Rite of Passage
ROBERT E. DENIER CENTER
STUDENT HANDBOOK
Home of the RAMS
This Handbook Belongs To Student Athlete:
720 TURNER
DURANGO, CO 89301
10.15.13
1
Table of Contents
Introduction and Welcome
I-V.A.L.D.A.T.E
Student’s Rights
Complaint Procedures for Students and
their Families
Procedures to Report Alleged Child Abuse
and Neglect, Confidentiality,
Role and Responsibility of the Family
Visitation and Communication
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4
5
6-7
Student Regulations
11-18
8
9-10
(Special and Professional Visits, Family Visitation, Home Passes,
Phone Calls, Formal Address, and Mail)
(Code of Conduct, Proactive Intervention, Refocus Process,
Problem Resolution Process, Disciplinary Hearings, and Force
Field Analysis)
Status Progression
Rite of Passage Behavioral Norms
Medical, Dental, Sanitation and Hygiene,
Student Clothing
Religious Services, Food Services, Personal
Property, Facility Program
Health and Wellness
PSD Groups and Treatment Programming
Student Resource Manuals
ROP Vocabulary
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21-23
24
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25
27-28
29
30
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Introduction and Welcome
Welcome to Rite of Passage (ROP) / Robert E. Denier Center (RED)
Robert E. Denier Center is designed to be a secure treatment facility. What does this actually mean? The
program is designed to allow for a secure setting but also allow you, the student to receive treatment
services. Although we are secure facility you still have the opportunity to earn off-site privileges and
participate in a variety of off-site activities. We challenge you to join the thousands of Rite of Passage
graduates who have taken advantage of the opportunities and have gone on to live healthy, happy, and
productive lives.
Rey Roloff
Program Director
970-375-2781 x12
reymond.roloff@rop.com
To be successful, students must:
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Focus on completing your goals, not the time it takes to complete them
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Be honest with yourself and set realistic goals that you can accomplish
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Be a student athlete who is willing to work hard and overcome adversity
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Strive to take full advantage of the opportunities that you are offered
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Participate in developing and completing a graduation plan that you believe in
Remember: “If it is to be it is up to me!”
Take responsibility for your progress and create the future that students want…
At Robert E. Denier Center, each student will be assigned a room in which they will live. They will be
supervised by Coach Counselors throughout every element of the day. They will have a Case Manager
who will be responsible for implementing a service plan that is tailored to your individual needs. We will
challenge you to develop skills that you will need to become successful in your community. We will
encourage family and community involvement and we will promote participation in pro-social activities
and events.
Mission Statement = “Improving the Lives of Youth”
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I-V.A.L.I.D.A.T.E.
INDIVIDUALIZED PRESCRIPTIVE SERVICE PLAN
Every student presents a unique set of strengths and needs. Through an extensive assessment process that
begins during the admission process, we will develop an individualized service plan that addresses each
student’s highest risk factors. This plan will outline specific behavioral goals and interventions. At Robert
E. Denier Center, we will encourage and promote student and family participation in this process.
I
INDIVIDUALIZED PRESCRIPTIVE TREATMENT PLAN
The plan begins with risk/needs assessment. The Measured Achievement Plan is individually tailored with
measurable interventions and programs that are proven to reduce the chances of recidivism.
V
VOCATION
A
ACTIVITIES
L
LIFE SKILLS
Students will have the opportunity to participate in a vocational program that will offer classroom
instruction and hands-on “real-world” projects. These programs will provide students with valuable
vocational training and employability skills.
The Denier Center facility includes a gymnasium and large courtyard that can be used for intramural
activities. All students will be encouraged to participate in recreational activities to the best of their ability
and they will be offered the opportunity to compete against other high schools in both individual and team
sports.
Students will develop communication, problem-solving, and social skills. They will discuss character traits,
morals, values, and beliefs. A life skills course will be offered to help students prepare for transition and
independent living options.
I
INDIVIDUAL STRENGTHS AND SKILLS
D
A
DEMONSTRATED BEHAVIOR CHANGE
T
THERAPY – COGNITIVE BEHAVIORAL THERAPY AND EVIDENCE-BASED
PROGRAMS
Staff help students identify and utilize the resources and strengths they have in their families, in their
communities and within themselves. Students are granted the opportunity to participate in community
service activities and other pro-social events tailored to their skills and interests.
Students work together to create a pro-social normative culture based on respect and self-worth.
Behavioral changes are rewarded with status progression and increased privileges.
AFTER CARE
Students will create a graduation plan that will outline their living arrangements, enrollment and
employment options, support systems, pro-social activities, and continuing services.
Students will participate in evidence-based programs that stress positive skill development. Students will be
learning new skills and will be given the opportunity to practice, apply, and model these skills on a daily
basis. Students will be assigned treatment groups based on the results of their intake assessments. Family
involvement will be highly encouraged in all treatment related components.
E
EDUCATION
Denier Center is a year-round school that focuses on academic achievement. Students will be participating
in grade equivalent classes as they relate to their needs and education plan. Students will take state
required assessments and they will have the opportunity to graduate grade levels and earn diplomas.
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Student’s Rights
Each Rite of Passage Student shall have the following personal rights:
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To be accorded dignity and respect in his relationships with staff, students and other
persons.
To be accorded safe, healthful, comfortable accommodations, furnishings and equipment
to meet his/her needs.
Rite of Passage does not discriminate on the basis of race, color, religion, gender, sexual
orientation, national origin, age or disability.
No student or group of students will be given control or authority over other students.
To be free from corporal or unusual punishment, infliction of pain, humiliation,
intimidation, ridicule, coercion, threat, mental abuse or other action of a punitive nature.
To be ensured of no interference with daily living functions including eating, sleeping,
toileting, shelter, clothing, and medication.
To be informed of the Grievance Procedure.
To file a complaint with the facility according to Rite of Passage Grievance Procedure.
To be informed of discipline policies and procedures specifically Positive Organizational
Culture.
To have Rite of Passage inform the placing agency of the students progress at the facility.
To have communications to the facility from family, guardians, or authorized
representatives answered in a timely thorough manner.
To visit with family or guardians providing such visitation is authorized by the student’s
individual service plan; that the visit does not infringe on the rights of other students, nor
does the visit disrupt planned activities and is not prohibited by a court order, or the
authorized representative.
To have access to personal storage space for private use.
To have access to telephones in order to make and receive unlimited professional calls in
accordance with the students needs and service plan and in accordance with program
guidelines, during regular business hours.
Students are permitted to receive and send as many letters as they wish, however the
facility will provide postage for two letters per week and postage for all professional
letters is not included in the allotted stamps per week. Professional correspondences are:
recorded communications sent to and received from DYC, DHS, probation, and
attorneys.
Neither incoming nor outgoing letters are read unless there is clear evidence that justifies
clear evidence such actions and is authorized by the Program Director or designee.
To choose to worship at available religious services and possess religious reading
materials.
To understand that if you are harming yourself or others, you may be subject to physical
intervention.
