Hillcrest Educational Centers complies with state and federal laws and regulations pertaining the retention and/or destruction of all documents related to students, employees and the organization. (For policy on student records, please see Section 3 of Policies and Procedures, “Program Policies”.)

1) Payroll and business records are retained for at least seven (7) years, after which they are destroyed by burning in order to achieve maximum confidentiality.

2) Worker’s Compensation files are retained for at least 30 years. Any eventual destruction of outdated Worker’s Compensation files will also be accomplished by burning in order to achieve maximum confidentiality.

3) Personnel files are retained for at least seven (7) years. Destruction of outdated personnel files is accomplished by burning in order to achieve maximum confidentiality.

4) Program Site Fire Drill Reports

Fire Drill reports for the program sites are kept for two years, so that any given time, each program site has fire drill documentation for two complete years. After two years the reports are destroyed.

The destruction of records and documents by burning is conducted as a purchased service by a legitimate and reputable company.

Any and all publicity related items or activities pertaining to HEC require prior authorization from the agency’s CEO. As stated in HEC personnel policies, all inquiries from the press and other media sources, as well as confirmation of statements, must be directed to the agency’s CEO or the Executive Director, who will handle these matters.

Photographs or audio and/or video tape of HEC students must not be utilized for publicity purposes without the prior authorization from HEC administration, the written consent of the student’s parent/guardian, and the voluntary approval of the student. No HEC student will be identified by last name in any publicity release or publication, internal or external.

Any and all fund raising activities intended to benefit the agency and/or students served by the agency require approval from administration. This does not include activities such as car washes, Girl Scout cookie sales, plant/bake sales, or HEC school T-Shirt sales which are conducted totally within HEC and among HEC employees, and in which one hundred percent of the proceeds are devoted to the benefit of students.

Any student participating in such fund raising will do so on a voluntary basis. No student will be coerced to engage in such activities or be penalized for refusal to participate in such activities.

Parent/Guardian Permission For Minor Student To Particpate In Research

Adult Student Consent To Participate In Research

The Research Review Committee: Any research project involving HEC students which is proposed either by an employee of HEC or by an outside investigator, including interns and field placement students, must be submitted with adequate advance time to the multidisciplinary Research Review Committee, which is a subcommittee of the Human Rights Committee. The Research Review Committee will review all proposed research projects in relation to:

1) HEC’s mission statement

2) relevant HEC guidelines

3) the proposed project’s value for HEC students, the agency and the field

4) the proposed project’s potential, relative risks and benefits to the participating students

5) the acquisition of adequate and informed consent by the participating students, the students’ parents and guardians, the students’ placing agencies.

Minutes will be kept for all meetings of the Research Review Committee, and the Research Review Committee will make recommendations to the administration of HEC in writing regarding the support or denial of the proposed research project. The final decision on any proposed research project will be made by the administration of HEC. (See H. regarding treatment team involvement.)

1. The proposed research must reasonably pose no apparent risk to any participating student and must offer a high likelihood of direct benefit to him/her. The research should relate directly to the etiology, pathogenesis, prevention, diagnosis or treatment of the student and should only seek information that cannot be obtained from other types of subjects.
2. All investigators must adhere to professional standards concerning the conduct of such research and must comply with the regulations of the U.S. Department of Health and Human Services, as well any and all applicable laws and regulations concerning the protection of human rights.
3. Written consent from the parent or guardian of any HEC student must be obtained prior to the student’s engagement in any activities unrelated to his/her service plan and/or normal program and treatment activities. If the student is over fourteen years of age, the student’s permission must also be obtained.
4. Before students are asked to give their consent for participation, they will be provided with full explanations of:  The potential benefits, the possible discomforts and risks associated with participating in the research, any services associated with the research which might benefit them, the research procedures which would be followed, and their right not to participate in the project without loss of access to services they normally receive.

The fact that students are briefed on the project and on all the above information, will be documented, including the name of the person who briefed the students, with the person’s signature, title and date of the briefing. The documentation will also clearly state the students’ rights to privacy, confidentiality, and safety.

Research projects at HEC that utilize students as the research subjects will be limited to the collecting of aggregate data, which does not specifically identify any student. This type of research does not require prior authorization by students, parents/guardians or the placing agency.

Should the research involve any form of treatment, it will follow the limitations and guidelines outlined in the behavior management policies and all other HEC policies and procedures.

Prior to implementation of any research which involves treatment, the following shall be ensured:

1). The treatment teams for any participating students will review and must authorize the proposed research. However, final authorization remains the responsibility and discretion of the administration of HEC.

