Annual Employment Training The Public Schools of Dover

Annual Employment Training The Public Schools of Dover & Sherborn 2016 -2017

Why Provide Online Training? Annual employment training is good practice, communicates expectations of and resources for all employees, and is mandated by Department of Elementary and Secondary Education (DESE) and by state and federal law from a civil rights perspective. n All employees are required to participate. n This training protects individuals and the school system, and ensures that all employees know their rights and responsibilities. n

NON-DISCRIMINATION Statement of Non-Discrimination Federal Law Title II Federal Law Title VI Federal Law Title IX Federal Law Section 504

Statement of Non-Discrimination n n The Dover Sherborn Public Schools are committed to ensuring that all programs and facilities are accessible to all. We actively seek to prevent discrimination or harassment on the basis of age, race, color, sex/gender, gender identity, religion, national origin, disability, national origin, sexual orientation, disability, or homelessness.

Statement of Non-Discrimination – cont’d. n NONDISCRIMINATION STATEMENT AND PROCEDURES The Dover Sherborn Public Schools do not discriminate in admission to, access to, treatment in, or employment in its services, programs, activities, on the basis of race, color, or origin, in accordance with Title VI of the Civil Rights Act of 1964 (Title VI); on the basis of sex, in accordance with Title IX of the Education Amendments of 1972: on the basis of disability, in accordance with Section 504 of the Rehabilitation Act of 1973 (Section 504) and Titles I and II of the Americans with Disabilities Act of 1990 (ADA); or on the basis of age, in accordance with the Age Discrimination Act of 1974 (Age Discrimination Act). Furthermore, in accordance with M. G. L. c. 76 s. 5 Dover, Sherborn, and Dover-Sherborn Schools do not exclude or discriminate against students in admission or in obtaining its advantages, privileges, or courses of study on the basis of age, race, color, sex/gender, gender identity, religion, national origin, disability, national origin, sexual orientation, disability, or homelessness.

Statement of Non-Discrimination – cont’d. Legal References Title I of the American Disabilities Act of 1990 – prohibits discrimination, exclusion from participation, and denial of benefits on the basis of disability in the areas of employment n Title II of the Americans with Disabilities Act of 1990 - prohibits discrimination, exclusion from participation, and denial of benefits on the basis of disability in the areas of educational programming and activities n Title VI of the Civil Rights Act of 1964 – prohibits discrimination, exclusion from participation, and denial of benefits based on race, color, and national origin n Title IX of the Education Amendments of 1972 - prohibits discrimination, exclusion from participation, and denial of benefits in educational programs based on sex n Section 504 of the Rehabilitation Act of 1973 prohibits discrimination, exclusion from participation, and denial of benefits based on disability n M. G. L. chapter 76 section 5 – prohibits discrimination in all public schools on the basis of race, color, sex, national origin, religion and sexual orientation n Mc. Kinney-Vento Homeless Assistance Act – prohibits discrimination in all public schools on the basis of homelessness. n

Title II Americans with Disabilities Act (ADA)

Title II American with Disabilities Act (ADA) n Prohibits discrimination against: access to programs and facilities n free appropriate public education for elementary and secondary students n employment n n Applies to special education services, evaluations, 504 Plans and IEPs, as well as student discipline.

Title VI Discrimination based on race, ethnicity or country of origin

Federal Law: Title VI Protects against discrimination based on race, color, and national origin. n Applies to students, parents, and employees. n Prohibits discrimination in students’ class assignments or ability tracking and protects Limited English Proficient (LEP) students. n Building principals/headmasters handle inquiries regarding non-discrimination policies. n

Federal Law - Title IX Sexual Harassment and Discrimination

Federal Law: Title IX n n n Prohibits discrimination or harassment related to gender, including sexual harassment. Refer to the system’s sexual harassment policy for specifics regarding steps taken to investigate (Policy ACAB) allegations of harassment. Refer all Title IX issues to your building Principal/Headmaster or to the Assistant Superintendent of Schools.

Title IX: Understanding Sexual Harassment n n n Sexual harassment creates a hostile environment due to inappropriate speech, materials, or actions. Sexual harassment is a form of sex discrimination and includes unwelcome sexual advances, requests for sexual favors, or other conduct, physical or verbal, of a sexual nature. Sexual harassment interferes with school or work performance and creates an intimidating or offensive environment.

