Trinity Day Academy

Trinity Day Academy

Student & Family Handbook 

SY 2024-2025

Trinity Day Academy Student & Family Handbook

Trinity Day Academy Staff

Principal: Mr. Christopher Oliva

Clinical Manager: Jamen Penney

Clerk: Marcia Andrade

SPED Facilitator: Nicole Ferreira

Upper School Counselors:

Melissa Caisse

Kevin daCosta

Brian Eacobacci

Lower School Counselors:

Jacqueline Pereira

Dana Roderick

Lead Teacher and Coach: Kellee Weeks

Nurse: Karina Sovik-Correia

INTRODUCTION

Trinity Day Academy (TDA) is a therapeutic and academic environment that prepares young adults to become confident life-long learners who are effective problem solvers and decision-makers. Thus, our administration, faculty, and staff provide a safe and secure environment in which all students can learn and thrive.

Because our students are valued individuals with unique personal and academic needs, we offer innovative programs and strategies to help them develop their strengths and self-esteem. Our students benefit from a climate of cultural diversity that increases their appreciation of different people and cultures. Together, we share the mission of helping students become academically proficient, responsible, and well-rounded citizens.

Students who attend Trinity Day Academy require an approach and programs to meet their needs emotionally, behaviorally, academically, and socially. As a therapeutic day school, TDA offers the highest level of support available in New Bedford Public Schools and is designed to facilitate pragmatic and individualized social/emotional support. 

Decisions regarding student support are developed in consultation with each child’s educational team, in conjunction with clinical facilitators and behavioral consultants, prior to implementation. The purpose of this document is to provide parents and guardians with an overview of the behavioral interventions and programs available within Trinity Day Academy (TDA).

Please note: In instances where TDA-specific policies are not explicitly mentioned, the rules and guidelines of New Bedford High School (NBHS) and district-wide policies will apply. This includes but is not limited to areas such as attendance, academic integrity, searches, and code of conduct. These policies are in alignment with Massachusetts state law and ensure consistency across the district.

PARENT INVOLVEMENT

Parental involvement is critical to the success of our students and the program. Parental participation is encouraged and, in some instances, required. Decades of research show that when parents are involved, students have higher grades, test scores, and graduation rates. In addition, students have better attendance, increased motivation, better self-esteem, and lower rates of suspensions.

Parents, TDA staff, and students share the responsibility for improved student performance—behaviorally, academically, and socially. Parents are invited and encouraged to participate in the development of behavioral support plans and to review behavioral and academic progress of their child throughout their attendance in the program.

INTEGRATION

The goals of Trinity Day Academy are to have your child succeed academically, behaviorally and socially in the least restrictive environment with their peers. TDA staff will work with your child to self-manage their behavior in order to transition to the least restrictive environment. Students have the opportunity to transition back to their neighborhood middle schools or New Bedford High School based on their needs and level of support. In addition, students have successfully transitioned into dual enrollment college programs and school-to-work employment opportunities.

STAFFING

Trinity Day Academy offers a high staff-to-student ratio. Teachers are highly qualified content area and certified special education teachers as defined by the Department of Elementary and Secondary Education (DESE). In addition, TDA staff are trained in Crisis Prevention Institute systems (CPI). CPI focuses on the de-escalation and management of challenging behaviors via de-escalation and safety hold techniques and may be utilized for managing unsafe behavior. Staff participates in annual trainings in order to maintain this specialized approach.

TDA staff routinely review supports, discuss best practices, assess data, and modify support plans as necessary in order to make comprehensive data driven decisions. Our professionals are provided with ongoing training and professional development to the TDA staff.

Our therapeutic milieu team is composed of Certified School Adjustment Counselors, many of which have obtained independent licenses to practice social work and/or mental health counseling. These counselors provide ongoing emotional and behavioral support throughout the program by providing behavioral support, consultation services, referral, and individual and group counseling.

A full-time School Nurse is available to respond to any medical needs. A School Resource Officer, a member of the New Bedford Police Department, is available to support the school and the program as needed.

SOCIAL & EMOTIONAL SUPPORTS

Each student at Trinity Day Academy has an Individualized Education Program (IEP) or is being evaluated for an IEP that addresses individual goals and objectives. Students will be supported by the staff to make progress toward and achieve their IEP goals. Some supports included are a point and level system, individual counseling, group counseling, student support plans, incentives, and transitional planning.

IEP Goals can be modified and prioritized, as necessary, based on individual student needs. Data collection and behavioral screenings are tools used to guide the modification of student-specific goals, objectives, and behavioral programs.

