• Hazel Park School District...









    Jardon Vocational School    2200 Woodward Heights Blvd.     Ferndale, MI   48220




    The present facility at Jardon School was opened in the fall of 1966, but the establishment of vocational curriculum and work-based learning has it’s roots going back to 1949 in Hazel Park.

    Jardon provides exemplary vocational programming, with state of the art equipment. They offered programs for many of the trades. The programs emphasized preparing students for competitive work. It was a model for Oakland County and the State of Michigan.

    Jardon, Hazel Park Schools, in cooperation with Oakland Schools, have provided southeast Oakland County with a unique academic, life skills and vocational curriculum for students with special needs. It has been a model program throughout the years, preparing young men and women to be contributing and productive members of society.

    In the early 1990’s a Post High School program was developed: Community Advantage Program (C.A.P.), to meet the needs of older students, 18-26 years of age. The focus was still on work development, also daily living skills and functional academics. The students transition into the community for their learning experiences. The transfer of their learning, to real life settings, was critical to their success when exiting public education. Jardon once again led the way in establishing a successful Post High School model for transition learning and continues to be an exemplary program in Oakland County. We now serve Post Secondary students exclusively, focusing our knowledge and background for students 18 to 26 years in age.

    Special education has an ever-changing climate. The Jardon staff is committed to continuing to provide a Post Secondary program, critical to the development of many special needs students in Oakland County. It is only with your support that Jardon will succeed and prosper for years to come.


    The Jardon program believes that all students should access their communities as adults in the areas of work, leisure, education, housing, government and as a consumer.  All students should have access to an appropriate work setting, a key component in adult living.  Students should maximize their strengths, while being supported in their individualized needs, to lead a full adult life.

    VISION STATEMENT             

    Jardon will provide exemplary adult transition programs and services for our students. It will work in collaboration with Oakland Schools, community agencies, business partners, parents/guardians and students to promote the most successful transition outcomes for our students.  Jardon students will effectively integrate into their communities, accessing work, leisure and functional resources for adult daily living.


    Jardon will prepare students vocationally and provide a unique life-centered career education for students with disabilities.  The curriculum will provide functional academics, vocational and social skills development that will enable our students to live and work to their individualized potential, as contributing community members.


    This handbook will answer many of the questions you have when entering a new school year. Jardon’s teachers and administrators use this handbook as a basis for running the school. You are urged to familiarize yourself with it’s contents and keep it in a handy place for quick reference.

    Although every effort was made to make this handbook as complete as possible, there will no doubt be questions. For clarification and questions please call the Jardon office at: 248-658-5950





    Each school maintains an emergency card file of all students. The emergency card provides the school with vital information in the event a student becomes ill or is involved in an accident while at school, critical medical information and additional contact people to act on behalf of the student, should you not be available. The same list of people will also have authorization to pick up the student if necessary. The student will be released only to people listed on the card, unless prior arrangements by the parent/caregiver have been made through the front office.

    The emergency card authorizes the school to take appropriate action on behalf of the student if a parent cannot be reached. The alternate emergency contacts will be utilized if parent is not available for student assistance.

    The card also provides necessary contact information of who can be contacted in behalf of the student and/or pick up the student from school.

    Information requested on the emergency card includes:

    1. Student’s name
    2. Address
    3. Multiple Contact Telephone numbers: cell, home
    4. First and last name of parents / guardians
    5. Work & Cell phone numbers of mother and father / guardian
    6. Important medical Information, Allergies, Medications, Diagnosed    

                 Illnesses, and  Doctor contact information

    1. Several additional contact people who can assist if an emergency

                 arises & you are not available

    Jardon appreciates the cooperation of parents in keeping the emergency cards accurate and current. Please notify the school immediately should your address or telephone numbers change.




    7:50 a.m. Breakfast available to students in the cafeteria

    7:55 a.m. Students are allowed to enter the hallways. If a student arrives early

                      they are to remain in Jardon’s front lobby. *      

    8:00 a.m. Morning classes begin:

        CAP Rotations & Homeroom

        Autism Program

        Work Groups prepare to leave for work sites

    10:55 a.m. Lunch Break

    11:30 a.m. Homeroom - socialization with peers

    12:05 p.m. Afternoon classes begin

        Work groups prepare to leave for work sites

    2:30 p.m. School is dismissed

    Work Sites leave on buses in the A.M. & P.M.- questions regarding work schedules should be directed to Mrs. Hancz or Ms. Kelley

    Breaks are given at teacher’s discretion


    *It is not recommended that a student arrive to school before 7:45 a.m., there will be no supervision until 7:45 a.m.