Title IX: Understanding Sexual Harassment n Examples of prohibited activities that might create a hostile work/learning environment might include: vulgar or explicit sexually related epithets, abusive language n sexually explicit behavior or indecent exposure by students or employees n graffiti, posters, or calendars n

Federal Law - Section 504 Discrimination against individuals with physical, mental or health related disabilities

Federal Law: Section 504 n n n Requires that no qualified disabled person shall be discriminated against or be excluded from participation in an activity. A disability is a mental or physical impairment that limits a person’s major life activity (self-care, walking, seeing, learning, breathing, speaking, working). Reasonable accommodations/modifications must be made to provide access to programs and/or facilities.

Federal Law: Section 504 No discrimination against a person with a disability will be permitted in any of the programs of the Dover Sherborn Public Schools. n Questions about eligibility and enforcement should be directed to your Assistant Principal/Assistant Headmaster. n

BULLYING & HARASSMENT

Bullying (M. G. L. c. 71, § 37 O ) n n n In response to the requirements of the bullying prevention and intervention law, M. G. L. c. 71, § 37 O , all school districts, charter schools, non-public schools, approved private special education day or residential schools, and collaborative schools must have a DESEapproved Bullying Prevention and Intervention Plan (BPIP) in place. Part of the legislation requires all personnel working with school-age children to receive professional developmenttraining on bullying. We meet this standard by way of this online training and by other supplemental training provided at the schools. The Fiscal Year 2014 budget, adopted in June by the Legislature and signed into law by Governor Patrick, included amendments to the Massachusetts anti-bullying law (M. G. L. chapter 71, section 37 O). Those amendments extend protections to students who are bullied by a member of the school staff, who are defined to include but are not limited to an "educator,

Bullying (Continued) Please visit http: //www. doversherborn. org/uploaded/O ur_Schools/High. School/Z_Publications_Ot her_HS/DS_Public_Schools_BPIP_Final_( Revised_April_2015)_final. pdf to review the Dover Sherborn Public Schools’ Bullying Prevention Intervention Plan. n Visit http: //www. doe. mass. edu/bullying/ or consult with an administrator should you be the victim of bullying or suspect that a student is the victim of bullying. n

ADDRESSING & REPORTING SUSPECTED HARASSMENT OR DISCRIMINATION

Tips for Addressing Harassment/Discrimination Enlist parents/guardians, students, and community groups in the effort n Monitor the school climate n Foster respect and appreciation for diversity n Be sensitive to religious holidays n

More Tips for Addressing Harassment/Discrimination Implement measures to address harassment immediately and effectively n Collaborate with law enforcement n Review crisis intervention plans n Document and report all harassment incidents n

Reporting Requirements n n n Any employee or student who believes he/she has been the victim of harassment or discrimination should report it to a building administrator, counselor, or a teacher. Active investigations will result from the report, as applicable, and may result in sanctions up to termination or expulsion. If the conduct violates law, appropriate authorities will be notified.

Process for Filing a Complaint n n n Inquiries concerning the application of Title VI, Title IX/Chapter 622 and Section 504 in the Dover Sherborn Public Schools may be referred to the building coordinator(s) or the respective headmaster/principal. All inquiries concerning the protection and rights afforded to persons in the other protected categories (color, religion, sexual orientation) may be referred to the above coordinator or to the Assistant Superintendent of Schools at 157 Farm Street, Dover MA 02030, 508 -785 -0036. Inquiries concerning the applicability of the aforementioned federal laws and regulations to the Dover Sherborn Public Schools may also be referred to the U. S. Department of Education, Office of Civil Rights (OCR), J. W. Mc. Cormack POCH, Boston, MA 02109 -4557, 617 -223 -9662, TTY 617 -223 -9695. Concerns relating to the implementation of the Massachusetts equal educational opportunity law (M. G. L. c. 76 s. 5) may be directed to the Massachusetts Department of Education, Program Quality Assurance, 350 Main Street, Malden, MA 02148, 781 -338 -3700. In lieu of filing a complaint with the Dover Sherborn Public Schools, a complaint may be filed directly with the OCR within 180 days of the alleged discrimination or harassment. In addition, a complaint may be filed with OCR within 60 days of receiving notice of final disposition of the complaint by the Dover Sherborn Public Schools, or in certain instances, within 60 days of receiving a final decision from the Bureau of Special Education Appeals (BSEA). Please note that a complaint filed with OCR is limited to issues of discrimination and harassment. OCR has no jurisdiction over compliance with state and federal special education laws.