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Students have the right to be informed of the rules, procedures and schedules of the
facility within 24 hours of placement into the facility. Rules procedures and schedules of
the facility shall either be sent by U.S. mail, personally presented to the youth’s parent,
guardians or made available in the visiting area.
All youth have the right to vote when they reach the age of 18. The youth must have
requested an absentee ballot in order assure voting privileges.
Youth must have access to media and reasonable access to the public through the media.
Youth have the right not to participate in uncompensated work assignments unless the
work is related to house keeping, maintenance of the facility, personal hygiene needs,
restorative community justice programs or the work is of an approved vocational training
program.
All students have the right to participate in programs within the facility subject to state
and local laws concerning education or other relevant governing requirements.
All students have shall be given full fair and equal opportunity to participate in vocational
and educational programs. If the right to educational or vocational service must be denied
to a juvenile for any reason. Substantial evidence must be present to justify the denial of
this right.
All committed students have the right to review his or her case file while in community
placement in accordance with DYC policy 13.1.
Students have the right to have their case plan administratively reviewed or revised
within 15 days of placement.
Each student has the right to freedom of expression as long as it does not interfere with
the rights of others or the safety and security of the facility.
Students have the right to due process and disciplinary hearings.
Male and female students have equal access to programs and services in co-correctional
facilities.
Students have the right to a minimum of one hour large daily exercise involving large
muscle activity. Daily structured leisure activities shall also be available to students to
provide opportunities positive interactions with others.
All students have the right to confidentiality among other students. Any mail stating
other S/A’s name will be confiscated.
We will strive for high standards of service in meeting student personal needs and honoring
student rights and privileges. We are asking that students recognize their obligation to the
community, their family, and the juvenile justice system and apply themselves to the best of their
ability in meeting the goals defined in their service plan. The concept of personal rights and
privileges is preserved when facilities and individuals do not impose on the rights and privileges
of others. We will work as a team to facilitate student’s graduation from the Rite of Passage
program with dignity, respect, and tradition.
I have (been) read, discussed, and I understand my personal rights as a student in the Rite of
Passage Treatment Program ________. I will exercise responsibility and maturity in my
approach to my individualized program requirements ________. I agree not to impose on the
rights and privileges of other students’ ________.
Student Signature/Date:
10.15.13
Witness Signature/Date:
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Grievance Procedures for Students and their Families
Students and their authorized representatives are permitted to file grievances without fear of
retaliation with the Rite of Passage Administration regarding staff, students, or operations of the
facility.
Procedure:
 Upon admission to Robert E. DeNier Youth Services Center, students shall be advised of the
REDYSC Grievance procedures, by the staff member conducting the admission and through
review of the Student Handbook. Acknowledgement of the Grievance Procedures shall be
provided by the student on the Student Handbook Acknowledgement form.
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Grievance procedures shall be posted in each Living Unit.
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In the event that a student has a complaint or has been treated unfairly, he or she is
encouraged to rectify the situation by informally discussing the matter with a REDYSC staff
member during a one on one. The one on one sign up board in the Living Unit shall be
available for students to sign-up to meet with a staff member. Staff shall meet with the
student within 24 hours.
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If the student is not satisfied with the outcome of his/her informal discussion, he or she can
obtain a Grievance Form located in the living unit and place the completed form in the
Grievance box located outside the living units. Students will not be disciplined for filing a
grievance unless they are found to be deliberately lying about an issue.
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If the Grievance is of a sensitive or emergent nature, the Grievance form can be forwarded
directly to the Program Director by placing the grievance in a sealed envelope addressed to
the Program Director and placing the envelope in the Grievance box.
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A staff who does not supervise the individual who the grievance is against will review the
grievance and write a response with in 72 hours, excluding weekends and holidays, of
receiving the grievance.
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If the Grievance is founded the reviewing staff shall indicate the finding and take action to
rectify the situation. A copy of the Grievance form, with the finding indicated, shall be
returned to the student. The original shall be placed into the student’s file, and a copy shall be
placed into the Grievance Log located in the Program Director’s Office.
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If, following an investigation, the Grievance is believed to be unfounded, the Shift
Supervisor shall indicate the reason(s) for his/her finding, obtain signatures, make a copy of
the form, return a copy to the student, place the original to the student’s file, and place a copy
in the Grievance Log located in the Program Director’s office.
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If the student is not satisfied with the decision of the Shift Supervisor, he or she may fill out
the appeal form section on the bottom of the Grievance Form, within five days of the
grievance decision, and forward the completed Appeal Form to the Program Director for
resolution.
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The Program Director shall provide the student with a written response to his or her appeal
within 72 hours, excluding weekends and holidays. A copy of the response shall be
forwarded to the student. The Director or designee shall put the original response into the
student’s file, place a copy into the Program Grievance binder located in the Program
Director’s Office.
Civil Right Grievances:
 If the grievance also alleges a civil rights violation the Program Director (Civil Rights
contact) must be contacted immediately and begin conducting an investigation within seven
days.
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Students may also file a complaint with the Colorado Department of Human Services client
Civil Rights Program Director at: 3550 West Oxford Ave., Denver, CO 80236 –
303.866.7129. Or the student may file a complaint with the Civil Rights Complaint Directly
with: U.S. Department of Health and Human Services for Civil Rights, 1961 Stout Street –
Room 1426 FOB, Denver, CO 80294-3538 – 303.844.2024.
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If a student alleges discrimination and requests review, the DYC Associate Director or
designee shall review the grievance. The Associate Directors decision is final. Written
notification of the decision will be forwarded to the Program Director within five days of the
filing of the request for a review of an appealed grievance.
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All appeals will need to be responded to within 72 hours by the Program Director or
designee. All parties named on the grievance are to be contacted with the outcomes of the
grievance.
Filing:
 All Grievances and Appeals shall be reviewed and initialed by the Program Director prior to
being placed in the Program Grievance File.
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Grievance results shall be used for staff training and program implementation purposes when
applicable.
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Key Performance Indicators shall reflect the number of Grievances submitted and whether
the Grievances are founded or unfounded.
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Procedures to Report Alleged Child Abuse and Neglect
All Rite of Passage staff including contracted positions, interns, and volunteers will be required to
complete training and sign an acknowledgement form stating that they have read and agree to abide by
the ROP Child Abuse Reporting Policy and any additional state specific reporting requirements. Rite of
Passage prohibits and has a zero tolerance policy regarding abuse, harassment, neglect, mistreatment, and
or sexual misconduct.
Alleged child abuse and neglect shall be immediately reported to the Colorado Department of Human
Services and the applicable placing agency official.
Confidentiality
It is important for students to know that if students talk to staff or other students about student’s charges,
or about crimes that students might have been involved with in the past, the information can be given to
law enforcement officials and may be used against students in court.
Consent forms will be obtained during the admission and intake process for all students placed in the
program and ROP staff will follow program policies and procedures as they relate to the sharing of
information.
All students’ records will be kept in a storage area that is double locked. All students’ records will be
marked confidential and access to the records will only be granted to personnel who have authorization as
outlined by their job duties.
