Health and Wellness

Please note that all student injuries must be reported to the nurse’s office. Students can not come to school with crutches, wheelchairs, etc., unless they have provided the school nurse with a doctor’s note and have completed the District’s Medical Assistive Device Permission Form.

Please read this entire page, as it contains health-related informational critical to your child’s participation in WV athletics.

Sports sign-up information

• The Arbiter Sports / Warwick Family ID registration link must be completed and signed by a parent or guardian before each sports season.
• The information you submit is automatically sent to the school nurse, who will review it as part of the medical clearance.
• Please answer all questions and update any prior responses if your child’s health has changed before you submit.

All middle and high school students MUST BE MEDICALLY CLEARED BY THE SCHOOL NURSE before they can try out for or participate in any sport.

Guidelines for Medical Clearance

Complete the online registration link: Arbiter Sports / Warwick Family ID

A current physical exam (completed within the last 12 months of the sport starting date) must be on file/uploaded during the sports registration.
Note: there are hundreds of Wildcat athletes, so you may not hear back for several days after you submit your form.

Check the status of your child’s clearance by logging into Arbiter Sports…

1. Go to the top tool bar and select REGISTRATIONS
2. Next, find the season of your child’s current registration and select SUMMARY
3. Scroll down to APPROVAL STATUS

WV nurses will make every effort to complete clearances quickly. The nurse will email or call you ONLY if additional information is required.

Please double check your email and address and phone number for accuracy before submitting.

A concussion is defined as a type of traumatic brain injury, caused by a bump, blow or jolt to the head that can change the way the brain normally works. Concussions can also occur from a blow to the body that causes the head to move rapidly back and forth. Even a “ding,” “getting your bell rung,” or what seems to be a mild bump or blow to the head can be serious.

Most people who suffer a concussion do recover quickly. However, in more severe cases, a concussion can be fatal. Unlike a broken bone or a laceration, outward signs of a concussion can’t be seen. By learning to identify the symptoms and danger signs of concussions coaches, teachers and parents can help keep children safe.

The state’s Concussion Management and Awareness Act requires that students with a possible concussion or brain injury are removed from athletic activities, including physical education classes, interscholastic sports and other extracurricular activities. Students will not be allowed to resume athletic activity until they have been symptom-free for 24 hours, and have been evaluated by and received written and signed authorization from a licensed physician. For interscholastic athletics, clearance must come from the school’s medical director.

Click to visit NYS Sports-Related Concussion Page

Click to view/Download NYSED Concussion Management Guidelines

If you cannot access the health forms on this page, contact your student’s building nurse or the Coordinator of Health & Attendance. Include name, e-mail and phone number so we may contact you to provide the document in another format.

If you cannot access the health forms on this page, contact your student’s building nurse or the Coordinator of Health & Attendance. Include name, e-mail and phone number so we may contact you to provide the document in another format.

New York State Educational Law 903 requires students in Kindergarten and grades 1, 3, 5, 7, 9, and 11, and all new entrants, to have a physical examination.

Required NYS School Health Examination Form
To be completed by a private health care provider or school medical director.

Annual physicals are required for students participating in interscholastic sports, and working papers as needed or as required by the Committee on Special Education (CSE) or Committee on Pre-School Special Education (CPSE).

Physical exams for sports are valid for 12 months.

As per New York State Educational Law, physicals MUST comply with the following criteria:

• Completed on the Required NYS Health Examination Form (a copy of this form is available here)
• Physical is dated with the date of the examination
• Completed in its entirety (if an area is not assessed, indicate Not Done)
• Signed by the health care provider

Physicals not meeting the above requirements will not be accepted. Completed physical forms must be uploaded in Operoo.

Health certificates (examination performed by your private health care provider) are required to be submitted within 30 days of the start of the school year. Let this serve as notice that if the parent/guardian has not submitted one to the school within the 30-day time frame, the school’s intent is to provide a physical examination by health appraisal of their child at the school by the district medical director if the parent/guardian does not provide the school with a health certificate by October 1 of the current school year.

New York State Educational Law also requires public schools to request a dental health certificate. The form is to be completed and signed by your dentist or registered dental hygienist. Completed forms can be uploaded in Operoo.

If you are in need of free or low-cost health and/or dental services, please click the links below for a list of local providers.

Health Providers

Dental Providers

Students should stay home if:

• They have a fever -- a temperature of 100 degrees Fahrenheit or higher. A student may return when they are fever-free without the assistance of medication (ie, Tylenol, Motrin, Advil) for 24 hours.
• Vomiting within the past 24 hours. A student may return when they are free from vomiting for 24 hours.
• They have diarrhea within the past 24 hours. A student may return when they are free from diarrhea for 24 hours.
• They have an eye infection -- redness, itching, and/or pus draining from the eye. A student may return when they are free from drainage and/or have been evaluated by a doctor, if needed.
• They have had a hospital stay or emergency room visit. A student may return when released by a medical provider to return to school.