n Grievance Procedures for Discrimination Violations Any student or employee who feels that he or she has been discriminated against because of race, color, national origin, sex, religion, disability, sexual orientation, age or homelessness with regard to admission to, access to, treatment in, or employment in its services, programs and activities should utilize the following procedure to register a grievance with the Dover Sherborn Public Schools: n Students or employees should submit any allegation of discrimination in writing to their building headmaster/principal for consideration. The nature of the complaint should be specified in detail. n The headmaster/principal or his/her designee will investigate the allegations and respond to the complaint in writing within fifteen (15) school days of the receipt of the written complaint. n If the matter is not resolved, the complainant may appeal in writing to the Grievance Coordinator, Assistant Superintendent of Schools. The Coordinator will meet with the complainant and respond within fifteen (15) days of receipt of the written complaint. n If at the end of ten (10) school days following the written response from the Grievance Coordinator the matter remains unresolved, the complainant has the right to appeal to the Superintendent of Schools in writing. n The Superintendent will investigate the complaint and respond in writing to the complainant within fifteen (15) school days after having received the complaint. n If the matter remains unresolved, the complainant may appeal in writing to the appropriate school committee within ten (10) school days of the receipt of the Superintendent’s response. The school committee will meet within fifteen (15) days to review and consider the matter. The committee will respond to the complainant in writing within fifteen (15) school days following the meeting. n Since it is important that grievances be processed as rapidly as possible, the number of days indicated at each level should be considered a maximum, and every effort should be made to expedite the process.

CARE & PROTECTION OF CHILDREN UNDER AGE 18: MANDATED REPORTING

Care and Protection of Children Under 18 (51 A Report) School personnel are mandated reporters legally obligated to contact the Massachusetts Department of Children and Families (DCF). n If school personnel have reasonable cause to suspect physical or emotional abuse or substantial risk of harm/neglect they must follow DCF 51 A reporting requirements. n Please consult with school principals/headmasters, school nurses, guidance counselors, or the Assistant Superintendent for assistance if abuse or neglect is suspected. n The human resource link of the DS website contains the most current mandated reporter guidelines, as well as several resources for faculty and staff. The URL is http: //www. mass. gov/eohhs/docs/dcf/can-mandated-reportersguide. pdf n

CONFLICT OF INTEREST & ETHICS TRAINING

Conflict of Interest - Ethics All employees of the Dover Sherborn Public Schools, as required by law, completed initial online ethics Training in the spring of 2010. The online training, with accompanying electronic sign-off, took about 15 minutes to complete. Municipal employees who participated in the initial 2010 training were required to retrain by 2012 to meet the bi-annual training requirement. We conducted our 2 -year re-training in the winter of 2011 to meet the bi-annual requirement. We will review our records this year as we know that a number of employees are due for biannual training this school year. Please stay tuned for more information on this training. Municipal employees hired after December 29, 2009 should complete the online training within 30 days of the date on which they commence employment, and every 2 years thereafter. To access the online training, visit http: //db. state. ma. us/ethics/quiz_methics/index. asp. Related resources pertaining to Conflict of Interest can be found on the Massachusetts State Ethics Commission website at http: //www. mass. gov/ethics/. Question regarding ethics laws and the Conflict of Interest Law should be forwarded to the Human

OPEN MEETING LAW

Open Meeting Law (MGL c. 30 A, s. 18 -25) Who is subject to the Law? n n The Law applies to all "governmental bodies" which are defined as "every board, commission, committee or subcommittee of any district, city, region or town, however elected, appointed or otherwise constituted, and the governing board of a local housing, redevelopment or similar authority. " Mass. Gen. L. ch. 39, § 23 A. A. The Law does not apply to individual public officers such as mayors or chiefs of police and their assistants. B. A governmental body cannot circumvent the Law by delegating public business to a subcommittee. That is, subcommittees are equally subject to the Law as are full committees. C. Subcommittees appointed by any governmental body are covered by the Law. As long as a body however constituted, is carrying out delegated functions or responsibilities of the parent body, the convening must be open to the public. Nigro v. Conservation Commission of Canton, , 17 Mass. App. Ct. 433 (1984).