2)   If HEC direct care staff are to participate in the implementation of the research project, one staff member, usually a Clinician, will be identified and made responsible for orienting and training staff to administer the treatment or any other associated protocol.

Observations: Without specific written consent of the affected student’s parents or guardians, HEC does not permit the observation of children in the program by persons other than the parents of current or prospective students, staff, volunteers, special guests, student teachers, interns (when applicable), authorized staff of the public school who are responsible for children in placement, and authorized state and federal monitoring personnel.

The Executive Director will complete a Form 1 to provide immediate notification of the following conditions:

• Unexpected building changes as the result of an emergency
• Change in program’s financial status that impacts either the health and safety of students or the service delivery to students
• Closure of a program
• Each 10% decrease in enrollment of students based upon the last approved ESE Program Budget
• Change in program’s name
• Vacancies in approved staff positions not filled by another appropriately licensed or waivered staff person, and that have a direct impact on the service delivery to students
• The Executive Director will also complete a Form 1 seeking the prior approval of the Department of Elementary and Secondary Education before making any of the following changes:
• Changes to school building(s)/physical facilities that are not due to an emergency but are related to relocation and/or expansion of building(s)
• Changes made by the program to ESE required policies and procedures that result in continued adherence to regulatory requirements
• Request to increase or decrease the ages of the students being served
• Request to change or add gender of students being served
• Each 10% increase in enrollment of students based on the last approved ESE Program Budget
• Adding, eliminating or changing staff positions

The current HEC Academic Calendar is available on the Hillcrest web site:

http://www.hillcrestec.org

HEC operates residential treatment and non-residential therapeutic day education programs for emotionally disturbed and behaviorally disordered youth in Berkshire County. HEC programs are approved and/or licensed by the Massachusetts Department of Education (Chapter 766), and the residential programs are all licensed by the Massachusetts Department of Early Education and Care. All Hillcrest programs are accredited in Behavioral Healthcare by the Joint Commission.

Hillcrest Academy

Hillcrest Educational Centers’ Hillcrest Academy is a therapeutic day school where the belief that all children can learn and do well.  The Hillcrest Academy program is a 12-month program, which includes a 7-week summer program.  We operate on a rolling admission basis, so students are admitted throughout the school year and summer.  Hillcrest Educational Centers’ specialized diagnostic and clinical services are also available.  The school provides individualized educational and therapeutic services that identify and build on the strengths of children and their families in a safe environment, allowing each student to reach their highest potential.

The Hillcrest Academy is licensed to serve students ages 6 through 22.   While all of our students have unique needs, the commonality is that all of our students have social-emotional or behavioral difficulties that cannot be met within the public school setting.  At the Hillcrest Academy, there are classrooms that are specifically devoted to educating children on the Autism Spectrum.  These classrooms utilize an Applied Behavior Analysis approach to education and behavior management.  The remaining classrooms are psycho-educational classrooms that focus on the Hillcrest Educational Centers “Skills for Life” therapeutic/educational approach which is a Positive Behavior Intervention Support (PBIS) approach to learning.

In each of our classrooms, under the leadership of a special education teacher, there is an emphasis on skill development and an individualized approach to special education.  The Hillcrest Academy’s trained staff identifies the social, behavioral and academic skill deficits that inhibit the student’s success in public school.  A comprehensive plan to address these skill deficits is developed, targeting goals for the student’s successful transition to a less restrictive educational setting in their local public school.

Hillcrest Academy also emphasizes connecting our students with their communities.  By developing the students’ community bonds, the local support and resource network for each student is strengthened.  It is our belief that working closely with DCF, DYS, The Key Program, UCP, the Brien Center, the courts and probation systems and other community agencies strengthens our students’ support networks and will help transition our student’s to less restrictive, mainstream educational environments.

Academics
Hillcrest Academy provides a safe, therapeutic environment where students can learn to their highest potential.   Our special needs students receive the individualized education, counseling and support services they need to learn and be successful.

We foster this success in the classroom through a student-centered approach to learning.  Our students build on their achievements by working together in a non-competitive academic environment designed to meet each student’s needs.

We believe that hands-on, experiential learning is important for our special needs students.  We provide many opportunities for community-based experiences where students can utilize their skills in real life environments.  For those students aged 14 and older, our pre-vocational program provides opportunities, both on campus and off-campus, for students to develop job-readiness skills in a variety of employment fields.