    Students will be assigned a locker, they must provide their own lock. Key or combination is acceptable. It is recommended that the student give a spare key or the combination to their teacher in case of emergency. The school cannot provide the safety of personal belongings. It is not recommended that students bring valuable items to school. It is also not allowed for students to share a locker. In the interest of school safety lockers may on occasion be inspected by school officials.


    1.  Any student taking medication must bring in an AUTHORIZATION FOR MEDICATION form filled in by BOTH parent and physician. These forms are available in the Jardon office.

    2.  Pupil medication containers shall be kept in the office in a secure place not accessible to pupils.

    3.  Medication shall be kept in an original pharmaceutical container, labeled with the name of the pupil, name of medication, dosage, and time of dosage.

    4.  Medication shall be brought to school in a pharmaceutically filled container. Refill of the prescription shall be the responsibility of the parent upon the notification by the school. Daily                carrying of medication is not allowed. All medications must be checked in at the office, this includes both prescription and over the counter medications. Students cannot            carry over the counter medicine, a Medication Form is necessary to dispense it from the office.

    5.  Medication may be administered only by a staff member in the office, in the presence of another staff witness, or by the school Nurse. Each time medication is dispensed, in conjunction             with the doctor’s recommendation, it will be recorded.

    6.  In the event a physician orders changes in a pupil’s medication program, the principal shall receive such orders directly from the doctor and parent, and shall note such changes in the              student’s medical records, located in the Jardon office.

    7.  Parents will have regular communication with the Nurse or Front office staff regarding the administration of medication while at school.


    Students should come to school prepared to learn and work. The following dress is not appropriate for the school environment. Jardon promotes appropriate ”dress for work” attire. This will be covered thoroughly by the teachers.

    NOT Appropriate for School:

    * Muscle Shirts or Tank Tops

    * Spandex/ form fitting “yoga” type pants

    * T-Shirts and jewelry with inappropriate language or pictures which promote  

         acts illegal for minors or inappropriate messages.

    * Clothes which leave a bare midriff or revealing necklines

    * Excessively low riding pants

    * Gang related clothing as deemed by the Principal

    * Beach clothes, flip/flop sandals

    * Shorts determined by the Principal inappropriate for school such as: running

          shorts, spandex, short-shorts, gym shorts

    * Chains, handcuffs, metal and spiked leather accessories

    * Outfits that would not be acceptable in Community Work sites, due to style, disrepair, violation of uniform requirement, items listed above.


    If any of the above dress violations occur, the student will be required to go to the office and the home will be contacted to assist in a change of clothing. They cannot return to class/worksite until the problem has been resolved.

    WORK UNIFORMS:  Depending on the student’s work assignment, they may be required to wear a company shirt, or specific color of pants/top. We will communicate this with families prior to a student starting the work site so that a student will be prepared. If a student does not have the required dress for that employer, they will not be allowed to go for that day. Several of the uniforms we manage here at Jardon. We would appreciate your support at home should your son or daughter have a dress requirement.



    Hazel Park School District does not allow students to utilize electronic devices while in school. Students will be asked to keep phones out of view and turned off the entire time they are in school and at their work sites. If a student violates the above policy, the student will be given a warning; any repeated offenses, the device will be confiscated by administration and held in the office until the end of the day. Multiple violations, the parents will then be required to contact administration and pick up the device. Please discuss this with your child so that he/she is aware that we will enforce and follow this district policy so that the educational setting is not disrupted.

    Any type of music device is not allowed to be utilized in the school setting. Students may use them on their bus rides to and from school. They must be stored in the lockers the entire day, they will not be allowed to go to work sites. Any sharing of these devices will result in confiscation. A parent may be required to pick it up from the Jardon office. It is not the responsibility of the school for any such devices, if they are lost, stolen, damaged and given to another student. We do not recommend that a student bring them to school, but we understand if the student needs to have them in their possession for communications before and after school.


    Jardon has a secure building during instructional hours, which means all outside doors are secured. If you will be visiting during the school day you will ring an intercom button to the right on the front entrance doors. Please be prepared to state your purpose, student involved and a valid I.D. There may be situations that we have to contact a parent to verify a visitor. It is always a good idea to call ahead of time and let the office know someone is coming.