Open Meeting Law Cont’d (MGL c. 30 A, s. 18 -25) What is a "meeting" for purposes of the Law? A "meeting" is defined as "any corporal convening and deliberation of a governmental body for which a quorum is required in order to make a decision at which any public business or public policy matter over which the governmental body has supervision, control, jurisdiction or advisory power is discussed or considered. " Mass. Gen. L. ch. 39, § 23 A. n l. "Deliberation" is defined as "a verbal exchange between a quorum of members of a governmental body attempting to arrive at a decision on any public business within its jurisdiction. " Mass. Gen. L. ch. 39, § 23 A. n 2. A "quorum" is defined as "a simple majority of a governmental body unless otherwise defined by constitution, charter, rule or law applicable to such governing body. " Mass. Gen. L. ch. 39, § 23 A. n 3. The Law does not apply to "chance" or "social" meetings of a governmental body or members of the body at which matters relating to official business are discussed, so long as no final decision on such business is reached. However, such meetings cannot be used to circumvent the letter and spirit of the Law. n 4. Where members of a town board meet to discuss public business in private even where the members do not intend to vote on, or make a final decision on issues, this action constitutes a "meeting" under the Law. Thus, if there is a simple "exchange of views" by a simple majority of the members of a board on a public issue, then the board must comply with the requirements of the Law. Gerstein v. Superintendent Search Screening Committee, 405 Mass. 465 (1989); District Attorney for the Plymouth District v. Board of Selectmen of Middleborough, 395 Mass. 629 (1985). n 5. Discussion by telephone among members of a governmental body on an issue of public business within the jurisdiction of the body is a violation of the Law. For more information about the Open Meeting Law, please visit http: //www. malegislature. gov/Laws/General. Laws/Part. I/Title. VII/Chapter 39/Section 23 b

CONFIDENTIALITY General Statement FERPA & PPRA

Confidentiality: General Statement Employees and volunteers must maintain appropriate confidentiality with respect to conversations and/or information relating to students, families, parents/guardians, faculty, administration, and staff. Employees and volunteers may have access to, or otherwise learn of, confidential information with respect to students, parents/guardians, and colleagues. Such information is required to be maintained in strict confidence. Employees and volunteers are not to discuss such information outside the confines of the school building except on an authorized need to know basis in order to perform assigned duties. All business, employee, volunteer, and student records, computerized data and related information are the property of the Dover Sherborn Public Schools. Employees are not to copy, distribute, alter or modify such records, materials, computerized data or information unless authorized to do so.

Confidentiality: PPRA & FERPA The Federal Protection of Public Rights Amendment (PPRA) affords parents/guardians and students who have reached the age of 18 (“eligible students”) certain rights regarding the conduct of surveys, collection and use of information for marketing purposes, and certain physical exams. The Family Educational Rights and Privacy Act (FERPA) (20 U. S. C. § 1232 g; 34 CFR Part 099) is a federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U. S. Department of Education. FERPA gives parents/guardians certain rights with respect to their children's education records. Additional information about the FERPA can be found at http: //www 2. ed. gov/policy/gen/guid/fpco/ferpa/index. html Parents/guardians and eligible students who believe their rights under PPRA and/or FERPA may have been violated may file a complaint with: Family Policy Compliance Office U. S. Department of Education 400 Maryland Avenue, SW Washington, DC 20202 -4605

EMPLOYEES USE OF SOCIAL MEDIA/NETWORKING

Protocols on Social Networking The Superintendent and the School Principals/Headmasters annually remind staff members and orient new staff members concerning the importance of maintaining proper decorum in the on-line, digital world as well as in person. Employees must conduct themselves in ways that do not distract from or disrupt the educational process. The orientation and reminders will give special emphasis to: 1. improper fraternization with students using Facebook and similar internet sites or social networks, or via cell phone, texting or telephone. a. Teachers may not list current students as “friends” on networking sites. b. All e-contacts with students should be through the district’s computer and telephone system, except emergency situations. c. All contact and messages by coaches with team members shall be sent to all team members, except for messages concerning medical or academic privacy matters, in which case the messages will be copied to the athletic director and the school principal. d. Teachers will not give out their private cell phone or home phone numbers without prior approval of the district. e. Inappropriate contact via e-mail or phone is prohibited.