According to New York State Law, school nurses administering medications to students during the school day must follow strict guidelines.

1. School nurses must have a written order signed by a healthcare provider. Medication forms can be obtained from the district’s website under the Health & Wellness Department Resources or your school nurse. The medication form is to be completed by the healthcare provider and parent/guardian. The form includes the following information:
   1. Medication name
   2. Dosage/ Route
   3. Reason for giving the medication/Diagnosis
   4. Time of medication administration
   5. Number of days the medication is to be given

      Medication forms must be completed annually for both prescription and over-the-counter (OTC) medications. A separate medication form must be completed for each medication given at school.

2. Medication must remain in the original pharmacy container or original OTC container.

   We request that you ask your pharmacist to give you a second identically labeled empty container for prescription medications your student will take at school. We also request that you bring small containers of any OTC medications that your child will take. Appropriately labeled containers will allow the school nurse to send these medications on field trips and comply with New York State medication storage laws.

   The parent/guardian is responsible for delivering the medication directly to the school. Children (K-12) must not bring medicine to school on their own

3. Medication will be destroyed seven (7) days after the final dosage is required unless the parent picks it up within this period or arrangements are made between the parent and the school nurse.

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New York State law allows students with respiratory(breathing) conditions, allergies, and/or diabetes the right to independently carry and use their inhaled respiratory rescue medications; epinephrine autoinjectors; and insulin, glucagon, and related diabetes supplies if the following is provided to the school:

1. written permission from the parent/guardian; and

2. written provider order with an attestation stating both the diagnosis, and that the student has demonstrated they can effectively administer the medication(s).

Independent carry and use of medications means that your child will take their own medicine without any help. The school will not know if your child takes their medicine. Staff support would be provided only in an emergency.

If you want your child to independently carry and use a medication for a condition listed above during the school day or at school sponsored events, you will need to ask their health care provider to put in writing (attest), that they have watched your child use the medication correctly.

Please click here to download the Attestation and Parent Permission forM Independent Medication Carry and Use foRm

Any questions regarding the required form or other information can be directed to your child’s building nurse.

Questions regarding medications for your child at school? Contact your student’s building nurse.

Please carefully review the following information and work with your child’s healthcare provider to make sure your child meets all requirements before the start of the school year.

State law requires parents/guardians to give the school an immunization record that shows their child has received, or has appointment(s) to receive the required vaccine(s) in order to attend school.  This record may be from a health care provider, health department, or an official immunization record from the child’s former school. The record must include:

1. the name of the vaccine;
2. the date the vaccine was given; and
3. who gave it, along with their title; or where it was given if at a clinic.

Per NYS Public Health Law Section 2164, students have 14 calendar days starting with the first day of school to submit their updated immunization records as proof they meet their grade-required immunization status. Students who do not submit an updated record and are not in compliance with their required immunizations by day 14 will not be permitted to attend school until they furnish documentation to support their compliance with their immunizations. 

Please contact your health care provider to make sure your child has what they need to attend school this fall. Please do not wait to schedule an appointment for your child’s physical exam or any missing immunizations. 

If you have any questions or concerns, please contact the school nurse of your child’s building. 

Please click on the link below for immunization requirements by grade level: 

view/download the Department of Health Requirements

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Religious Exemptions Removed from Vaccination Law

With the worst outbreak of measles in more than 25 years taking place in the United States and outbreaks in New York state primarily driving the crisis, Gov. Andrew Cuomo on June 13, 2019, signed a bill into law that immediately removed the religious exemption for school vaccination requirements.

Per the amendment to Public Health Law Section 2164, children who attend child daycare or public, private or parochial school who previously had a religious exemption must now receive their first age-appropriate dose in each immunization series by June 28, 2019, in order to remain in daycare or school. Parents and/or guardians of these children must then show by July 14, 2019, that they have made appointments for all required follow-up doses in order to remain in daycare or school.

All other children who do not have their required immunizations face a deadline of 14 days from the start of school in the fall for their first dose vaccinations. Parents/guardians of these children must show within 30 days of the first day of school that appointments have been made for follow-up doses.