Role and Responsibility of the Family
At Rite of Passage we encourage families to be involved in the treatment and programming of the
students. Rite of Passage believes in a family focused approach where parents or legal guardians play an
integral role in the success of their children. Family therapy will be a core treatment component that is
offered. Rite of Passage will provide services to the family through licensed clinicians from admission
through aftercare. Each family will be assigned a therapist to assist in providing services to meet the
needs of the family. Each student will be assigned a Case Manager who will be the primary contact
regarding any questions that may arise throughout students child’s placement.
Parents and/or legal guardians are invited to attend monthly staffing meetings that will review each
child’s progress. Visitation will be offered on Saturdays and home passes/offsite activities may be earned
prior to transitioning back into the community. Students have the opportunity to complete multiple phone
calls.
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Visitation and Communication
Visitation and Communication will address the following areas: Special and Professional Visits, Family
Visitation, Home Passes, Phone Calls, Mail, and Formal Address.
Special and Professional Visits
Professional and special visits are scheduled through students Case Manager, with the approval of the
Program Director. The students at the Robert E. Denier Center have the right to have confidential visits
with their client manager, GAL, legal representative or any other person that is directly impacted with
their case plan.
Family Visitation
Rite of Passage encourages parent/family involvement and gives youth an opportunity to visit with family
members. Visiting procedures are established to ensure safety and that the visit meets a student’s program
needs.
Family visitation is conducted weekly on Saturdays between 1pm-4pm. The approved family contacts
must call the Denier Center by the Friday before the visit (8p) to inform they are coming for a visit.
Visitation lasts up to 1 hour. Families are provided auditory privacy within the visual supervision of ROP
staff. The Case Manager will work with the student’s placing agency official to identify approved family
visitors.
All visitors must be immediate family members or be approved by the Case Manger after reviewing the
request with the student’s client manager. Failure to follow the visitation guidelines by either the student
or the family may impact student’s eligibility for continued visits.
Home Passes
Off site/Home passes are a privilege that is earned through positive program participation. All home
passes/off site family visits are coordinated through the clinical team and specific objectives will be
assigned for the student and family to complete. The goal of the home pass or family off site visit is to
reconnect the student with his family and his community.
Phone Calls
Students will be given the opportunity to make phone calls on a weekly basis. Students in the area will be
allowed one 10 minute phone call a week. Students outside the area will be allowed one 30 minute phone
call a week. Only approved individuals will be allowed to be contacted. Client Manager and ROP Case
Manager will approve the list.
All phone calls are documented in the Student Phone Logs and will be initialed by the student.
Rite of Passage will only allow incoming phone calls in the case of special circumstance or emergency
situation. During business hours, these calls will be forwarded to the Case Manager or designee.
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Formal Address
An important element in making the Robert E. Denier Center an atmosphere for students to learn and
grow is the way that we communicate with each other. All ROP staff and students must adhere to the
formal address guidelines. Nicknames and/or slang are not to be used when addressing a staff or student.
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Student to Student = Students address each other by stating “Student (last name)”
Student to Adult = Mr., Ms., Coach or other Title plus last name
Staff to Student = Student (last name)
Staff to Staff = Title (last name)
Minimum Standards:
Answer with a complete sentence, Mr./Ms./Sir or Ma’am, Eye Contact, Shoulders Square, Conversation
Distance and Tone, No Sarcasm, Firm Handshake
Mail
Students are permitted to send and receive as many letters as they wish. Students will be provided
materials, postage, and time to send and receive letters daily. Outgoing mail will be scanned to ensure
that there is not a breach of confidentiality, inappropriate material, safety or security risk, or contact with
individuals that the court does not allow contact with. Inappropriate mail will be confiscated and given to
the appropriate Case Manager.
ROP does not restrict the mailing or receipt of letters and may not the contents of letters written by or
received by a student, due to the following:
 If necessary to prevent fraudulent use of the mail (magazine subscriptions, music orders, or other
goods) for which the student cannot pay.
 If necessary to prevent pornographic material, gang related material or threatening material from
being sent or received.
 If a student has probation department directive or court ordered prohibition restricting mail from
outside sources.
 Letters will be scanned. If a another student’s name is in the letter the letter will be confiscated.
PROPERLY ADDRESSED MAIL (U.S. Postal Service)
Addresses must include:
Return address
Full name/title of addressee
Facility or business name (if applicable)
PO Box # or street # and name, apartment or building #
City, state, zip code
Example:
John Smith
Memorial Hall
1111 Right Way Bldg. # 1
Los Angeles, CA 90000
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Students address should be written as follows:
Students first and last name
ROP – REDYSC
720 Turner Drive
Durango, Colorado 81303
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Mail will not be accepted with the following problems:
Address is written too high on envelope
Address is slanted
Written in script/font that is illegible
Letter folded into a small thick package; envelope is not flat
Dots or symbols
Sketches
Gang or graffiti style lettering
Nick names
Improperly addressed
Writing is too sloppy, too light, too large or too small to read
Non-address information below the city, state & zip code
Inappropriate writing that glorifies anti-social activities including drugs, alcohol, gangs, etc, in
addition to profanity
Student Regulations
Student Regulations will cover the following areas: Code of Conduct, Proactive Intervention, Refocus
Process, Disciplinary Hearings, and Force Field Analysis.
CODE OF CONDUCT
Code of Conduct:
Policy:
All rule violations described below reflect RED sanctions. In the event that a student is to alleged to have
committed a crime the local authorities can be notified by the Program Director or designee. All
consequences are up to the maximum. The maximum is listed to the right of the offense.
Class A Major Rule Violations: THESE VIOLATIONS MAY ALSO RESULT IN
STUDENT BEING PLACED ON SMP.
1.
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9.
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11.
12.
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14.
Assault (inflicting bodily injury)
Runaway/Attempted Runaway
Sexual Misconduct
Vandalism (Intentional/Malicious)
Self mutilation (including tattooing and piercing)
Gross Misconduct including major disruption of program
Brandishing a weapon
Use or possession of drugs or alcohol
Contraband, Harmful (weapons, tobacco, matches, etc.)
Theft (over $5.00 in value)
Major destruction of property (More than $100)
Consistent Negative Behavior
Fighting
Repeated Class B Violations
DH / 2-5 Board Days /LOS
DH / 2-5 Board Days /LOS
DH / 2-5 Board Days /LOS
DH / 2-5 Board Days /LOS
DH / 2-5 Board Days /LOS
DH / 2-5 Board Days /LOS
DH / 2-5 Board Days /LOS
DH / 2-5 Board Days /LOS
DH / 2-5 Board Days /LOS
DH / 2-5 Board Days /LOS
DH / 2-5 Board Days /LOS
DH / 2-5 Board Days /LOS
DH / 2-5 Board Days /LOS
DH / 2-5 Board Days /LOS
Class B Minor Rule Violations: LOSS OF STATUS/LOSS OF PRIVELEGES MAY ALSO
BE A CONSEQUENCE
1.
2.