    Visitors are not allowed in instructional areas without a staff escort. This includes dropping and picking up students, I.E.P. meetings, Agency personnel. For a visitor to have access to a student they must be listed on the student emergency card. Agency personnel must be listed on an agency consent form, on file in our office.


    If a student needs to be excused during the school day, he/she should bring a note to the office before school begins in the morning. The note should state the reason and the time for the early dismissal or a parent can call the office to make arrangements.

    If a student becomes ill during the regular school day, he/she must report to the office, where a member of the office staff will contact the parent. If a parent cannot be contacted, the student will be made as comfortable as possible until a contact can be made. Alternate emergency contacts list on their emergency card may be utilized.

    In cases of late arrival or early departure from school the student must always go through the office. A student will NOT be released to anyone not listed on the emergency card, until the parent has been contacted through the office.


    Promptness and good class attendance are extremely important at Jardon School. It is recognized that establishing superior attendance is crucial to preparing young men and women for the working world and establish successful adult routines. Because of this, the attendance policies stated below should be observed. It is the responsibility of the student to understand this very important policy and the parents vital role in assisting their child in adhering to it. If special circumstances develop, it is recommended that the family contact the school and speak with the teacher or school Principal, so that a specialized schedule can be developed.


    In case of absence from school, the parent or guardian should call the school as early as possible on the first day of absence, giving the reason for absence. Students are not required to bring a note if we have received a telephone call. Good communication is critical so teachers and work sites are prepared if a student is absent for the day.

              Jardon Office phone numbers: (248) 658-5950,  658-5952,  658-5953


    If dangerous weather or a building emergency, requires the Hazel Park Schools to close school, tune in to the major stations on AM radio or TV for current updates. Hazel Park Schools implements an automated emergency call system. The system will call your home phone number that is listed on the current emergency card, if schools close due to inclement weather or a building problem. Please keep the phone numbers updated.

    If the Hazel Park Schools are closed that includes Jardon.

    If a school district decides to end the day early due to extreme weather conditions buses may arrive early to transport students home. Their parents will be informed using our Emergency Call System. Please be sure the #1 phone contact is current on the student’s emergency card.

    If an emergency situation arises in the building and we are required to evacuate for the safety of the students, an alternate building will be secured and students will stay there until the end of the school day. Buses will be directed to the alternate site for pickup or parents will be called and given the option to pick their child up early.



           Transition & Adult Services Program Curriculum Descriptions



    Unique Learning System® is an award-winning, online, standards-based set of interactive tools specifically designed for students with special needs.

    Unique Learning System’s differentiated materials provide a means of access to standards-based instruction for students with complex needs. Students are given appropriate materials and adapted methods for instruction for all students. Unique Learning System includes convenient, interactive lesson plans which include Instructional Targets for each activity within the lesson, instructional routines, and academic vocabulary and are always theme-related.



    Home Living Skills Class is designed to give students the skills needed to function in supportive and independent living settings.  Some of the areas to be covered include Clothing Care, Home Cleaning, Organizing and Simple Maintenance, Home Safety and Home Leisure.  The overall goal is to provide the students skills for independent or semi-independent home living skills.



    The goal of the employability class is to help students develop the work skills needed to become "job survivors". Areas covered are:

    -job application vocabulary

    -safety signs and warnings

    -identifying skills and interests

    -filling out an application & knowing personal information

    -job interview skills

    -appropriate work behaviors & attitudes

    -skills for long-term job success



    In Community Living, we are working towards your young adult becoming familiar with what

    is available to them in the community.  We will discuss different facilities that are available in most communities as well as some transportation that is available for those who do not drive.  We will also work on money skills, banking and budgeting.  Our goal is to get our students out there using what is available to them and utilizing it to the best of their abilities.



    Students have enjoyed the activities that reinforce a positive and healthy lifestyle.  The pursuits include a fitness lap/walking program, aerobics and a variety of exercise videos.  Students have also had the opportunity to participate in a variety of activities in the school gymnasium.


    The intent of this class is to help the CAP student to develop better social skills. Daily lessons are intended to help your young adult to understand that THEY are responsible for their actions at school and work and with their families/roommates.