• NYS of Health: The Official Health Plan Market Place
  • https://nystateofhealth.ny.gov/
• NYS Medicaid Information
  • https://www.health.ny.gov/health_care/medicaid/
• NYS Child Health Plus Insurance Information
  • https://www.health.ny.gov/health_care/child_health_plus/
• Orange County Medical Assistance
  • https://www.orangecountygov.com/834/Medical-Assistance

As part of a required school health examination, a student is weighed, and their height is measured. These numbers are used to figure out the student’s body mass index or ‘BMI.’ The BMI helps the doctor or nurse know if the student’s weight is in a healthy range or is too high or too low. Recent changes to the New York State

Education Law requires that BMI and weight status groups be included in the student’s school health examination. The New York State Department of Health has selected our school to be part of the survey for the 2024-2025 school year. We will report to the New York State Department of Health information about our students’ weight status groups. Only summary information is sent. No names and no information about individual students are sent. However, you may choose to have your child’s information excluded from this survey report.

The information sent to the New York State Department of Health will help health officials develop programs that make it easier for children to be healthier.

If you do not wish to have your child’s weight status group information included in the Health Department’s survey this year, please email Heather Roecker, RN at hroecker@wvcsd.org and request to opt out. Requests must be received in writing by December 20, 2024.

Sudden cardiac arrest (SCA) occurring in young athletes has been in the news recently. Often an underlying genetic heart condition called hypertrophic cardiomyopathy (HCM) is the most common cause. This is a genetic abnormality causing an enlarged left ventricle in the heart, which can trigger fatal heart rhythms. Rhythm disturbances are a second reason.

Currently there is no national screening standard for high school and college athletes in the U.S. The American College of Cardiology and the American Heart Association (AHA) recommend that schools conduct pre participation screening that consists of a physical examination and a medical history (which some consider just as important as the physical itself).

A series of questions have been recommended by the AHA for cardiac screening. WVCSD includes these on the health history form for Sports Participation. If you answer yes to any of these questions the Warwick Valley CSD Medical Director is requiring cardiac clearance before your student can participate in sports. This requirement is to ensure the safety of your child when there is a personal or family history of heart disease.

If you have any questions regarding this requirement please contact your family physician before submitting a sports physical for clearance by the WVCSD Medical Director AND before the start of high school sports seasons. This will ensure that your child is ready to participate in the sport of his/her choice.

Marguerite Adams RN, BSN
Coordinator Health & Attendance

Revised 8-22-2013

American Academy of Pediatrics: Healthy Sleep Habits

American Academy of Pediatrics: A Lullaby for Good Health

Our district is committed to providing a safe and welcoming learning environment for every student, faculty and staff member, and a critical aspect of this is addressing the risks associated with substance use. Following is a current overview of the many programs and resources we currently offer to combat drug and alcohol use at the school-age level, as well as information about new plans for upcoming school years, as available.

View/download the presentation as a PDF file

Pride Survey

While drug and alcohol use is a national problem, our very own students are working through making appropriate choices, according to the Pride Survey, which is conducted every other year. The next one will be conducted this school year. The 2020-21 Pride Survey shows us that the problem grows as students get older: 

• Students who used alcohol in the last 30 days: Eighth-graders 9%, 10th-graders 21% and 12th-graders 34%
• Students who used marijuana in the last 30 days: Eighth-graders 1.5%, 10th-graders 10% and 12th-graders 23%
• Students who used E-cigarettes in the last 30 days: Eighth-graders 6%, 10th-graders 9% and 12th-graders 20.5%

Since students spend such a large portion of their time in school, it is crucial that educators provide them with the resources they need to avoid/reduce their exposure to and use of drugs and alcohol. This summer, members of our administration, faculty, and staff are continuing to develop a variety of drug awareness, prevention, and treatment programs designed for students and teachers. We want to ensure that our entire school community receives positive, useful messages about alcohol and drug avoidance so we can foster that environment where everyone is set up to prosper.

Awareness and Prevention Plan

The district’s awareness and prevention plan includes the following actions:

