch.
Manville does not use food as an incentive. Additionally, we do not allow students to have sodas or use
the vending machines available at the Baker Center (unless authorized by staff). Manville does not
withhold food from students under any circumstances.
A continental breakfast and nutritious lunch are provided for all students. A monthly lunch menu is
emailed to all caregivers. Students can opt for the school lunch or can bring lunch from home. Manville
provides milk and bottled water during lunch. We provide a daily healthy snack option for all students
and water is distributed as requested. Manville cannot provide refrigeration for lunches. Anything that
needs to be kept cold must be stored in a lunch box with a cold pack.
EMERGENCY PROCEDURES
Fire Drills
Fire Drills are conducted regularly during the school year to monitor how efficiently the building can be
evacuated in the case of an emergency. When the alarm is sounded, students and staff exit the building
according to our written evacuation plan. Students may not leave the grounds during a fire drill and are
expected to remain with their classroom group and/or staff.
In the beginning of each school year and just prior to a scheduled fire drill classroom staff describe the
procedures for a fire drill including the purpose and required actions that all students and staff must
follow. Due to the nature of the students we serve, some may have extreme sensory sensitivities which
make hearing the loud alarm frightening and even painful. There are noise cancelling headphones
available in the classrooms which these students can use during a fire drill.
Building Evacuations
In the event that the building must be evacuated due to an emergency, staff and students will leave the
building immediately and proceed to walk to Roxbury Prep Charter School (120 Fisher Avenue, Boston
MA), which is approximately a ten-minute walk. Arrangements have been made with Roxbury Prep for
Manville students and staff to stay there for the duration of the emergency event. Staff will contact
caregivers to inform them of the situation.
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Lockdowns
A Lockdown will be ordered if there is a dangerous intruder in the building, dangerous activity in the
vicinity of the building, a terrorist attack, or the threat of terrorist activity.
There are two types of Lockdowns:
- Emergency Lockdown: Inner and outer doors are locked, lights are turned off and all staff and
students sit on the floor, away from doors and windows.
- Limited Access Lockdown: Inner and outer doors and windows must all be locked but center
activities within classrooms and offices can proceed.
Depending on the type of lockdown that is ordered, students will follow directions given by their
classroom staff. Students who are at an appointment will remain with that staff, who will email or text
the classroom that the student is safe and with them.
All staff will follow the lockdown procedures and remain in their classrooms or offices until an “all-clear”
announcement is made. Students will practice these lockdown drills at least once annually.
SUMMER PROGRAM
The Manville Summer Program is a 20-day program, which all Manville students are encouraged to
attend. The program operates for 5 weeks/4 days per week (Monday through Thursday). Students in
the summer program participate in academic classes in the morning. In the afternoon, students
participate in a structured electives program, including both on and off-site recreational activities. The
focus of the program is to prevent academic and social/emotional regression, and to increase
opportunities for social skills development. Clinical, Speech-Language, and Occupational Therapy
services are provided in a group format within the classrooms, with Clinical, OT and SLP staff
participating in the electives program as needed. Students are seen in classroom groups rather than
individually.
The student’s Manville team in conjunction with caregivers and the referring school system will address
extended school year programming at a student’s annual IEP meeting. All students attending the
summer program must have these services written into their IEP service delivery.
The Director of Family Supports/Engagement can advise teams about additional camp or summer
programming opportunities during the time that Manville is not in session as well as any possibilities for
financial assistance for such activities.
Manville’s Summer Program is only available for currently enrolled students or accepted students who
begin enrollment during the summer and continue throughout the upcoming school year.
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SCHOOL EVENTS, 2023-2024
Date
Event
Description
September 27,
2023
Back To School
Night
Back to School Night takes place at the beginning of each
school year. This gives parents an opportunity to visit their
child’s classroom and to briefly meet the classroom team and
specialists who may be working with their child. Traditionally,
extended family is invited and the students, families and staff
have dinner together.
