Purpose:
Fell Charter School recognizes that adversity, trauma, chronic stress, and other significant life experiences may affect a student’s behavior, development, relationships, and decision-making. The school will utilize a trauma-informed, student-centered approach.
The school may consider the potential impact of adverse childhood experiences (ACEs) and other significant stressors when seeking to understand a student’s needs and circumstances. The school recognizes that concerning behavior may reflect unmet needs, difficulty coping, or other underlying circumstances. Understanding these factors does not excuse unsafe or threatening behavior; rather, it helps the school identify appropriate interventions while maintaining safety. The school will strive to promote:
- Physical and emotional safety.
- Trustworthiness and transparency.
- Respectful and supportive communication.
- Collaboration and shared problem-solving.
- Student and family voice when appropriate.
- Student strengths, resilience, and protective factors.
- Recognition of cultural, developmental, and individual differences.
- Interventions that reduce unnecessary stress and avoid causing additional harm.
Individual Student Needs:
The school recognizes that each student has unique developmental, educational, behavioral, and social-emotional needs. When reviewing a concern, the school will consider information relevant to the individual student. When appropriate, the school may consider:
- Observable behaviors.
- Relevant academic or school performance concerns and strengths.
- Behavioral history.
- Developmental needs.
- Existing supports and interventions.
- Life stressors affecting the student.
- Relationships and available support systems.
- Previous interventions and their effectiveness.
- Other relevant information.
Student Engagement:
When appropriate and consistent with safety needs, the school will engage students in a respectful and supportive manner. Students should be provided an opportunity to share information and perspectives that may assist the school. School personnel will:
- Use calm and non-confrontational communication.
- Allow the student an opportunity to share their perspective.
- Explain the purpose of the conversation in developmentally appropriate language.
- Focus on gathering information to better understand the student’s circumstances.
- Encourage student participation in identifying appropriate supports and strategies.
Parent/Guardian Engagement:
Fell Charter School recognizes parents/guardians as important partners in supporting student success, safety, and well-being. When appropriate and consistent with student safety and applicable laws, the school may engage parents/guardians throughout the assessment, intervention, and follow-up process. Parent/guardian and family engagement may include:
- Sharing relevant concerns and gathering relevant information.
- Identifying existing supports, resources, and services.
- Collaborating on appropriate interventions.
- Participating in follow-up and monitoring as appropriate.
Suicide Prevention:
The school will follow Fell Charter School’s Suicide Prevention, Intervention, and Postvention Plan and applicable Pennsylvania requirements. Students exhibiting signs of self-harm, suicidal ideation, or emotional crisis will be referred to designated school personnel for appropriate assessment and intervention. Emergency services may be contacted when necessary to address an immediate safety concern.
Student Support and Intervention:
The school will utilize prevention, intervention, and monitoring to assist students who may require additional attention or support. Based upon the individual needs of the student, interventions may include:
- Regular check-ins with an appropriate staff member.
- School counseling services.
- Referral to the Student Assistance Program (SAP).
- Referral to the Student Assistance school (SAT).
- Referral to appropriate outside services or agencies when necessary.
- Referral to law enforcement or other agencies as applicable by the law.
Collaboration:
The school may collaborate with appropriate school personnel, parents/guardians, and other professionals. The school will work collaboratively to provide appropriate support and avoid unnecessary duplication of services. When appropriate, collaboration may include coordination with:
- The Student Assistance school (SAT).
- The Student Assistance Program (SAP).
- Special Education personnel, including IEP or Section 504 schools.
- Other appropriate professionals or outside resources/agencies/providers.
Monitoring and Follow-Up:
The Threat Assessment school recognizes that intervention may require continued monitoring and follow-up. When appropriate, the school will:
- Monitor student progress.
- Review the effectiveness of interventions.
- Maintain communication with parents/guardians and involved school personnel.
- Determine whether additional supports or interventions are necessary.
- Adjust planning as needed.
Confidentiality:
Information gathered by the school will be handled in accordance with applicable federal and state laws, regulations, and Fell Charter School policies and procedures. Information will be shared with appropriate individuals when necessary to assist with student safety, intervention, decision-making, planning, and support.