Additionally, we seek to foster the “hooks” that support kids within a community, including extracurricular activities like athletics, employment, youth groups or whatever interests individual students may have.

Developing the academic and asocial skills that inhibit our special needs students from succeeding in their public schools is a cornerstone to our approach to therapy.  Throughout the academic day, our students are learning new skills to transition and succeed in less restrictive mainstream environments.

Highpoint

Highpoint is a trauma informed care residential treatment setting for males aged 11-21 with a variety of high-risk behaviors and mental health diagnosis. Highpoint also provides treatment services for youth with learning disabilities for developmental disabilities. Highpoint provides specialized treatment for high-risk behaviors including physical aggression, self-injury and suicidal ideation, substance use and fire setting. Highpoint also provides a specialized treatment program for males who demonstrate sexualized behaviors and have engaged in sexually abusive or intrusive behaviors towards others. Many of our students present with a multitude of high-risk behaviors and dual diagnoses, and Highpoint is designed to provide programming that is individualized to meet the needs of each student.

Overall Structure: Our comprehensive services include 24/7 intensive supervision, structure, and skill coaching in our milieu and school setting. These direct services are provided by specially trained Youth Development Professionals (YDP), with supervision of shift supervisors and campus administrators. Our structure includes a staffing ratio of 1:2 during the academic day, 1:3 during the residential shift, and 1:5 on the overnight shift. Each shift has 1 supervisor and 2 assistant supervisors. Our administrative structure includes a Program Director, Assistant Program Director, 2 Residential Coordinators, 1 Clinical Administrator, and representatives from the clinical, educational, and nursing departments.

Clinical Services:  Clinical services for youth include weekly individual therapy sessions for 45 minutes and specialized DBT skills group therapy weekly for 45 minutes. Youth will participate in group therapy for other high-risk behaviors as needed, including fire setting, substance abuse, sexual decision making, social skills, and emotion regulation. Clinical services also include crisis assessment/support as needed, and weekly staff consultation through structures such as team meeting, milieu observations, and in-the-moment coaching to staff and students. Clinical services also include family therapy, which occurs at a frequency and location agreed upon by the family, clinician and the treatment team, with an emphasis on frequent in-home and community based sessions. These services are provided by Masters level clinicians licensed in the area of Social Work or Mental Health Counseling. All clinical services are supervised by a campus clinical administrator who provides weekly supervision, as well as the agency’s Director of Student Services.

Each student is assigned a Bachelors level Family Permanency Specialist (FPS), who provides weekly and even daily updates to families and agencies, seeking the families insight and feedback for day-to-day interventions. The FPS provides monthly family skill coaching sessions both in home and on campus, working with the youth and family to practice and apply skills toward family reunification. All FPS services are supervised by a campus clinical administrator who provides weekly supervision, as well as the agency’s Director of Student Services.

Throughout the course of a youth’s treatment, advocates, caseworkers, attorneys and resources that support the youth and family are invited and encouraged to attend treatment plan meetings and reviews. Clinical staff attend court hearings and other case planning meetings to promote ongoing communication and collaboration in the treatment planning process.

Brookside Intensive Treatment Unit

The Brookside Intensive Treatment Unit is an acute-care treatment program that specializes in the treatment of girls, ages 8 to 21, with extreme psychiatric, emotional and behavior disorders. Brookside Intensive Treatment Unit also provides treatment services for youth with learning disabilities or developmental disabilities. Brookside provides specialized treatment for high-risk behaviors including physical aggression, self-injury and suicidal ideation, substance use and fire setting. Brookside also provides sexual decision making treatment for youth at risk for victimization, risk or history of human trafficking, as well as for youth in problem sexual behaviors. Many of our students present with a multitude of high-risk behaviors and dual diagnoses, and Brookside is designed to provide programming that is individualized to meet the need of each student.

Overall Structure: Our comprehensive services include 24/7 intensive supervision, structure, and skill coaching in our milieu and school setting. These direct services are provided by specially trained Youth Development Professionals (YDP), with supervision of shift supervisors and campus administrators. Our structure includes a staffing ratio of 1:1.5 during the day and the residential shift, and 1:3 on the overnight shift, with 1:1 staffing available as needed. Each shift has 1 supervisor and 2 assistant supervisors. Our administrative structure includes a Program Director, Assistant Program Director, 1 Residential Coordinator, 1 Clinical Administrator, and representatives from the clinical, educational, and nursing departments.