• School Resource Officers (SRO). The district now has five full-time Warwick Police officers, along with 14 security guards on staff, more than double the number employed by the district in 2018. We have enhanced the security level in our schools overall. Our fifth SRO will work a flexible schedule, providing more oversight of after-school events. We are also considering revising our DARE program curriculum for SROs to use to complement elementary education. And, this summer, in partnership with the police department, we hosted the inaugural Warwick Police Department Junior Police Academy to teach the junior cadets the leadership, collaborative and communication skills, as well as citizenship and problem-solving – that are outlined by our district’s Portrait of a Graduate.
• Professional Development. District faculty and staff receive regular training around recognition and prevention related to drug use and children at risk.
• Crisis Teams. Each of our school buildings has its own team of district staff members trained in crisis management who are prepared to be utilized in the event of a crisis. The teams include psychologists, counselors, nurses, and guidance staff. The teams also have access to county-level members who can assist, as needed, in crisis intervention/stress management.
• Health Classes. In middle school and again as part of required coursework in high school, students take a health class that includes a critical unit on the dangers of drugs. The unit also addresses peer pressure and its role in decision making. 
• Technology Monitoring. The district pays close attention to inappropriate student activity on all district-owned technology. Alerts are generated for anything related to drugs, self-harm, or other dangerous behaviors. If they see something, students and families are also encouraged to say something to a school administrator.
• Breathalyzer Checks. At high school dances, students undergo a breathalyzer check to help deter underage drinking. 
• Anonymous Alerts. Through the Anonymous Alerts tip line, students or parents in the school community can anonymously submit any suspicious activity, bullying or other student-related issues, such as drug or alcohol use, to a school administrator.
• WVMS & WVHS Prevention Coalition. In 2009, the Warwick Valley Community Center and the school district partnered to form this group to help Warwick youth, families, and community members understand how substance abuse develops and to take an active role in preventing substance use disorders. Both WVMS and WVHS have active school-level coalitions made up of administrators, teachers, and students, that meet internally to develop strategies to promote drug prevention within our school buildings. They also meet monthly with the larger organization to plan community forums and other awareness events.
• Marijuana Forum. In partnership with the Coalition and the Alcoholism and Drug Abuse Council of Orange County, the district hosts an annual informational forum for the local community. The district discusses the increased accessibility our school-aged children have to cannabis and cannabis products, as well as the growing presence of cannabis marketing.
• Hidden Mischief. Prevention educators from the Alcoholism & Drug Abuse Council of Orange County give parents the opportunity to search a teen bedroom – “scavenger hunt style” – to look for items that may indicate substance use or other self-harming behaviors. After all participants have had a chance to search the mock bedroom, all items in the room are revealed, including those that were overlooked.
• Red Ribbon Week. A catalyst in mobilizing communities to educate youth and encourage participation in drug prevention activities. Warwick has participated in Red Ribbon Week since its inception and we are looking forward to being the host for an interdistrict launch event during Red Ribbon Week in the 2023-2024 school year. 
• Trunk or Treat. The culminating event of Red Ribbon Week is a safe trick-or-treating event hosted in the high school parking lot. Trunk-or-treat receives enthusiastic participation and appreciation from local organizations and community members, and serves as another opportunity to educate youth about drug prevention. 
• Students Against Destructive Decisions (SADD). A club at the high school and middle school level.  Students  have developed an Instagram page, and use it to highlight events such as Red Ribbon Week, the American Heart Association’s Quit Lying Campaign, and pledge signings involving the choice to live a healthy lifestyle. Student members have held a door decorating contest to bring awareness to wiping out distracted driving in the hopes of spreading the message to greater numbers of students. For Valentine’s Day, the students send “flower grams” to continue to spread positive messages about safety throughout the school. Every three to four years, our chapter of SADD collaborates with numerous local law enforcement agencies and emergency responders to stage a mock crash involving distracted and/or impaired driving.
• Driver Awareness. Juniors and seniors must attend a 90-minute driver awareness forum in order to receive a permit to drive to school. School administrators and SROs bring close attention to the dangers of distracted driving and driving under the influence of alcohol and drugs.
• Student Leadership. Every year, student leaders and scholar-athletes from our high school visit the seventh and eighth grade students to discuss the fun and opportunities that come with being a scholar-athlete. Students hear firsthand what it means to count on your teammates and what it takes to be counted on. Part of the discussion includes how to use your role as a Wildcat player to help you navigate or avoid situations where bad decisions can be made.
• Pride Survey. We conduct a survey of students across the district every other year to learn more about their behaviors in relation to drug and alcohol usage.

Additional Strategies

Additional strategies include:

• Educator Training. Our professional development will continue at this summer’s Superintendent’s conference day, when local organizations will present to  middle and high school teachers with information about teen issues and accessibility as it relates to drugs and alcohol. The focus will be on noticing the warning signs, and what to look for and listen for when it comes to recognizing drug and alcohol-related logos, symbolism, packaging, and commonly used language.
• Canine Searches. In collaboration with the Town of Warwick Police Department, canine units will resume bag and locker searches at the high school, a program that was paused during the pandemic.
• DARE Curriculum. The district is considering incorporating a DARE program into its elementary program. The new curriculum would be utilized by our SROs in elementary school lessons.
• Substance-Free Pledge. The district is looking to offer a pledge that can be signed by families to indicate that their home is a drug and alcohol-free environment in the community. We are also considering a drug and alcohol-free pledge for individual students. These would be similar to the WVHS “Contract for Life,” which we promote annually at different SADD sponsored events.
• Quarterly Assemblies. Special programs each marking period to address social-emotional and drug prevention topics at the high school level. 
• Peer-to-Peer Recruitment. We are always identifying more opportunities to have student coalition representatives present at meetings for extracurricular clubs and athletics teams, to share their messages about drugs and alcohol with their classmates.