    We will implement a unit titled “Circles”.  This nationally recognized program is designed to help each CAP student to successfully interact within their community. The Circles program teaches the importance of understanding social distance and levels of intimacy through the use of six color-coded circles.

    The units covered this year will include hygiene, manners, feelings and problem solving. The intent is to help the student display appropriate behavior in the home setting,

    at the work site and in the community.



    The purpose of communication skills class is to provide the students with practical ways to apply good language and thinking strategies at school, home or in the community.

    Basic communication skills will be reviewed to help students become better communicators and listeners. The CAP students will be given an opportunity to share their opinions during class, by class participation, question and answer sessions, and role playing. Each student will practice basic survival skills using the phone, newspaper, shopping, community activities and at work sites.

    By using typical everyday situations each student would encounter opportunities to learn and practice communication skills in real-life settings.  Basic areas--functional vocabulary skills, social language, listening and following directions, and communication on the job site. This class will provide practice, reinforcement, and expand upon functional speech and language skills that are utilized in daily living activities as well as communication necessary for success on the job.



    This class focuses on the skills needed to plan, shop, and prepare a simple recipe.  Each week, students read a simple recipe and develop a grocery list.  A small group of students, accompanied by a paraprofessional, are responsible for shopping for the items on the list. The class prepares the recipe in the CAP kitchen, and is then able to sample the recipe.  Students are responsible for "kitchen cleanup"; loading the dishwasher, wiping tables, etc.  The meal preparation class enables students to practice reading, math, money, and daily living skills.  Additional lessons may include:  reading & understanding food/package labels, measuring, kitchen & recipe vocabulary, etc.


             Transition & Adult Services Program Curriculum Descriptions


    Unique Learning System® is an award-winning, online, standards-based set of interactive tools specifically designed for students with special needs.

    Unique Learning System’s differentiated materials provide a means of access to standards-based instruction for students with complex needs. Students are given appropriate materials and adapted methods for instruction for all students. Unique Learning System includes convenient, interactive lesson plans which include Instructional Targets for each activity within the lesson, instructional routines, and academic vocabulary and are always theme-related.



    Functional Math: Money identification, making change, purchasing

    Applied Language/Literacy: identification/application

    Current Events in their communities

    Computer Skills: Communication, Information, Interests

    Individual Development / IEP Goals & Objectives



    Preparing for the Job

    Personal Care

    Task Attention

    Social Skills on the job


    Following a Schedule

    Job Exploration

       Community Job exploration



    Home Living

    Kitchen Usage: Tools, Food handling, Cooking, Cleaning



    Personal Hygiene Routine



    Group Activities

    Social Interaction

    Interest activities

    Lunch participation

    Conversation / Greetings



    Community Access / Safety

    Supporting Daily Living Skills


    Various systems are in place to support communication of students: Visual books, augmentative technology devices, PODDS systems. Speech Therapists collaborate with teachers on: visual systems, co-teach in classes -teaching and supporting communication and socialization.


    Sensory systems are individualized for the students. A sensory room is available for students to access in their daily schedules. A physical sensory space is also available for students to move and interact with equipment. Occupational and Physical therapy support students in this area.


    Families and students will receive progress reports three times a school year. In that report a parent will receive a status on the student’s I.E.P. goal pages and also a progress report on each one of the student’s curriculum content areas(class rotations). The teacher will report on subject matter covered during that time period and also report on how a student individually met the expectations of the curriculum outcomes.

    Emphasis in Adult Transition Service and Programs is Work development. Regular work behavior reports will be sent home (twice a month).  A more extensive work evaluation will be done at the end of each work rotation (approximately every 10 weeks).

    Jardon does not issue traditional A,B,C marking grades. We individualize the reports of progress so they reflect the unique learning style of our students and ability levels. Formal and informal evaluation tools are utilized also in the reporting.

    Other opportunities for discussing your child’s progress:

    1. Your child’s annual I.E.P.(Individual Education Plan)
    2. Parent Teacher Conferences
    3. Contact the teacher about a specific question, either by phone, e-mail, or you can arrange a meeting.


    Jardon staff meet weekly to support specific student needs that may arise. We have a Positive Behavioral Support Team who develops detailed plans for individual student needs. The teams include a support staff of: teachers, psychologist, Social Worker, Therapists(speech, occupational, physical) and building principal. Parents are consulted to assist in the process. Behavioral supports are also discussed in the student's annual I.E.P. Our support team follows the district guideline for anti-Bullying and student support plans follow this, along with our Social Skills curriculum.