Clinical Services: Clinical services for youth include weekly individual therapy sessions for 45 minutes and specialized DBT skills group therapy weekly for 45 minutes. Youth will participate in group therapy for other high-risk behaviors as needed, including fire setting, substance abuse, sexual decision making, social skills, and emotion regulation. Clinical services also include crisis assessment/support as needed, and weekly staff consultation through structures such as team meeting, milieu observations, and in-the-moment coaching to staff and students. Clinical services also include family therapy, which occurs at a frequency and location agreed upon by the family, clinician and the treatment team, with an emphasis on frequent in-home and community based sessions. These services are provided by Masters level clinicians licensed in the area of Social Work or Mental Health Counseling. All clinical services are supervised by a campus clinical administrator who provides weekly supervision, as well as the agency’s Director of Student Services.

Autism Spectrum Disorder Residential Program

The Autism Spectrum Disorder (ASD) Program provides programming specific to Autism Spectrum Disorders. The ASD program offers highly specialized residential treatment services for male and female children and adolescents ages 6-21 who may be non-verbal or diagnosed with more severe forms of Autism. This program provides both assessment and treatment for challenging behaviors whose function is not readily identified and also pose significant risk to the child and teachers/care givers. Behaviors may include but are not limited to aggression, self-injurious or self-abusive responses, trantrum responses, environmental destruction, poor toileting skills, and selective feeding difficulties.

Overall Structure: Our comprehensive services include 24/7 intensive supervision, structure, and skill development in our milieu and school setting. These direct services are provided by specially trained Youth Development Professionals (YDP) and Teacher Assistants (TA), with supervision of shift supervisors and campus administrators. Our structure includes a staffing ratio of 1:1 during the academic day, 1:1 during the residential shift, and 1:2 on the overnight shift. Each shift has 1 supervisor and 2 assistant supervisors. Our administrative structure includes a Program Director, Assistant Program Director, Director of Autism Services, 1 Residential Coordinator and representatives from the educational and nursing departments.

Clinical Services: The ASD Program has 1 clinician assigned per 8 students. Each clinician is responsible for the students behavior support plans, recommendations for behavioral interventions, treatment planning, and medication review with a board certified psychiatrist. Clinical services also include crisis assessment/support as needed, and weekly staff consultation through structures such as team meeting, milieu observations, and in-the-moment coaching to staff and students. Clinical services also include parent/guardian training, in the areas of behavioral interventions and strategies to ensure carryover when a student transitions from care. These services are provided by Masters level clinicians licensed in the area of Applied Behavior Analysis, and are Board Certified Behavior Analysts.

Training provided by the agency, as well as training and development experiences offered outside of the agency in which Hillcrest staff participate, is carefully documented. The approved agency training attendance sheet must be used to document all internal training conducted by the agency. All participants in the training must sign the attendance sheet verifying that they were present during the training. The instructor of the training must complete the attendance sheet indicating the date, time, length and location of the training, as well as the topic, a summary of what was training, the instructors name and credentials. The instructor must also sign and date the bottom of the training attendance sheet verifying that they were the instructor for the training. Completed original training attendance sheets are forwarded the Workforce Learning Department and entered into the Learning Management System.

Supervisors are required to verify the compliance of their staff with all training requirements and must document that verification on the employee’s annual performance evaluation.

Copies of training records can be obtained by the employee by accessing the Learning Management System. Supervisors can also pull employee training records upon the employee’s request. Outside requests for copies of training records may be provided only with a written request from the employee.

TRAINING NEEDS ASSESSMENT

Hillcrest Educational Centers ensures that training and staff development programming meets the needs of the individuals served, provides the knowledge and competencies necessary for staff to perform their respective duties and responsibilities, facilitates the effective delivery of quality programs and services and supports the organizations continuous improvement and growth. Hillcrest Education Centers identifies training and development needs by soliciting information from its staff and students. Self-assessments are completed by staff to identify their areas of strength, as well as areas in need remediation and enhancement. Students complete perception of care surveys to identify staff areas of strength, as well as areas in need remediation and enhancement. Additionally, managers and supervisors participate in survey exercises to identify staff areas of strength, as well as areas in need remediation and enhancement.

TRAINING EVALUATION

Following the learning and development opportunities provided, Hillcrest Educational Centers provides its staff with evaluative tools to identify the effectiveness, relevance, and quality of the training received. An agency training evaluation sheet should be completed by each participant following each training. All training evaluation sheets will be reviewed by the Workforce Learning Department to determine if the feedback necessitates a response.