October 13, 2023
Picture Day
Picture day is held annually, usually in the month of October.
We have a company come in and do individual school pictures
for students which parents can then purchase. There is no
scheduled retake day. If students miss or are unavailable,
then you can reach out to the Parent Program to get
information regarding a studio retake.
December 2023
Book Fair
The School Book Fair is held annually and is sponsored by the
school and the Manville PAC (Parent Advisory Council). Our
Executive Assistant organizes the book fair and schedules
classrooms to go to the fair at various times throughout the
duration of the fair. We utilize parent volunteers to work at
the book fair. The money we make is used to purchase books
for the library and/or the classrooms.
February 12-16,
2024
Curriculum
Fairs
Students in each unit of the school will have current
curriculum on display for their caregivers/families to see what
they have been working on for the past several months. The
Lower, Middle1, Middle 2 and Upper Schools will each
present their curriculum showcase on a different day of this
week.
April 12, 2024
Manville Talent
Show
A spring tradition at Manville is the student talent show.
Many Manville students demonstrate their talents during this
entertaining show. Families and friends are invited to cheer
on these talented individuals. This event showcases both the
talent of our students as well as the feeling of camaraderie
and support which our students give to one another.
May 10, 2024
Manville Fair
Each spring Manville has a School Fair for our students, their
families and friends, school staff and Baker Center staff. Each
classroom creates and operates a game booth. Families and
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staff donate items for the White Elephant Table and bake a
variety of cakes, cookies and other delicious goodies for the
Bake Sale. A school raffle, live and silent auctions, and a
variety of door prizes are also exciting attractions at the fair.
The money raised at the fair is used to fund end of year
school trips.
May/June 2024
Staff
Appreciation
Breakfast
Staff Appreciation breakfast is hosted by PAC and held in
Room 111. Families can send in or drop off items for the
breakfast. This event is orchestrated by Manville’s Director of
Family Engagement and Support along with members of PAC.
More information to come closer to the date.
Week of June 10,
2024
End of Year
School
Celebrations
The entire school participates in the end of the year school
celabrations (by school units). We rent carnival equipment
and students, staff, and caregivers enjoy a day of fun
activities. Lunch and snacks are provided. Students and staff
have a great time.
June 14 & 17, 2024
Awards
Ceremonies (by
school)
Annually, each of our students is recognized for their
individual accomplishments in an academic, behavioral,
and/or social area. Students are presented with engraved
plaques which indicate their individual area of achievement.
Parents, caregivers, family members and friends are
encouraged to attend.
June 18, 2024
Graduation
We have a graduation ceremony for those ninth and/or tenth
grade students who are ready to move from Manville to
another school setting. Some of the graduates prepare
speeches highlighting their growth and the staff who have
supported them along the way. The graduates’ families,
caregivers, and friends attend this very meaningful ceremony.
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23-24 SCHOOL CALENDAR
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ACKNOWLEDGEMENT OF RECEIPT
By my signature below, I certify that I have received a copy of the Manville School Caregiver/Student
Handbook which contains information regarding program philosophy, academic programming and state
wide assessment requirements, organizational structure, behavioral supports and expectations including
use of time away, prevention of physical management, and suspension, admissions procedures, IEP
requirements including quarterly progress reports, parental/caregiver involvement and supports,
parent consent and required notification, registering of caregiver complaints and grievances, emergency
first aid and medical treatment including administration of medication, preventive health care policies,
confidentiality of student records, Bullying Prevention and Intervention, and other Department of
Elementary and Secondary Education (DESE) requirements as outlined in 603 CMR sections 18.00, 28.09,
and 46.00.
Name of Student: __________________________________________________________________
Name of Parent/Caregiver/Caregiver: ___________________________________________________
Signature of Parent/Caregiver/Caregiver: ________________________________________________
Date of Signature: ___________________________________________________________________
Signature of Manville School staff receiving documentation of receipt: _________________________