    If a student is in eminent danger to himself, others and property, staff will use Crisis Prevention Intervention techniques to create safe setting for the student.

    All of the Jardon staff are trained annually and certified in these techniques. Further information is available through the Principal on Crisis Prevention.



    Misconduct shall be regarded as those actions which do or may interfere substantially with the operation of any school, or any of its classes and functions, by endangering the health and safety of any persons, by unduly infringing on the rights of others, by causing loss or destruction of facilities, and actions which are otherwise in violation of laws, school policies and regulations, and school or classroom rules.


    ARSON: Setting fire to school property or willfully causing the school fire alarm system to set off.

    VIOLENCE: Engaging in acts of violence or using physical threats to other persons.


    STEALING: Breaking and entering, or stealing of school or personal property of students or school personnel.


    EXPLOSIVES: Possessing or using explosives, or threatening to use explosives.


    ETHNIC INTIMIDATION: Ethnic or racial slurs, offensive or threatening language directed towards a person’s race or religion.


    EXTORTION: Extorting or coercing others to obtain money or property, or compelling someone to do something against his will by force or threat of force.


    WEAPONS: Possessing, threatening to use or using, firearms, knives and other dangerous weapons or objects ( see policy below).


    VANDALISM: Defacing or willfully damaging school property or an individual’s personal property. (Broken or stolen items will be paid for by those who are responsible-School Board Policy).


    ALCOHOL: Selling, using or possessing alcoholic beverages on school property.

    DRUGS: Using or possessing any and all narcotics, drugs or substances which may or do interfere with the normal thought process or result in erratic, disorderly, abnormal and/or irresponsible behavior. A student apprehended selling drugs or narcotics will automatically be subject to expulsion proceedings. Police will be contacted.


    TECHNOLOGY: Inappropriate use of a computer: use of the internet without teacher approval and direction, vandalism to software or hardware, use of the computer/internet that conveys threats or sexually suggestive material, trespassing into others files. Technology Usage policy agreement should be signed by each parent and student.


    PROFANITY: Using profane, indecent or immoral language or ethnic and racial slurs.


    SMOKING: Students smoking and/or possessing tobacco. See smoking policy.


    FORGERY /PERJURY: Willfully making false statements to accuse or defend others, or falsifying documents.


    TRUANCY: See Attendance Policy.


    GANG AFFILIATION: Jardon and the Hazel Park School Board strictly prohibits the presence of any apparel, jewelry, accessory, notebook, manner of grooming, that denotes membership in gangs or group ( two or more people). Also any of the above which advocates drug use, violence, or disruptive behavior. Refer to section on dress code.


    Students in possession of a dangerous weapon/firearm or who commit arson or rape on district grounds or at district-sponsored school events shall be expelled consistent with Federal or State guidelines. Such students will be referred to either the criminal justice system or the juvenile delinquency system and the appropriate county Department of Social Services or community mental health agency. The parent, legal guardian and/or student shall be informed of their due process rights by the administration and notified of the referrals. Each student subject to expulsion may have his/her situation reviewed by the superintendent on a case-by-case basis. The board reserves to itself the authority to expel students.

    In 1994, the Michigan Legislature passed a very inflexible law regarding weapons in schools. Please read the following edited excerpt from the Michigan School Code. Please be aware, if a student is found violating this law, there is no negotiation regarding the punishment.


    Michigan School Law mandates that if a pupil possesses a dangerous weapon in a school zone that they are subject to immediate suspension and expulsion from school.

    Students above fifth (5th) grade found violating this law shall be excluded from school for a period of one hundred eighty (180) school days.

    The Michigan Legislature has defined a dangerous weapon as a firearm, dagger, dirk, stiletto, knife with a blade three inches or longer in length, a pocket knife opened by a mechanical device, iron bar or brass knuckles.

    The Jardon administration and the Hazel Park School Board is required to fully adhere to the Weapons, Arson & Gross Misconduct laws defined above. Please be sure your son or daughter fully understands the seriousness of this law and the effects it can have on their educational future. A school safe from threat and danger is a must.

    The administration and staff will maintain zero tolerance for such activity.


    A student’s age, experience, ability and background will be taken into consideration when dealing with the student concerning a disciplinary matter.

