WWASP level system

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This page contains a copy of the WWASP parent manual.

PHONE CALLS TO THE SCHOOL ARE LIMITED ONLY TO THE SCHEDULED TIMES AS OUTLINED IN THE “FAMILY REPRESENTATIVE” SECTION, HOWEVER YOU MAY SEND EMAIL AT ANY TIME ESPECIALLY IF YOU HAVE ITEMS THAT HAVE NOT BEEN ADEQUATELY ADDRESSED THROUGH YOUR FAMILY REPRESENTATIVE OR NEED TO BE ADDRESSED PRIOR TO YOUR NEXT SCHEDULED PHONE CALL.


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PARENT COMMITMENT 8 CHARACTER BUILDING PROGRAM 11 STRUCTURED ENVIRONMENT 11 PREMIER EDUCATIONAL SYSTEMS 11 SEMINARS & WORKSHOPS 11 PERSONAL DEVELOPMENT COURSES 12 ACADEMIC CURRICULM 12 ACADEMICS PROCEDURES 12 PHYSICAL FITNESS 13 LOCATION 13 CLOTHING AND PERSONAL ITEMS 13 PAPERWORK 14 FAMILY REPRESENTATIVE 14 COMMUNICATION WITH YOUR CHILD 14 VISITS 15 MAIL 16 PACKAGES 16 RELIGION 16 ILLNESS AND INJURIES 16 MEDICATIONS 17 MEDICAL INTERVENTION 17 SUPERVISION 17 RESIDENT GRIEVANCE POLICY 18 RESIDENT GRIEVANCE FORM 19 YOUTH LEADERSHIP PROGRAM 20 COMPLETION 21 MERITS 22 BONUS MERITS 22 STATUS 23 INTERNALIZATION PHASE 25 DAILY SCHEDULE COURSE DESCRIPTION 26 REFLECTIONS 28 CODE OF CONDUCT 29 CATEGORY 1 RULE VIOLATIONS 31 RULE VIOLATIONS AND CONSEQUENCES 33 SELF-CORRECTION FORM 35 STAFF-CORRECTION FORM 35 INTERVENTION 36 PHYSICAL INTERVENTION 36 ZERO TOLERANCE POLICY 37 BILLING 38 APPENDIX “A” 39 PREMIER STUDENT EDUCATIONAL ELEMENTS 40 PREMIER PARENT/CHILD WORKSHOPS 44 PREMIER PARENT/CHILD WORKSHOPS 44 DISCOVERY REGISTRATIONS AND INFORMATION 46 PREMIER EDUCATIONAL SEMINARS REGISTRATION FORM 50 APPENDIX “B”

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STUDENT COMPLETION CHECKLIST 52 ADULT COMPLETION CHECKLIST 53

Welcome

Dear Parents:

My name is <name removed>. I am the Family Rep Supervisor. The first few months, we work very hard on getting the Students to follow some basic rules and structure. Many of the Students not only struggled with following rules and structure before coming to us, it was the main cause for their enrollment. None of the Students will ever fully succeed, progress academically, or learn to function properly in society without developing the ability to follow basic rules and structure. Rules and structure exist at every school and college, every job, and in every segment of society.

We provide the Students with a very structured and regimented environment. Students are expected to follow orders, use manners, respect others, stand at attention, and walk single file with their group from one class or activity to another. As you can imagine, most of the Students initially do not like or appreciate the structure. But it allows the Students to begin to develop order in their lives and is the catalyst for Students to learn to follow rules and structure.

As Students effectively learn to follow the rules and structure, the rules and structure are systematically and gradually lifted. This transitional process prepares the Student to return home and succeed. The whole process is greatly enhanced as Students participate in seminars and daily character building courses. Students, while learning to operate within rules and structure, also develop essential skills, insight, and motivation necessary for their long term success.

Most Students will initially resist the new structure; as a result they will typically go through several phases. No two situations are ever the same, but the Students will usually undergo some, if not all, of these stages:

Denial Phase - This is typified by statements like:

  • “I can’t believe you did this to me.”
  • “I don’t belong here.”
  • “I’m not learning anything; all they do is baby-sit me.”
  • “The kids here have problems much worse than mine.”
  • “They have criminals, kooks, and drug addicts here.”

Guilt Trip Phase - This is typified by statements like:

  • “If you really loved me, you would bring me home.”
  • “You don’t know how terrible it is here, or you would get me out.”
  • “I’m going to starve, the food is disgusting.”
  • “No one cares about me; the staff does whatever they want to me.”
  • “I’m treated like a prisoner.”
  • “You can’t believe the staff; they will tell you anything in order to keep me here.”
  • “The kids here are a totally bad influence on me; you should hear what they talk about.”

Anger Phase - This is typified by statements like:

  • “If you ever want to see me again, you had better get me out of here.”
  • “You’ll wish you had never done this to me.”
  • “I don’t want to be your child anymore.”

Negotiation Phase - This is typified by statements like:

  • “If you bring me home, I promise there won’t be any more problems.”
  • “We can work out our problems better at home as a family, we can all go to therapy together.”
  • “If I work hard, will you take me home by ….”
  • “I’m willing to work on my problems, but can’t I do it at a different school, one that will *help me?”

The agenda in each of these phases is to work on your emotions in hopes that you will take your child out of the school; this way he or she doesn’t have to go through the long hard process of making changes. We can certainly all understand why a Student will try any or all of these approaches first. This is a tough School; the food isn’t as good as the “home cooked” meals you have provided them and the accommodations aren’t nearly as comfortable as your home; yet, these are some of the very reasons that the School is impacting enough to be effective. We have found that if the Parents and the School remain strong in their resolve that the Student must make changes, the Student will finally reach the Acceptance Phase.

The Acceptance Phase is where the Student finally realizes and accepts that he/she is here until he/she makes the necessary changes. Then and only then will the School begin to work for them. Let’s work together to that end!

Sincerely,

<Information removed>