Both the high school and middle school are also looking at the individual Codes of Conduct for each school to see if there are areas that may be improved to help address issues around drug and alcohol use, accessibility, and awareness. This includes strengthening and enforcing the penalty for drinking or drug use. 

It is unfortunate that even with a plethora of prevention strategies in place, school students across the nation are still facing these challenges. Be assured that our district will continue to be vigilant, and get even tougher, in our stance to keep our students safe. Drugs and alcohol are not tolerated in our schools.

We appreciate your partnership in this important endeavor. We know that these messages take greater hold and have a greater effect when they are reinforced both at home and in school, so we continue to encourage you to have conversations about these difficult topics at home. We thank you for your continued assistance in helping our district confront this troubling issue.

As our drug and alcohol prevention plans and initiatives evolve, we will continue to keep you informed.

Our district’s approach is to educate the whole child and provide the supports they need. Locally and regionally, Warwick Valley schools are leaders in nurturing the social, emotional, and physical well-being of its students. Students should always know where and to whom they can turn for help, and the district strives to maintain a learning environment that decreases negative stigmas and encourages students to communicate and to develop healthy, resilient behaviors. The following is a comprehensive overview of how we implement social and emotional learning best practices across all district buildings, grade levels, and departments. Through these district programs and community partnerships, students learn how to handle stress, relate to others, and make positive choices.

Mental Health Programs and Plans

View/download the WVCSD Mental Health Programs & Plans presentation

“It is reported that more than 20% of students ages 13–18 struggle with mental health. Therefore, it is imperative to offer comprehensive, systemic programs. Students who are experiencing mental health issues benefit greatly from having a regular routine of positive interactions and support. Our goal is to help students who are experiencing mental health issues by working closely with them and their families. We also need more opportunities outside of the classroom for our families to pursue. Professionals in the mental health field are in short supply, especially those who work with children and teenagers.” (Dr. David Leach, Superintendent of Schools)

“Our students’ physical and mental health remains the highest priority for everyone here at Warwick Valley. While New York State has recently identified mental health education as a priority and mandate, our district has long been at the forefront of providing the types of programs and services that support healthy minds, healthy bodies, and promote a safe and engaging learning environment.” (Meghan McGourty, Assistant Superintendent for Curriculum & Instruction) 

R.O.A.R. & PAWS Lessons

During character education sessions, counselors and/or teachers communicate to students the behavioral and social expectations within a school building. The program targets the acquisition of basic behaviors such as politely greeting others and learning how to respect others and specific ways of avoiding unsafe behaviors and communicating unsafe behaviors to an adult. ROAR lessons, specifically, each relate to one of the traits of the district’s Portrait of a Graduate.

“PBIS stands for Positive Behavioral Interventions and Supports, which aim to make every student feel part of the overall school community, and understand that they always have supportive teachers and staff around them. PBIS serves as the framework for our ROAR and PAWS lessons, which outline building behavioral expectations and help students develop strategies like ways to express both positive and negative emotions.” (Jeanette Myrick, counselor)

Themed Participation/Awareness Weeks

Warwick students participate in themed weeks throughout the year to educate and motivate students around specific issues. In the elementary schools, students talk about celebrating and exercising kindness during No Name-Calling Week in January. Students are encouraged to treat each other with respect and to avoid name-calling. At the middle school, students are encouraged to commit Random Acts of Kindness, leaving positive notes for people on their lockers, cubbies, or desks.

“The random acts go a long way toward setting a positive tone at the middle school. The act of sharing a kind word, a compliment or some encouragement, really embeds kindness into our middle school culture.” (Jared Yapkowitz, WVMS Principal)

Red Ribbon Week, celebrated in all four schools in October, is an ongoing effort by the Red Ribbon Foundation to help keep kids drug-free.

“Though the overarching message of Red Ribbon Week is around drug use and misuse, at the middle school we focus on how abstention is the best way to maintain a healthy mind and body. Our students put their drug-free pledges on red ribbons that we display all year in the cafeteria. It’s a great reminder for kids to reflect on their choices.” (Mr. Yapkowitz)

Mindfulness

Physical education teachers, mental health providers, and classroom teachers have been trained to help students find safe and simple methods to unwind and de-escalate stress. At the beginning of physical education classes, teachers engage students in calming breathing exercises, focus skills, and activities designed to improve mental wellness and relieve stress. Classroom teachers will often survey students at the beginning of class with simple questions to understand how the students are feeling and their readiness to learn.