Protocols on Social Networking - Continued 2) inappropriateness of posting items with sexual content 3) inappropriateness of posting items exhibiting or advocating use of drugs and alcohol 4) examples of inappropriate behavior from other districts, as behavior to avoid 5) monitoring and penalties for improper use of district computers and technology 6) the possibility of penalties, including dismissal from employment, for failure to exercise good judgment in on-line conduct. The Superintendent or designees will periodically conduct internet searches to see if teachers have posted inappropriate materials on-line. When inappropriate use of computers and websites is discovered, the School Principals/Headmasters and Superintendent will promptly bring that inappropriate use to the attention of the staff member and may consider and apply disciplinary action up to and including termination.

COLLECTIVE BARGAINING AGREEMENT

Annual Provision of Collective Bargaining Agreement Between School Committees and the Teachers’ Union The Public Schools of Dover Sherborn Public Schools are required to make the current Collective Bargaining Agreement Between the School Committees and the DSEA available. Accordingly, and in compliance with this regulation, the current Collective Bargaining Agreement can be found on the publications and downloads section of the superintendent’s link on the DS website.

OVERVIEW OF CRISIS INTERVENTION & PHYSICAL RESTRAINT

Crisis Prevention and Intervention n The purpose of 603 CMR 46. 00: (Physical Restraint Regulations) is to ensure that every student participating in a Massachusetts public education program is free from the unreasonable use of physical restraint. n Physical restraint shall be used only in emergency situations, after other less intrusive alternatives have failed or been deemed inappropriate, and with extreme caution.

Safety Care Behavioral Crisis Prevention and Management Training® n Safety Care is our system-wide program used for working with children to both prevent crisis events and decrease the frequency, intensity, and duration of crisis events. Annual training with certification and recertification training sessions will be offered to interested personnel. n The Goals of Safety Care are: n n n Prevent behavioral crises. Reverse the momentary escalation and intensity of crisis behaviors. Teach and strengthen behaviors thar are incompatible with crisis behaviors. Safely and therapeutically manage crises without injuryor trauma. End crises as quickly as possible.

Understanding Challenging Behavior Safety Care divides challenging behavior into 3 categories. Challenging behaviors are those that are dangerous or that interfere with learning and functioning. Disruptive Behaviors: interfere with learning and functioning Dangerous Behaviors: are potentially harmful Very Dangerous Behaviors: have a high likelihood of causing serious harm

The Behavior Continuum Antecedent: happens BEFORE the behavior Behavior: what the person DOES Consequence: what happens AFTER the behavior Reinforcers: consequences which STRENGTHEN behavior or make them more likely to happen in the future Punishers: consequences which WEAKEN behavior or make them less likely to happen in the future ** We use a functional approach to assessment of behavior and use proactive, positive-first methods to promote, teach, and reinforce positive and pro-social behaviors.

Setting Up for Success Environment: Clean, organized rooms with limited extraneous stimuli available Loud/Unstructured Times: consider the lunchroom, hallway, and other environments which are loud or less structured and plan for possible changes to promote success in those areas Dress: When working with children who may display crisis behaviors, consider limiting loose clothing, clothing or jewelry which can be pulled, and wear shoes that are closed toed, have traction, and don’t slip off. History: Understand internal and external factors which may predispose some children to display crisis behaviors so as to plan proactively for those students. Reinforcement: Look for positive, pro-social behaviors and use praise and other positive reinforcers when those behaviors are displayed.

Non-Verbal Behaviors Our non-verbal behaviors are connected with our ability to reduce the intensity/frequency of behavioral events. n Keep a calm, neutral tone n Avoid “prison guard” stance, utilizing less intimidating physical postures n Use eye contact, but be careful not to stare at student Our students may begin to display signs of escalation through the display of non-verbal behaviors. Intervening at these beginning stages of escalation will likely lead to decreased duration/intensity of outbursts. q Head down q Avoidance of eye contact q Wandering around the room q Leaving the room

The Safety Care Team n n The Safety Care Team is comprised of a leader, support staff, and an observer/reporter. Each school has a system for calling the Safety Care team to a location where a student is having behavioral difficulty. The Safety Care Team should be notified earlier in the process of escalation as opposed to solely when the student displays aggressive or destructive behaviors. When the Safety Care Team arrives, a plan of action will be developed, and executed. Communication with administration and other relevant parties will continue throughout crisis.