LEVEL SYSTEM

In order to assist students in maximizing their educational potential, Trinity Day Academy employs a school-wide level system. Students achieve daily points by meeting clearly defined criteria, and these points correlate to different levels. Students receive a series of rewards and incentives based on the corresponding level they have achieved. Rewards may include community activities, receiving ‘Trinity Points’ for purchases in the school store, field trips or any other activity that may be motivating to the students.

RESTORATION CLASSROOM

Restoration classrooms are available for students at TDA. Restoration classrooms function as a standard classroom with added supports. With fewer students than a standard classroom,  restoration classrooms provide a less stimulating environment that enables students to regain focus and process their thoughts, feelings, and behavior.

Students are encouraged to maintain their composure and advocate for themselves in a school appropriate way by asking the Teacher to “take space” in the restoration classrooms. In the event a student becomes disruptive to the learning of others, the student will be asked to walk on their own to the Restoration.

The Time-out Room door may remain open while the student is attempting to calm themselves and/or regain control over their behavior. If the student’s behavior escalates or the student attempts to leave the Time-out Room, however, the door may be closed. The student is completely supervised at all times in the Restoration or Time-out Room. Upon calming, the room door can be reopened.

The Restoration Classroom is utilized when a student exhibits negative, disruptive behavior causing them to be on Level I (Focus Level). Students continue to be taught by their teachers but with added support and additional restrictions due to their behavior. Students follow a specific Focus Level point plan that allows them the control to gain incentives and ultimately move to Level II.

PHYSICAL INTERVENTION

Students are empowered throughout the day to make good decisions and maintain appropriate behavior. In addition to the delivery and loss of levels, the use of physical intervention by trained personnel may be necessary to maintain the student’s safety and the safety of others. Physical restraint may be used only:

• When non-physical intervention has been tried and was not effective; and

• When the student’s behavior poses a threat of imminent, serious physical harm to self and/or others.

In the event of severe, inappropriate behavior that threatens the physical safety of a student or staff, a brief physical control hold may be applied when all other interventions have been exhausted. Physical control holds shall be limited to the use of such reasonable force as is necessary to protect the student or another member of the school community from assault or imminent, serious physical harm. Physical control holds shall last no longer than necessary and shall be discontinued as soon as possible. Under no circumstance will physical restraint be used as a punishment. All physical interventions will be conducted by trained personnel. Every effort is taken to care for the child in crisis effectively and without injury. If such an incident occurs, the School Nurse will be notified and involved for observation, assessment, treatment, and documentation. The parent and/or guardian will be notified of such an occurrence.

Each physical restraint incident will be documented on a New Bedford Public School’s ‘Physical Intervention Incident Report.’

DRESS CODE

We at Trinity Day Academy believe that clothing should be free of any references to violence, gang attire, alcohol, drugs, smoking and sexually explicit words/images. Below is further clarification around dress code expectations here at TDA.

Sweaters/Hoodies/Jackets: sweaters, hoodies, and jackets with hoods are allowed here at TDA, while following the expectation that hoods are not on heads while in the school building. Winter and oversized jackets should be hung up upon arrival to TDA and are not to be worn within the classroom environment. A winter jacket is defined as a parka/oversized garment that buttons or zips in the front that is waterproof/insulated. Denim jackets, and lightly lined fitted jackets are allowed to be worn in the building as long as they are not being utilized to cover face/conceal items while in school. 

Tops: Shirts worn at TDA should be modest in style and ensure that abdomens are covered during the school day and within the school environment. Shirts should be opaque (not see through) in style and refrain from having rips/holes in them bigger than a dime. Tank tops with a two finger strap are allowed to be worn in the school building. Tops not within these requirements should have additional layers (sweater/cardigan) worn with them to ensure modesty and appropriate attire is being worn within the school environment.  Undergarments and abdomens should not be visible at all during the school day and within the school environment. 

Bottoms: Bottoms worn at TDA should be modest in style. Pants with holes, or rips can be worn as long as rips are below the knee area or have leggings underneath to cover bare skin. Leggings worn should be opaque (not see through) in a style free of rips or holes. Skirts and shorts should follow the fingertip rule and cover at the very least the abdomen to mid thigh.

Jewelry: Jewelry is required to follow the above guidelines. Prohibited jewelry includes, but are not limited to, large chains, wallet chains, and jewelry with suggestive/vulgar language/images. Staff may have students remove jewelry items to be put into the student’s bin for safe keeping and returned to the student at the end of the day.

Head coverings: Hats, head scarfs, and other head covering items are not allowed to be worn at TDA. School appropriate hats may be worn by students on level 5.

Shoes: Shoes should be appropriate to complete all functions (including gym) in a safe manner. High heels/Slippers/Slides are not recommended or allowed for the following environments: Gym, Culinary, Woodshop. Students should try to wear closed toed shoes appropriate for the weather and daily school activities.