“When we talk about learning about and applying mindfulness in our schools, we cover a lot of social and emotional ground. Learning about mindfulness means learning about being kind, remaining calm, balanced, and focused, and feeling connected to others. And, feeling ready to learn!” (Johnna Maraia, Sanfordville Principal)

Yale RULER

The acronym RULER stands for Recognizing, Understanding, Labeling, Expressing, and Regulating emotions. By using a mood meter, students learn to express their emotions, and strategies to get themselves from a negative state of mind into a positive one. Each school has collaboratively authored its own charter, which outlines norms for cultivating a positive school culture that can support students’ well-being. The cumulative approach begins with a new set of expressive words to describe emotions in elementary school, and words are added as students progress through the grades.

“The mood meter and Yale RULER approach is really meant to support all of us. It builds a helpful emotional vocabulary over the years, which anyone can use to effectively communicate their emotions in their daily lives.” (Ms. Myrick)

Multi-Tiered System of Support

There is support in place for students who have demonstrated behaviors that raise concerns for their overall well-being. Building-level teams consist of administrators, counselors, and health professionals who meet to discuss students whose behaviors have raised red flags. Attendance, hygiene, discipline referrals, wellness referrals, and changes in grades and participation, among other signs are addressed. This leads to the development and implementation of a support plan for each case, on which teams follow-up and provide progress updates.

“A key strength of our building teams is the many staff members with complementary skills who comprise them. It leads to very collaborative and comprehensive approaches and plans that benefit our students.” (Bill Biniaris, Park Avenue Principal)

Crisis Response Teams include faculty, administration, and school psychologists and counselors trained in handling crises. They are always prepared to intervene and support a student in crisis.

Office of Mental Health Satellite Clinic

Warwick Valley schools are fortunate to have an Orange County Department of Mental Health School-Based Mental Health Satellite Clinic on location. The clinic provides easy and accessible options for students who may have difficulty finding mental health services. With parental consent, a school counselor or psychologist may refer students for clinical services. An OCDMH social worker will provide targeted clinical services to students with more intensive needs.

The convenient location of a satellite office in the school district provides access for students and parents who may have difficulties with transportation and other obstacles to accessing care. Most insurance is accepted, and there is a sliding scale fee for services available for individual and family therapy.

Visit Office of Mental Health Satellite Clinic Page

The Cornell Cooperative

The Cornell Cooperative workshop for teachers helps educators learn how to develop and strengthen students by creating a challenging learning environment that uses healing-engaged approaches and strategies. Cornell also offers virtual parent workshops designed to help families work on parenting styles, understand their child’s behaviors, and learn about childhood development in general.

“Among many important topics, these workshops focus on just how important self-care is for adults and students alike.” (Alexandra D’Angelo, Director of Special Education)

The workshops deepen an understanding of the impact adversities have on the nervous system and our ability to learn, increase knowledge of the concept of resilience, and teach practical strategies and approaches for the classroom that foster well-being and a sense of belonging.

Raising Resilient Kids

This workshop explains the mechanisms that support the development of resilience in children and provides participants with practical steps and strategies for raising resilient kids. Being a “resilient individual” is one of the seven traits outlined in the district’s Portrait of a Graduate. Parents gain an understanding of the impact of stress on their child’s well-being, look at the role of buffers and how to put them in place, and expand their knowledge of practical approaches to supporting their children’s well-being.

CharacterStrong

This character education program at the high school helps students develop into thoughtful, healthy, kind human beings. School counselors present lessons addressing self-awareness, self-management, social awareness, relationship skills, and responsible decision-making to grade-level study halls at least once a month.

Pride Survey

Administered every other year to students in grades eight, 10, and 12, the Pride Survey allows them to anonymously share honest responses to questions that focus on personal mental and physical health and school climate. Comprehensive results of the survey responses help district administration understand and make informed decisions regarding student behaviors and perceptions on topics that affect student achievement and well-being.

Suicide Awareness & Prevention

The district provides staff with suicide prevention and screener training regularly. The training provides personalized instruction for staff at each building so that faculty are aware of available resources, including colleagues on hand to help in each school. The middle and high schools are also working with Mallory’s Army Foundation to engage and educate students about bullying, and to rethink the old phrase, ‘Sticks and stones may break my bones…” The goal is to express to the community that hurtful words can be just as painful in all environments – at school, through technological means, and on social media.

Alerts

“We all know the phrase ‘if you see something, say something. So, we have the means for anyone – students, parents, community members – to provide the district critical information regarding the well-being of students on an anonymous basis.” (Erin Hill-Lewis, WVHS Associate Principal)

Anonymous Alerts can be issued via a link on the district website to report any behaviors that could compromise the personal safety of a child in the school district. The district also employs technology called Lightspeed alerts, which examines language usage on district devices, and keys in on words and phrases that indicate the possibility of self-harm or threatening behavior. These instances trigger alerts to an administrator for immediate check-ins on the student’s well-being.