    Reasonable effort will be made by the staff to solve student conduct problems within the classroom and school setting. Jardon has support teams to assist students with behavioral concerns. The behavior intervention techniques include, but are not limited to:

    1. Positive Behavior Support Strategies
    2. Crisis Prevention Intervention Strategies (C.P.I.)
    3. Support Team Intervention
    4. Paraprofessional Supports
    5. Sensory Room
    6. Loss of break time and/or extracurricular activities
    7. Visual Supports
    8. Break Areas
    9. Behavioral Contract
    10. Behavioral Support Team & Plans: START program
    11. In and out of school suspension

    State law and School Board policy prohibit the use, or threat of corporal punishment.

    Students are reminded that they are partners with the faculty and administration at Jardon School. Each of these groups have a specific role in assisting students to fulfill their potential. A major part of that role is to direct the activities of the student into proper, positive channels. There are times, however, when some students fail to act in the best interest of all of the above groups.

    At these times, students are advised that any administrator, faculty member or any auxiliary staff, has the authority to direct actions of the students at any place and time on school property while school is in session or a school activity is in progress.

    Law enforcement officers may be asked to enter the building for any of the following student actions:

    • Possession of drugs or alcohol
    • Of stolen property
    • Assault on a student or staff member
    • Suspicion that a student may harbor material that would be considered harmful
    • Any action the administration deems potentially injurious or threatening to the school community



    A building administrator shall have the discretion to suspend a student for a period of up to ten (10) days for reasons which are in the best interest of the student, class or building.

    Reasons for suspension include but are not limited to, the categories listed on previous pages.

    It is understood that in the event of a suspension of ten (10) days or less, as in all other suspensions, the administrator doing the suspending will do the following:

    1. Inform the student of why they are being suspended.
    2. Notify the parent prior to the suspension.
    3. Give the parent and student a date of return.
    4. Provide the parent and student a hearing, if requested.
    5. Hold a manifestation I.E.P.

    If the student has been suspended 10 days or more.

    A student who is on suspension may not attend class for any reason. He may not loiter or appear on school property or at any school-sponsored activity, at or away from school.




    The School District of the City of Hazel Park Board of Education policy on smoking is as follows:

    The Board of Education recognizes the use of tobacco and tobacco substance as a major health hazard and directs that the use of tobacco by students on campus is prohibited.

    When Students are Caught Using Tobacco:


    1. FIRST OFFENSE: One (1) full day suspension. The suspension will last for twenty-four (24) hours. It will include all school related activities and the suspension will go into effect the next full-day of school after the offense; or, take part in required antismoking activity.


    1. SECOND OFFENSE: Three (3) full-days of suspension (72 hours). The suspension will go into effect the next full-day of school and continue for three (3) full-days of school. It will include all school related activities and mandatory attendance at antismoking activity.


    1. THIRD OFFENSE: Three (3) full-days of suspension (72 hours). The suspension will go into effect the next full-day of school and continue for three (3) full days of school. It will include all school related activities. A meeting will be scheduled with the parent to discuss the violation.


    There are certain rights, which students have guaranteed to them under law. But as is true of all individual rights in our country, student rights can never go so far as to deny the rights of others. No student has rights which infringe upon other students’ rights to safety, well-being and an atmosphere conducive to learning.


    Following is a list of rights you have as a student at Jardon School:



    Students have a right to an education as long as their actions do not violate or interfere with the learning process. The Hazel Park School District reserves the right to reject the student's’ right to an education through a series of hearings.



    Students have the right to be physically safe and secure in their person and property, and to be free from unreasonable search or violation of their privacy. Students have the responsibility to avoid violating the personal and property rights of others.



    The Jardon administration and staff makes every effort to apply the rules and regulations of this handbook consistently and fairly. To serve as a protection to students, all rules will be interpreted as written.



    Federal and State regulations protect the confidentiality of school records. Written permission of a student 18 years of age or older, or the parent or guardian of younger students, is required before the school can release any information about the student. Also, parents and students have the right to add a statement of rebuttal to any negative remarks contained in schools records.



    Parent & Student Guide is provided to you annually prior to holding the student’s annual I.E.P. meeting.


    In compliance with Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, and the Americans with Disability Act of 1990, it is the policy of the Hazel Park School District that no person shall, on the basis of race, color, national origin, sex, age, disability, height, weight, religion or marital status, be excluded from participation in, be denied the benefits of, or be subjected to discrimination during any program or activity, or in employment.