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Assault (horseplay, shoving, poking)
Extortion/Intimidation
`
DH/MIRV/2-3 Board Days
DH/MIRV/2-3 Board Days
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3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Verbal abuse/threats on student or staff
Theft (under $5.00 in value)
Conspiracy (including inciting others)
Cheating
Contraband (not dangerous)
Gang Expression / racial statements
Public Display
Throwing of an object that could injure another person
Repeated Program Disruption
Minor Destruction of Property (less than $100)
Repeated Class C Violations
Class C Minor Rule Violations:
CONSEQUENCE
1.
2.
3.
4.
5.
6.
7.
8.
9.
DH/MIRV/2-3 Board Days
DH/MIRV/2-3 Board Days
DH/MIRV/2-3 Board Days
DH/MIRV/2-3 Board Days
DH/MIRV/2-3 Board Days
DH/MIRV/2-3 Board Days
DH/MIRV/2-3 Board Days
DH/MIRV/2-3 Board Days
DH/MIRV/2-3 Board Days
DH/MIRV/2-3 Board Days
DH/MIRV/2-3 Board Days
LOSS OF PRIVELEGES MAY ALSO BE A
Lying/manipulation
Failure to successfully participate in a program element
Program Disruption including failure to lockdown
Incomplete schoolwork
Entering unauthorized area without permission
Not participating fully in Health and Wellness
Intentional violation of medical/profile
Failure to comply to RED Center Norms
Disrespect to staff or peers
Re-Focus Status
Re-Focus Status
Re-Focus Status
Re-Focus Status
Re-Focus Status
Re-Focus Status
Re-Focus Status
Re-Focus Status
Re-Focus Status
* A disciplinary hearing will be conducted for CLASS A or CLASS B violations
Legend:
DH DISCIPLINARY HEARING
LOS: LOSS OF STATUS
Proactive Intervention
Levels of Proactive Intervention
LEVEL 1: (Non-Verbal Helpful): “An informal intervention by staff or student”
 Body Language, Hand Gesture, Eye Contact to reinforce norms
LEVEL 2: (Verbal, Helpful) “An informal intervention by staff or student”
 Verbal Intervention to Reinforce Norms, Usually Phrased as a Question
 Example: “Student Jones what is the norm on a student’s shirt being untucked?”
 All acceptance norms apply.
LEVEL 3: (Concerned Verbal Intervention) “An formal intervention by staff or student”
 A concerned verbal confrontation is a formal intervention to reinforce norms. It informs
the student that his behavior is becoming a more serious concern and staff must maintain
a visual of the intervention being provided. (Phrased as a statement)
 Example: “Student Jones, Please tuck in your shirt so that you are in dress code.”
 All acceptance norms apply.
LEVEL 4: (Request for Staff Support) “Formal intervention by staff only”
 This is a formal one-one-one confrontation by staff using the same approach as Level 3.
 All acceptance norms apply.
LEVEL 5: (Community Group) “Formal team intervention by staff and students”
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A community group may be called to intervene with a student’s negative behavior or
action. Helpful feedback, skill building, and problem solving will be emphasized.
This level may be skipped if it is not appropriate or cannot be conducted
LEVEL 6: Refocus Process “Formal Staff Intervention”
 When a student refuses to accept all previous interventions, the refocus process will be
begin.
 This process is a formal staff intervention that emphasizes problem solving.
Intervention Norms:
 Confront to help, not hurt.
 Students are not permitted to issue consequences for negative behavior
 Do not take one’s dignity (respect).
 Confront all behaviors that violate site norms.
 Use appropriate language.
 Do not bring up other issues.
 Begin at lowest appropriate level.
 Continue until acceptance is given.
 Consider each Confrontation as being a new situation. (Repeat behavior is a PSD issue)
 Confront with Empathy. (Does the student know what aspect of behavior was inappropriate)
 Ask student to re-affirm his commitment to Denier Center norms.
Acceptance Norms:
 Stand in open relaxed posture.
 Give eye contact.
 Accept all confrontation.
 Accept at the lowest level.
 Some appropriate ways to verbally accept confrontation.
“I Understand”
“Thank Students”
“I Accept Students Confrontation”
“I apologize for my Behavior”
“Yes Sir or Ma’m”
“I will change my behavior”
“I made a mistake and won’t let it happen again”
Note: It is the sincerity of the acceptance that is the most important, not the wording
Refocus Process
The Refocus Process consists of problem solving and de-escalation techniques that support and assist
students who demonstrate behaviors and actions that require intervention. The emphasis of the
intervention is to de-escalate and counsel the student in a manner that the student identifies and assumes
ownership and responsibility for their actions. The Refocus Process is a graduated process on a continuum
that addresses behaviors promptly at the least restrictive level. Only in instances where students are
escalated and pose a threat to themselves or others is staff then permitted to use the approved crisis
prevention management techniques. Safe Crisis Management physical intervention techniques for
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escalated students is the least preferred method for dealing with students and is only used as a last resort
or to protect the student or others. The goal of the Refocus Process is to resolve behavioral concerns in a
manner to allow students to safely engage back into scheduled programming. Any Robert E. Denier
Center staff member may initiate the Refocus Process.
Minor Re-Focus:
1. Minor Re-Focus is utilized to intervene when students refuse to accept the intervention,
demonstrating the need to Re-Focus their behaviors on their program goals.
2. Minor Re-Focus is achievement based and generally takes from 3-5 hours to complete.
3. Students are assigned to Minor Re-Focus status by staff members when they refuse to accept
confrontations.
4. Students who commit minor rule violations outside of school hours complete Re-Focus intervention
assignments before or after school.
5. If a student commits a minor rule violation during school, the teacher and Shift Supervisor determine
whether the student may remain in school and complete his minor Re-Focus intervention after school.
The priority is to resolve minor violations immediately, informally and to support the student to
remain in school. If it is determined that a student may not continue in school, the teacher(s) will
provide individualized education assignments from that day so that the student does not miss content
covered in class. Individualized education assignments will be developed in accordance with the
student’s modified education plan.
6. Minor Re-Focus Interventions will include:

Individualized educational assignments

A daily health and wellness module (unless they have already participated in
the module prior to Re-Focus)

A one hour campus work project that may include: productive chores,
grounds keeping or house keeping

A two page journal assignment related their minor rule infraction or to their
specific criminogenic risk factors.
7. Intervention assignments can be completed in the Re-Focus area or on the residential living unit, at
the discretion of the Shift Supervisor.
8. Orientation students will complete the Minor Re-Focus Interventions listed in #6 plus one additional
health and wellness module in accordance with the Orientation daily schedule. If they have completed
health and wellness modules prior to Re-Focus, they will work on the remaining intervention
assignments.
Major Re-Focus/Board Days:
1. Major Re-Focus is utilized when students are found, through the disciplinary hearing process, to have
committed a Major Rule violation, demonstrating the need for intervention to Re-Focus their
behaviors, to maintain program safety, limit program disruption or to regain focus of their program
goals.
2. Major Re-Focus is achievement based and generally takes 2-5 days to complete, depending on the
disciplinary hearing officer’s findings.