Types of Physical Procedures n Protective Procedures: staff response to child-led aggressions to block aggression or remove a part of a child’s body which is holding a part of a staff person’s body. n Stability Holds: are used to briefly immobilize an agitated individual. Stability Holds are considered Restraints. n Escorts: are used to move the person to a safer, less agitating, less stimulating location n Extended restraint: A physical restraint the duration of which is more than twenty (20) minutes. Extended restraints increase the risk of injury and, therefore, require additional written documentation.

Other Restraints, as taken from MA 603 Laws n n Mechanical Restraint: The use of a physical device to restrict the movement of a student or the movement or normal function of a portion of his or her body. Seclusion Restraint: Physically confining a student alone in a room or limited space without access to school staff. n Non-Seclusion Restraint: Staff member remains accessible to the student. n Chemical Restraint: The administration of medication for the purpose of restraint.

Continued n Note: The use of chemical or mechanical restraint is prohibited unless explicitly authorized by a physician and approved in writing by the parent/guardian. n Note: The use of seclusion restraint is prohibited in public education programs.

Use of Physical Restraint Physical management procedures are used only when there are no other safe alternatives. These three conditions MUST be met in order to consider the sue of physical management: 1) Imminent risk of serious harm to agitated person or someone else 2) No other practical way to prevent harm 3) Risk of not intervening greater than risk of intervening Applies to all school events and activities sponsored by public education programs

When Physical Restraint May Not Be Used Physical restraint is prohibited in the following circumstances: n As a means of punishment n As a response to property destruction n Disruption of school order or a school assembly n Student's refusal to comply with a school rule or staff directive n Verbal threats that do not constitute a threat of imminent, serious, physical harm n Because de-escalation is taking too long

Proper Administration of Physical Restraint n n n Trained personnel should administer physical restraint. Training requirements contained in 603 CMR 46. 00 shall not preclude a teacher, employee, or agent of a public education program from using reasonable force to protect students, other persons or themselves from assault or imminent, serious, physical harm. The physical restraint shall be witnessed by another adult who does not participate in the restraint, whenever possible.

Administration of Restraint – cont’d. n Use only the amount of force necessary to protect the student or others from physical injury n Use the least intrusive method of physical managemetntavailable which is likely to be successfully used in the situation n Discontinue a restraint as soon as possible. Restraints lasting over twenty (20) minutes are considered an "extended restraint. ”

Safety Care Practices Do not apply pressure to head, neck or torso n Do not restrict breathing, block airway, place object over the face, or put pressure on diaphragm. n Do not use joint locks or pressure points n Do not place person in uncomfortable posture n Do not use more force than necessary for safety n Do not attempt to escort on unsteady footing such as stairs, debris, or ice. n

Special Circumstances n Be aware of any medical or psychological limitations, as well as behavior intervention plans for individual students, including students with disabilities. n For students who require frequent restraint due to a high risk of frequent, dangerous behaviors, school staff may seek and obtain the parent/guardian’s consent to waive reporting requirements unless the restraint results in injury or constitutes an extended restraint.

Follow-up Procedures for Physical Management Event n n n Post-Release Evaluation: evaluate physical status of student –completed by nurse Documentation: incident report to be submitted within 24 hours Notification: parents are to be notified within school day Notification: administration are to be notified immediately Student Processing: if appropriate, meet with student to process event and plan for future strategies Staff Processing: staff members involved in crisis event will meet within 5 school days to review all aspects of event and plan for future changes to reduce likelihood of future crises

Informing the Department of Elementary and Secondary Education n n A report should be filed when a restraint has resulted in a serious injury to a student or staff member or the restraint lasted longer than twenty (20) minutes (extended restraint). Provide a copy of the written report to the Department of Elementary and Secondary Education within twenty four hours of the administration of the restraint. A copy of the record of physical restraints maintained by the administrator for the thirty day (30) period prior to the reported restraint. The District reports all restraints to the state at the end of the school year.

EMPLOYEE ASSISTANCE PROGRAM

Employee Assistance Program n The Employee Assistance Program provides: Professional care and support from skilled counselors n Legal and financial services n For a total confidential resource, call: 1 -800 -451 -1834 or www. emiia. org n

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