School Services

The district offers support and access to many types of services, including counseling, family support, crisis intervention, community referrals, assessment, and consultation.

“We are fortunate to be able to offer individual counseling based on students being in crisis,” said Ms. Myrick. “We also work with families on a constant basis. This is a very transitional program for students as they progress from their elementary school years through graduation.”

Community Partnerships

As part of the district’s holistic approach to supporting students’ and families’ mental health, it collaborates with community groups, including the Warwick Reformed Church, on the Backpack Snack Attack program, feeding hungry students in the Town of Warwick. Students have numerous community service opportunities to get civically engaged through volunteering and school clubs like the Interact Club and its relationship with Warwick Rotary. Affiliations with blood centers, the Warwick Valley Historical Society, and the Warwick Valley Community Coalition, among others, allow students to participate in local charitable events that build a sense of community and self-worth while helping others.

Mental health is a more critical issue now than ever, and the district is committed to helping Warwick students cultivate healthy minds and bodies in every way possible. Parents and guardians are encouraged to converse about these complex topics with their children, reinforcing the importance of mental health at home. The district is off to a fantastic 2022–2023 school year and is looking forward to continuing the work that helps keep Warwick children healthy, safe, and ready to learn.

 

Orange County Department of Mental Health

Satellite clinic offers support for our students

Warwick Valley Central School District is pleased to collaborate with the Orange County Department of Mental Health for the benefit of students. This is a service that can be utilized only by our Warwick students and their families. Parents may initiate these services through school personnel. If you are interested in learning more about the services please contact any of our school psychologists, social workers or school counselors for more information, or call: 845-858-1456.

What is a Satellite Clinic?

Research has shown that children are more likely to access needed mental health services when those services are located at their school. Children who receive mental health services coordinated with their educational services experience greatly improved outcomes. This means that by working together we can help your child to be happier, healthier and more successful at school. We know that being a parent can be stressful, so the district and the Orange County Department of Mental Health Port Jervis Outpatient Clinic have teamed up to offer support in your child’s school.

Outcomes

School-based mental health services improve academic performance as evidenced by fewer course failures and higher G.P.A.s.

Studies show that students involved in school-based mental health programs learn positive coping skills and exhibit fewer disruptive behaviors, improving attendance and decreasing disciplinary referrals.

Students who receive support from school-based mental health clinicians report high rates of satisfaction and more protective factors.

Services at school

• Individual Therapy
• Group Therapy
• Family Therapy
• Crisis Intervention

Additional Services Offered at Port Jervis Outpatient Clinic Site

• Children’s Psychiatric Services (available in English and Spanish)
• Crisis Intervention

Who to Contact

To access mental health services at your child’s school, contact his or her school psychologist, social worker or school counselor; the Port Jervis Outpatient Clinic at 845-858-1456; or you can reach the school-based  therapist at 845-545-7004.

Warwick Valley High School: 845-987-3050
Warwick Valley Middle School: 845-987-3100
Park Avenue Elementary: 845-987-3170
Sanfordville Elementary: 845-987-3300

Insurance

Most insurances accepted and sliding scale available for families without insurance.

Additional Resources

• Mobile Mental Health Team
  24 Hours a Day, 7 Days a Week
  1-888-750-2266
• 24-Hour Help Line
  845-294-9355
  Or dial 1-800-832-1200
• Orange Regional Medical Center
  Access Center – Middletown
  845-333-1621
• Bon Secours Community Hospital
  Mental Health Unit Port Jervis
  845-858-7121
• Text for Teens
  845-391-1000
  Evenings

A word about depression and anxiety

It is important to recognize signs of anxiety or depression in ourselves and in those around us. All ages, races, and genders are susceptible to anxiety and depression. If you are in doubt, talk with someone.

More information

Help is a call or click away

Mobile Mental Health
(24 hr/day, 7 days/week) 1-888-750-2266

Helpline
(24 hr/day, 7 days/week) 1-800-832-1200 or 845-346-HELP (4357)

NYS Office of Suicide Prevention Initiatives

The Suicide Prevention Center of NYS

American Foundation for Suicide Prevention

National Suicide Prevention Lifeline
1-800-273-TALK (8255)

Substance Abuse & Mental Health Administration

Epilepsy is a brain disorder that causes people to have recurring seizures. The seizures happen when clusters of nerve cells, or neurons, in the brain send out the wrong signals. People may have strange sensations and emotions or behave strangely. They may have violent muscle spasms or lose consciousness.

Epilepsy has many possible causes, including illness, brain injury and abnormal brain development. In many cases, the cause is unknown.