3. Students may be moved to the intake area by staff members when they are charged with a Major Rule
violation or present an immediate danger or disruption to the program. Within one hour of placement,
the Shift Supervisor shall determine whether the student can safely be returned to regular
programming or needs to remain on ReFocus status pending a disciplinary hearing. Staff members
will complete an Incident/Disciplinary Hearing Report and provide the student a copy advising the
students of the alleged rule violation.
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4. If the disciplinary hearing results in the student being placed on Major Re-Focus daily interventions
will include:
 Two individualized educational assignments in accordance with the student’s education plan.
 One daily health and wellness module (Students may choose to substitute an extra health and
wellness module for a journal assignment).

5.
6.
7.
8.
9.
Two hours of work details that include: productive chores, grounds keeping or housekeeping for
each Re-Focus day.
 Two daily written journal assignments that focus on: goal setting, restorative community justice,
criminogenic risk factors, or cognitive techniques that address the student’s specific behaviors
that lead to the Major Rule violation. (Students who have difficulty with written assignments
may make oral presentations).
Students assigned to Major Re-Focus receive intervention and education assignments that target their
individual risk factors, as identified through their CJRA Tool, and that target their education goals as
identified through their education plan.
Intervention assignments are generally completed within the Re-Focus area, but can be completed
within the living units at the discretion of the Shift Supervisor.
Case Managers work with Re-Focus staff and teachers to develop and implement intervention plans
to assist students in reducing high risk behaviors, advancing educationally and providing restorative
community justice.
Case Managers will notify students’ placing agency when students are assigned to Major Re-Focus
Status.
Students designated on medical profile will complete education or journal assignments.
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Re-Focus Refusal:
1. Students who refuse to participate in Re-Focus are provided a chair and directed to sit in a designated
space within the Re-Focus area.
2. Students shall still be provided educational services and motivational counseling while on Re-Focus
refusal.
3. Students who refuse Re-Focus will be allowed to utilize religious materials.
4. When a student commits to engage in Re-Focus and has demonstrated at least 15 minutes of
appropriate behavior, he will begin to work on his Re-Focus interventions.
5. In the event that a student refuses Re-Focus services for five straight days or if a student is frequently
sent to Re-Focus and refuses services, resulting in minimal program participation, his Unit
Manager/Case Manager shall inform the placing agency of the action.
6. If the student does not demonstrate tangible progress within seven days of the initiation of the action
plan, the Case Manager shall work with Treatment Committee to initiate a Motivational Plan.
7. The Treatment Committee shall meet every seven days to review the student’s progress.
8. If the student does not demonstrate tangible progress within 21 days of the initiation of the action
plan, the Case Manager shall contact the student’s placing agency and request that the placing agency
be involved in the facilitation of a Treatment Committee to assess the student’s placement or to
develop a plan for a Special Management Program.
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Problem Resolution Process
Research indicates that without training, teenagers are more often to manage their conflicts in a
destructive way. At Robert E. Denier Center we want to teach our students to “Fight the Problem not the
Person”. The Problem Resolution Process aims to assist students in resolving conflict prior to the
situation escalating. The goal is to intervene while the problem is still “small” so that we can work
together to proactively prevent incidents from occurring. Problems occur daily in our lives and the
problem resolution process is a tool to overcome the potential barriers to our success.
The Problem Resolution Process is outlined as follows:
1.
2.
3.
4.
5.
6.
7.
Define how students view the problem.
What is students view on how the other person views the problem?
Define the student’s piece or role in the problem.
Describe what students have previously done to solve the problem.
Think about what students could have done differently in the situation.
Decide what students need to forgive the other person for.
If the problem is solved how will it be noticed by others?
Once the problem has been identified and discussed, a commitment and plan shall be established to help
the student from engaging back into the conflict. This strategy will identify tactics to overcome barriers
and will be time sensitive (hourly, daily, weekly or monthly). The plan will be reviewed to identify its
strengths and weaknesses and an alternative plan will be established as a back-up to ensure the problem
resolution process has been viewed from different perspectives.
The goal of the Problem Resolution Process is to resolve conflict in a positive manner and teach students
that there are alternatives to aggressive and impulsive behaviors. The Problem Resolution Process is a life
skill that requires reflection, accountability, ownership, forgiveness and planning. It is a process that
focuses on establishing a “Win – Win” outcome when faced with adversity.
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Disciplinary Hearing
The Disciplinary Hearing Process is an essential part of the culture, which allows for action to be taken in
the event that a major rule violation occurs. The Shift Supervisor or designee will meet with the student to
discuss the reported violations. The Disciplinary Process will be conducted on an “as needed basis” with a
primary focus on ensuring that students receive due process.
Disciplinary Hearing Process:
 The student will receive a copy of the incident report documenting the alleged violation.
 The student will be given 24-hour notice to prepare for the Disciplinary Hearing.
 The hearing will be conducted within 72-hours after the alleged incident becomes known.
 The student will be afforded all rights of due process (make a statement, present witnesses, ask
for an advocate, present evidence)
Disciplinary Hearings:
 The student will come before the Shift Supervisor or designee to discuss issues and possible
sanctions for the violation in the program.
 The student needs to own up for negative/destructive behavior.
 The Shift Supervisor or designee will give feedback, as well as, explain any sanction
administered.
 When determining proper consequences the presiding staff will take into account the seriousness
of the incident, previous incidents, precipitating factors, mitigating factors, aggravating factors,
and current status in the program.
 The Shift Supervisor will complete a Disciplinary Hearing Document on the above action.
Disciplinary Hearing Appeal Process:
 The student will have the right to accept the provisions of his hearing or to appeal the decision.
 The student needs to sign the report (not as an admission of guilt) but that the provisions of the
hearing were gone over with them.
 If the student wishes to appeal the decision, he must fill out the Reason for Appeal within 24hours.
 All appeals will go to the Program Director for processing.
 The designated Administrator shall review the Appeal and meet with the student within 10
calendar days.
 The findings of the Appeal are final. The student will sign the final appeal form to indicate that he
met with the Administrator to review his appeal.
 The final report is forwarded to the Program Director for signature and then to the Case Manager
to be placed in the student file, a copy is placed in the IR Master Log, and a copy given to the
student.
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Force Field Analysis
The Force Field Analysis (FFA) is a tool that measures a student’s behavior on a daily basis, as it relates
to how he is fulfilling Individual Treatment Plan objectives, following campus rules, and demonstrating
pro-social skills. The three-level FFA system includes a Green, Yellow or Red rating:
1. Green indicates consistently demonstrating pro-social skills in all aspects of the program and is
meeting objectives on the Individual Treatment Plan.
2. Yellow indicates a rating where the student is demonstrating pro-social skills in some aspects of the
program and meeting some objectives on the Individual Treatment Plan.
3. Red indicates a student is not consistently demonstrating pro-social skills, and not meeting objectives
on the Individual Treatment Plan.