Education Laws

• Federal law known as Individuals with Disabilities Education Act (IDEA) states that every child with a disability is entitled to a free, appropriate education in the least restrictive setting.
• Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) forbids discrimination against qualified students with disabilities by educational institutions including colleges and universities when a school receives federal funds

Seizure Care Plans

• If a student has been identified as having a seizure disorder the school nurse will complete an Emergency Care Plan.
• There is a medical alert symbol (white  cross on a red medical bag) in eSD which identifies these students.
• If the student is on your enrollment you will be able to view the alert when you mouse on the symbol. 

Absence & Complex Partial Seizures

• Absence Seizures may be hardly noticeable and lasts a few seconds. Sometimes the only clue is exhibited by rapid blinking or a few seconds of staring into “space”.
• Complex Partial Seizures present as confusion or being dazed  and unable to respond to questions or directions for up to a few minutes.

General Tonic – Clonic seizures

• Sometimes called grand mal the person may cry out, lose consciousness, fall to the ground and have rigidity and muscle jerks lasting a few minutes. There is an extended period of confusion and fatigue afterwards.
• Seizures do not always indicate epilepsy. Temporary conditions such as high fever, low blood sugar, alcohol or drug withdrawal, or immediately following a brain concussion can cause seizures.

Rule # 1 in Emergencies

“Take a Deep Breath  & Remain Calm”

Epilepsy Foundation: Seizure First Aid

    
References

Important facts about Epilepsy/Seizure Disorder

CDC Epilepsy Resources

Epilepsy Foundation Resources

Head lice are a common community issue

• In the United States, an estimated 6 to 12 million lice infestations occur each year among children aged 3 to 11
• Children can get head lice anytime they are in close contact with others – for example, during play at home or school, slumber parties, sports activities or camp

Head lice are wingless insects

• They live close to the scalp and feed on human blood
• They are not dangerous and do not transmit disease but are easily spread

School nurses are often the first to detect head lice

• If head lice is suspected, it is important for families to talk to their healthcare provider

Who gets head lice?

• Almost anyone can get head lice
• Head lice are not a health hazard or sign of poor hygiene
• Head lice cannot jump or fly
• They cannot live off the head for long, so it is uncommon to spread head lice by contact with clothing or other personal items
• Dogs, cats and other pets do not play a role in spreading head lice

Is it head lice?

Some people don’t experience symptoms, but those who do most commonly experience:

• Tickling feeling on the scalp or in the hair
• Itching (caused by the bites of the louse)
• Irritability and difficulty sleeping (lice are more active in the dark)
• Sores on the head (caused by scratching)

Finding a live louse is the best indication of an infestation

What do head lice look like?

When checking a student for head lice, you may see several forms:
Nits (eggs)

• Teardrop shaped
• Attached to the hair shaft
• Yellowish or white
• Can be confused with dandruff but cannot be brushed off

Nymph (baby louse)

• Grows to adult size in one to two weeks
• Found on the scalp or in the hair

Adult louse

• Size of a sesame seed
• Tan to grayish-white
• Commonly behind the ears and near the neckline

How is head lice treated?

If head lice are suspected, families should consult with a healthcare provider as soon as possible

Key treatment considerations include:

• Resistance to some over-the-counter (OTC) head lice treatments has been reported, but the prevalence is not known
• There is no scientific evidence that home remedies are effective
• There are prescription treatment options available – contact your healthcare professional to determine what is appropriate for you

All household members and other close contacts should be checked

• Anyone with evidence of an active lice infestation should be treated
• All persons with active head lice should be treated at the same time

What about cleaning?

• Adult head lice survive less than one to two days, and nits (head lice eggs) generally die within a week once they fall off a person and cannot feed
• Vacuum floor and furniture where the infested person sat or lay
• Fumigants or fogs are not necessary and may be dangerous if inhaled or absorbed through the skin
• Family bed linens and recently used clothes, hats and towels, as well as personal articles such as combs, brushes and hair clips should be washed in very hot water or sealed in a plastic bag for two weeks

Supporting families facing head lice

• Children and parents managing head lice may feel stigmatized and ostracized

We can all help support families facing head lice by:

• Dispelling myths
• Maintaining privacy
• Encouraging families to talk to their healthcare provider

Prevention Resources

• CDC Lyme Resources
• CDC About Lyme
• CDC: Lyme Fact Sheets (English & Spanish)
  also see downloads below
• CDC Parent Resource: Children & Lyme Disease
  • English Flyer & Spanish Flyer
    also see downloads below
• Orange County NY: Lyme Resources
• NYS Department of Health: Lyme Information

Useful Downloads

• Lyme Fact Sheet
• Children & Lyme Disease