Key Criteria for FFA assignment include the following:
1. Model Positive Behavior
1. Always be polite, show respect
2. Display Manners: eating, conversation, relationships
3. Support other students and staff
4. Demonstrates problem solving skills by participating appropriately in the Problem Resolution Process
5. Provides eye contact when communicating with others
6. Follows dress code and is neat in appearance
7. Displays initiative and looks to help out staff and peers
8. Follows the norms, rules, and expectations
9. Uses Formal Address and avoids slang
10. Demonstrates good posture and is aware of his non-verbal communication
11. Displays sportsmanship
12. Displays classroom Etiquette
13. Practices good hygiene
14. Motivation toward behavior change
15. Motivation toward athletic experience
16. Motivation toward education excellence
2. Confronts Negative Behavior:
1. Understands the norms, rules, and expectations
2. Confronts all negative behavior, sweats the small stuff
3. Approaches interventions at the lowest level
4. Intervenes to help not to hurt
5. Displays respect during the intervention process
6. Supports other staff and peers during interventions
7. Knows when to utilize staff during an intervention
8. Finished all interventions
9. When problems arise participates appropriately in the Problem Resolution Process
3. Accepts Confrontation
1. Listens and accepts input from others
2. Does not argue or blame others
3. Avoids defensive posture and tantrums
4. Does not make excuses
5. Accepts in a non-confrontational or threatening manner
6. Respectful discussion regarding an disagreement
7. Request corrective action
4. Accepts Feedback in Community Group and Team Meetings:
1. Recognizes that feedback is to help
2. Does not personalize feedback
3. Provides good eye contact
4. Maintains good posture
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5. Maintains self control
6. Displays respect when responding to feedback
5. Support Staff:
1. During confrontation
2. During special projects and community service
3. During PSD Groups and Team Meetings
4. On the athletic fields
5. On POD
6. During classroom activities and vocational training
7. When staff are not present
6. Give Helpful Feedback:
1. Shows respect to peers and staff
2. Feedback that is accurate and supportive
3. Displays good posture
4. Displays good eye contact
5. Controls hand gestures
6. Controls laughter
7. Suggest solutions
7. Room/Pod/Site Chores:
1. Display consistent work ethic
2. Finishes the job
3. Looks for ways to improve the performance
4. Display initiative
5. Work with others on group projects
6. Know the NORMS
7. Seek advice regarding tasks
8. Volunteers to help others
8. Keeping Schedule (Time Management)
1. Follows the daily schedule
2. Is on time for PSD Groups, Team meetings and other related meetings
3. Is on time for school
4. Is on time for counseling sessions
5. Is on time for athletics
6. Takes responsibility for being late
9. Academics / Vocations / Athletics
1. Displays a positive attitude and role models norms both on/off campus
2. Respectful and displays sportsmanship
3. Gives their best effort in all activities
10. Extra-Curricular Activities:
1. Intramural Competition
2. Pod6 Competition
3. Work Details
4. Contests
5. Community service
6. Displays initiative
7. Offers suggestions and ideas
8. Good work ethic
9. Helps others during activities
10. Volunteers for activities
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Student Status Progression
Students at Robert E. Denier Center earn privilege status based on their participation and behavior in the
positive organizational culture. In order to achieve status progression, a student must meet all the
requirements to progress to the next level and be approved by the treatment team. Evaluation of students’
eligibility for progression is conducted weekly. The status levels are as follows:
Rookie Status:
 This status level is for students who have just begun the program or for those that need more time
to learn or relearn basic social skills. Rookie status students have basic privileges.
Intern Status
 This status level is for students who have earned 80% Green Force Fields over a five week period
and have completed all progression sign offs. Intern status students are expected to consistently
model pro-social skills. During this status phase, students are not only expected to uphold the
norms and rules of the site, but also they begin helping their peers’ progress through their
program as well. Intern status students are making positive changes in their thinking and
behaviors. Intern Status will have the opportunity to earn offsite privileges, participate in status
night, and have other status privileges as described on the status board.
RAMS Status
 First and foremost, a RAM status student is a respectable person. RAM status students
consistently display respect for themselves and others both on and off campus. They possess a
positive attitude and are motivated to uphold campus norms and rules. RAMS will also show
spirit and heart to his/her peers and team members. RAM Status will have the same privileges as
Intern Status and also extra privileges as designated on the status board.
Block R Student
 This is the highest status level at the Denier Center. It is an anointed position by the Program
Director and students achieving this level will require support from all departments to include the
Denier Center Administrative Team. Block R students must lead by example and positively role
model all norms, rules, and expectations. This student is a leader amongst his/her peers. He/She
is actively working on his treatment goals and he/she is assisting others in a mentorship capacity.
Block R students are goal oriented and solution based.
Achieving status is a choice that individual students make based on how they conduct themselves
behaviorally within the guidelines of the program. In order to obtain status students must consistently role
model positive choices and decisions. Thus status becomes a responsibility and not just a privilege.
Remember responsible people are accountable for their actions and they understand that their choices and
decisions affect not only themselves but others.
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Robert E. Denier Behavioral Norms
Education Norms:
 No talking without raising hands and/or getting permission first.
 Do not leave the seat without permission.
 Only two students out of seat at a time.
 No horseplay.
 No profanity.
 No sleeping or putting students head on students desk.
 No writing on school property.
 No wearing hats, coats in classroom.
 No making fun of other peers
 We participate when asked
 All clothing must be worn appropriately.
 No whistling or humming, beating on desk or making any other distractions.
 Students must work on and complete assignments when time is allowed during class.
 Students must sit up straight with feet on the ground.
 Students must obtain permission to use any classroom equipment.
 Inappropriate behavior will be documented and processed.
Health Norms
 We always use the sick call system unless it’s an emergency.
 We always report emergency or urgent situations immediately.
 We never manipulate the health care system.
 We always cooperate with health care professionals.
 We always see personal hygiene as a must.
 We act to protect the safety of others.
Pod Norms
 We don’t go into other people’s rooms.
 We don’t watch TV or listen to music without permission.
 We take off our shoes before we enter our room.
 We don’t wear hats indoors.
 We complete our chores on time.
 We do not bring food or drink in our rooms.
 We don’t write on the furniture.
 We don’t lie on the sofa.
 We don’t throw anything in the Pod.
 We keep our rooms clean and neat.
 We always keep our beds made.
 We don’t change rooms without staff permission.
 We never yell on the Pod.
 We always report damage or needed maintenance to staff.
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Dining Room Norms
 We stand in line without talking.
 We talk quietly while at the table.
 We don’t talk with our mouth full.
 We don’t talk table to table.
 We sit up straight in our chairs.
 We never touch other people’s food.
 We don’t play with our food.
 We eat with our elbows off the table.
 We hold our eating utensils properly.
 We take only what we can eat.
 We understand that what we eat is our choice.
 We don’t trade food.
 We don’t push or pass people in line.
 We take off our jackets as we arrive at our table.
 We clean up spills as they happen.
 We walk in the dining room.
 We don’t run, jump or stomp in the dining room.
Facility Norms
 We always intervene when we witness inappropriate behavior.
 We always intervene with positive intentions.
 We accept intervention as positive input.
 We don’t borrow or lend personal items.
 We never steal.
 We don’t gamble.
 There is no buying or selling.
 We are never in possession of unauthorized contraband.
 We never use drugs (including tobacco) or alcohol.
 We don’t fight.
 We never verbally or physically threaten anyone.
 We don’t horseplay.
 Gang expression of any kind is not allowed.
 We never disrespect another person.
 We never enter an unauthorized area without permission.
 We are always on time for program elements.
 We are always in dress code.
 We never destroy or abuse clothing.
 We never manipulate staff or peers.
 We never conspire against others.
 We treat staff and students with respect.
 We don’t split staff.
 We always have our shirts tucked in.
 We always have our shoes properly laced and tied.
 We never wear our hat improperly.
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

















We always keep eye contact when talking with others.
We never argue.
We always use formal address.
We never use profanity.
We don’t lie.
We never use racial slurs.
We don’t spit on the sidewalks.
We don’t go into the Administrative Area without permission.
We see personal hygiene as a must.
We don’t yell on campus.
We don’t talk slang.
We never touch fire equipment.
We don’t tolerate graffiti.
We use no nicknames.
We don’t wear jewelry.
We keep our shirts and jacket collars down.
No sagging of pants
We wear our own clothes, no sharing
Medical and Dental Care
Robert E. Denier Center contracts with medical staff to meet the needs of the students on campus. In
addition to the professional staff, all employees at Robert E. Denier are required to obtain First Aid and
CPR certifications prior to being left alone with students.
During the intake process all students will be given a health screen to identify any medical, dental, or
psychiatric needs. This will be followed up with a sports physical that is completed by the doctor within
one week of placement in the program. Robert E. Denier medic staff offer a daily sick call process where
students are permitted to submit confidential sick call slips in a locked box located between the pods.
These sick call request forms are located in the student living units and may be obtained without
obstruction. Staff may also call or take a student to the medical office for evaluation whenever necessary.
Medic personnel pick up sick call slips on a daily basis and triage concerns. If a student has a medical
condition that prevents them from participating in program elements they will be placed on a profile
restricting their level of activity. This profile will documented as no activity, no upper body, or no lower
body and will be forwarded to the staff responsible for supervising the students. Additional profiles may
be documented in special circumstances as they relate to the health and safety of the students. All dental
appointments will be handled through appointments that are scheduled in the medical office. Mental
health referrals will be made through the Case Manager in conjunction with the treatment team to ensure
medication and special needs are being met in the program. Medications will administered during
specified times throughout the day.
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Sanitation and Hygiene
Upon admission to Robert E. Denier Center, each student is expected to maintain proper grooming. All
students shower daily in the program. Each student is issued a toothbrush, toothpaste, comb/brush,
deodorant, and soap at intake. In addition, shampoo, lotion, and shaving cream are available on the Pods.
Shaving razors are made available twice a week and are logged and stored in a locked razor box. Students
are not be allowed to trade or use other’s hygiene items and staff will be positioned to supervise students
while still allowing privacy. If a student refuses to shave he will have his FFA dropped each day he
refuses to shave. After three days a student will be placed on refocus status until he follows the ROP
Hygiene requirements.
Student Clothing
Each day students are informed by their assigned staff which uniform code the student body will be
observing during the day. Students will be responsible for following this code.
Uniform Code:
 Dress “Alpha” – Shirt and tie with Dockers style trousers
 Dress “Bravo” – Polo shirt with Dockers style trousers
 Dress “Charlie” – T-shirt and shorts with sweatpants and sweatshirt during colder weather
Religious Services
All students at Robert E. Denier Center may attend non-denominational (and when available
denominational) religious services. Attendance of religious services and activities are voluntary and if
students have specific religious dietary requirements or would like to request religious counseling they
must advise their Case Manager. Students will be offered a scheduled time to worship and every attempt
will be made to ensure religious services of all denominations are made available.
Food Services
Rite of Passage prides itself on providing wholesome, nutritious meals that are certified by a registered
nutritionist and in compliance with the National School Lunch and Breakfast guidelines. Meals have been
designated to meet students nutritional needs while in the program. Students will receive three meals and
a snack every day. Students will have a minimum of twenty minutes to consume meals and there is no
trading of any food or drink. Students will be directed by kitchen personnel of the quantity of food that
students may have, but students must eat everything they take. Students will be recommended to drink
two glasses of water with every meal and once students are finished with their water students may drink
juice if desired. If students have a specific medical need, advise the medical department through the
correct medical procedures. Any specific dietary request must be approved and documented prior to the
request being granted.
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Personal Property
Upon admission, students’ personal clothing and property will be collected, inventoried and stored.
Students will sign off on a personal property inventory sheet indicating all items that were in student’s
possession. Personal property will kept in the storage closet until the student exits the Robert E. Denier
Center.
Robert E. Denier Center will issue clothing, shoes, and hygiene materials. Status students may earn the
privilege to wear their own shoes, socks and underwear. Students clothing and personals will be marked
with the individual student’s name and each student will be responsible for all items issued to them.
When a student earns his status personal shoes (white, black, or gray in color) may be brought in.
Students may earn an IPOD/MP3 player to use at night. No other items will be allowed in the program
unless approved through the student’s Case Manager and in accordance with the student’s treatment plan.
Pod Program
Every time we enter into the pod or prepare to move out of the pod, we will abide by a quiet transition
period. This transition period allows for roll call procedures to take place and it gives staff and students
the opportunity to prepare for the upcoming event or activity. Staff may use this time to provide feedback
and instruction to their groups.
The pod and the assigned room are a student’s personal living area and we will take pride in our personal
living space. Chores are completed daily and the units shall be inspection ready at all times. Students will
learn and practice good hygiene and social living skills. Students will participate in positive skill
development groups, team meetings, and offered leisure time daily to complete homework, write letters,
read books, or participate in other constructive activities.
Health and Wellness
Robert E. Denier Center will be dedicated to educating students in the importance of wellness both
physically and mentally. The health and wellness program is developed to promote mental, physical and
social growth. New students will be involved in a step-up program to enable gradual conditioning. When
monitoring health and wellness activities staff will be encouraged to participate and provide positive
reinforcement to the students that they are supervising. Health and Wellness activities may include 3-mile
runs, cardiovascular circuits, and 18/20 exercises. Students will also have the opportunity to participate in
athletic competitions and intramural activities. Health and Wellness activities will be evaluated on a
student’s participation level, sportsmanship, attitude and effort. Robert E. Denier Center will provide at
least one-hour per day of large muscle exercise to enhance fitness and promote a healthy lifestyle. Each
student’s participation will be structured with consideration to his individual abilities and limitations.
Progressive Work-Up
18/20
CVC
3-Mile Run
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Week 1
18/10
2-Circuits
1-Mile
Week 2
18/15
3-Circuits
1-Mile
Week 3
18/20
4-Circuits
2-Mile
Week 4
Week 5
2-Mile
3-Mile
27
18 / 20 Exercises
18/20
Lower Body
Upper Body
Jacks
Standard
Sit Ups
Boot Slaps
Wide Spread
Leg Lifts
Cherry Pickers
Diamonds
Crunches
Lunges
Standard
V-Ups
4-Count
Wide Spread
Mountain Climbers
Flutter Kicks
Arm Rotations
Cords
Lunges
Boot Slaps
Leg Lifts
Cherry Pickers
Lunges
V-Ups
Flutter Kicks
Lunges
Boot Slaps
Leg Lifts
3-Count
Lunges
V-Ups
Flutter
Leg Lifts
Boot Slaps
Lunges
V-Ups
Standard
Sit Ups
Wide Spread
Cherry Pickers
Diamond
Crunches
Standard
Arm Rotations
Wide Spread
Cherry Pickers
Standard
Sit-Ups
Wide Spread
Cherry Pickers
Diamond
Crunches
Wide Spread
Diamond
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Positive Skill Development Groups
The purpose of the Positive Skill Development (PSD) groups is to help students learn new skills while
also processing out negative or high risk behavior. The student will talk about problems, challenges, or
goals that he has had, identify a social skill that will help him replace his old behavior, then practice role
playing the skill in group. Staff will be alert to see the transfer of the skill into real life situations.
STUDENTS LEARN BY DOING:
10% of what we read
20% of what we hear
30% of what we see
50% of what we see and hear
70% of what we see, hear and discuss
90% of what we see, hear, discuss and practice
Positive Skill Development Group Process
1.
2.
3.
4.
5.
6.
Opening Pledge
State Group Agreements / Norms
Review of Last Meeting
Meeting Agenda (Community, Cognitive Intervention, Targeted Skills)
Summary of Meeting
Closing Pledge
All PSD Groups will begin the Opening Pledge – Students will form a circle right hand palm up, left hand
palm down, and state the opening pledge.
Opening Pledge:
“This is a Positive Skill Development Group. It is a tradition of our school. During the next hour I
pledge to be a contributing member of this process. I will display Trust, Respect, Understanding, and
Cooperation to encourage individual and team growth.”
Group Agreement:
Choose a student to review the Seven (7) Group Agreements:
1. There is no sidelining in group
2. We don’t play with our hands while receiving feedback
3. We don’t use facial expressions in group
4. We don’t laugh sarcastically in group
5. We don’t wear coats or jackets in group
6. We sit up straight in group
7. We use good eye contact in group
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Essential Norms:
1. Treat others with respect
2. Confront all negative behavior
3. Support all confrontation
Review of Last Meeting: (sitting down)
Conducted by staff or a status student – Review the minutes of the previous PSD Group
Meeting Agenda:
The PSD staff facilitator will inform the group the direction of the scheduled meeting
1. Community Group
a. Major Rule Violations
b. Status Reviews
c. Life Story
2. Cognitive Intervention Group
a. Problem Solving
b. Moral Reasoning
c. ART or TFC Lesson
d. Other CBT Lessons or Activities
3. Targeted Skills Group
a. Social Skill Steps and Role Plays
Summary of Meeting:
The staff facilitator provides a review of the meeting and discusses what was taught, learned and
achieved. We always want to end on a positive note with goals being established.
Closing Pledge:
All members form a circle, clasp hands and recite the closing pledge.
“We have just participated in the Positive Skills Development Group, a tradition of our school. As
individuals and a team, let us honor and respect the principles and commitments discussed here today. We
recognize that our efforts as a group are the force that will change our behavior for the better. At Denier
Center, we honor the PSD Process.”
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Student Resource Manuals
The Student Resource Guide and the Student Handbook provide the Student Athlete with a wealth of
information, not only on how to progress through the program, but how to make positive, life changes.
As students leave Robert E. Denier Center and return to their communities, they will be exposed to
challenges and new experiences that may seem overwhelming. Many will be starting new jobs or
enrolling in new schools. While some may return home to their families, others will be virtually
independent with little or no adult guidance. All students will have to address negative peers, stay focused
on their goals, and find support for overcoming challenges. They will need to develop problem solving
and social skills that will foster independent, successful community re-entry. Rite of Passage has created
the Student Resource Guides to help students develop these competencies.
The Student Resource Guides consists of eight skill concepts that are emphasized throughout the
program. Students will be required to complete these concepts as they progress through their status
requirements.
Concept 1:
Understanding how Systems & Organizations Work
Concept 2:
Creating the Future Students Want
Concept 3:
Using students Strengths & Developing Resiliency
Concept 4:
Understanding how our Internal World Influences Us
Concept 5:
Understanding how our External World Influences Us
Concept 6:
Developing Healthy Relationships
Concept 7:
Understanding Transitions
Concept 8:
Self Advocacy
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ROP Vocabulary / Index of Terms
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
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AOD
ART
CBT
CC
CM
RED 1
RED 3
RED 4
RED 5
CVC
DAP
DH
EBP
FFA
GED
IR
MEDIC
CJRA
MIR
MPE
PD
PO
POC
PSD
PT
RAC
RAMS
ROP
S/A
S+
SS
TC
TFC
18 Exercises/20 Repetitions
Administrator on Duty
Aggression Replacement Therapy
Cognitive Behavior Therapy
Coach Counselor
Case Manager
Program Director
Shift Supervisor
Maintenance Director
Ancillary Director
Cardiovascular Circuits
Data, Assessment, Plan notes
Disciplinary Hearing
Evidence Based Practices or Evidence Based Programs
Force Field Analysis (Green, Yellow, Red)
General Education Equivalency
Incident Report
Medical Coordinator
Colorado Juvenile Risk Assessment
Medical Incident Report
Major Program Element
Program Director
Placing Agency Official
Positive Organizational Culture
Positive Skill Development
Physical Training
Ranking Administrator in Charge
Respect, Attitude, Motivation, Spirit
Rite of Passage
Student Athlete
Positive Stimulus, 5 – 1 ratio
Shift Supervisor
Transitional Coordinator
Thinking for Change
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Student Acknowledgement
My initials below acknowledge I have received, read and understood the contents of the
Student Handbook, and have been given full opportunity to discuss the topics with a Rite of
Passage staff member.*
Topics:
Initial:
I-V.A.L.I.D.A.T.E
Children’s Rights
Complaint Procedures for Students and their Families
Procedures to Report Alleged Child Abuse and Neglect, Confidentiality,
Role and Responsibility of the Family
Visitation and Communication
(Special and Professional Visits, Family Visitation, Home Passes, Phone Calls,
Formal Address, and Mail)
Student Regulations
(Code of Conduct, Proactive Intervention, Refocus Process, Problem
Resolution Process, Disciplinary Hearings, and Force Field Analysis)
Status Progression
Denier Behavioral Norms
Medical, Dental, Sanitation and Hygiene, Student Clothing
Religious Services, Food Services, Personal Property, Dormitory Program
Health and Wellness
PSD Groups and Treatment Programming
Student Resource Manuals
ROP Vocabulary
Student Name_______________________________
Student Signature____________________________
Date_____________________
* Once all of the above topics are reviewed/initialed each student shall sign and date this form. This
acknowledgement form shall be stored
in the students program file.
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