    Any person believing that the Hazel Park School District or any part of the school organization has inadequately applied the principles and/or regulations of (1) Title VI of the Civil Rights Act of 1964, (2) Title IX of the Education Amendment Act of 1972, (3) Section 504 of the Rehabilitation Act of 1973, (4) Title II of the Americans with Disability Act of 1990, and (5) Age Discrimination Act of 1975, may bring forward a complaint, which shall be referred to as a grievance, to the Civil Rights Coordinator at the following Address:


    1620 ELZA

    Hazel Park, MI 48030

    (248) 658-5200


    Parents are encouraged to use the following complaint procedure to resolve school employee/student conflicts.

    1. First, discuss your complaint with the school employee involved, most problems can be resolved at this level
    2. If it cannot be solved with the above, contact the building Principal to discuss the matter.
    3. If the complaint cannot be solved by the Principal, contact the Director of Special Education, Hazel Park School Board Office.
    4. If the problem is still not resolved, Oakland Schools Intermediate District, Special Education Director can be contacted to assist in resolution to an issue.


    A parent/student booklet has been put together that covers Parental rights and due process procedures and it relates to the laws that govern a student who qualifies for Special Education services. This is published by Michigan Department of Education.

    Hazel Park Schools has also put together a “Parent Guide to Special Education”

    Both of these documents are available in the Jardon Office and on our school website, you will also receive a copy of each of them annually at your child’s I.E.P. meeting.





    Breakfast consisting of juice and milk, as well as the choice of a Pop Tart, breakfast snack, hot roll, fruit, cheese stick or cereal is available every morning in the cafeteria, from 7:50a.m. until 8:20a.m.


    Each Jardon teacher has specific students who are assigned to his/her caseload. That teacher becomes the key person in overseeing the student’s school day.  It is suggested that parents become familiar with their child’s caseload teacher and arrange a method to regularly communicate. The teacher’s email address is most efficient.



    Jardon students are encouraged to attend the Dances and Fun Nights held throughout the school year. For a listing of dates and times refer to Activities Calendar or website. A flyer will also be sent home with the student specifying details two weeks ahead of time.


    C.B.I. trips are an important part of certain learning situations. A teacher will assign a few students to go out into the community with a Jardon Paraprofessional to practice life skills in real life settings. This is an important learning tool that compliments our curriculum. Students go on a rotation basis or when they are available, due to work site requirements.


    Communication with our families is critical, there are a variety of ways we will provide it, so that you have the latest information about student progress, events and building updates.

    • Phone (Numbers are listed in the back of the Handbook)
    • E-Mail (Staff email addresses are available on Jardon’s web page)
    • “Messenger”  automated email / phone system, to communicate to parents school wide announcements and emergencies. Please keep your email and phone numbers updated on the E-card.
    • District/School Website- We will post communications on the website, along with calendars, events, and community contacts for families.
    • Written Correspondence- used for formal notifications of student I.E.P.’s and progress reports.


    The main focus of our program is Work Development. Jardon has established over 25 active work sites, so that our students can work in real life settings, learning their core work skills. The development of these core work skills are critical to work placement in the future. Students are assigned a work site based on skill, interest and/or availability. They work at a job site for 10-12 weeks. Weekly work behavior records are kept for progress and a final work evaluation is done at the end of the 10 week period. The variety of sites allow for optimum exploration for students. There is a Job Coach assigned to each work site, working with the students and training them on the necessary skills.



    School lunches are provided daily, they provide 2 choices. A monthly calendar is printed in advance, listing the food items offered daily. Calendars are available in the office for the student to take home and also on the web site. Students who prefer to bring their lunch may do so, milk if available. Students are required to be in the lunchroom during the lunch period (11:00-11:30).

    If a student is at a work site during the lunch period, a sack lunch will be prepared in the morning for them to take with them to work.



    Each fall, students have their pictures taken by a professional photographer. They may wish to purchase a packet of pictures at a nominal cost. While pictures are taken for school records and school ID badges, they need not be purchased. Notification will be sent home regarding the date and the available packages.

    Student picture are also taken throughout the year and included in Jardon yearbook and worksite bulletin boards.


    Jardon students participate in Special Olympic sports each year through their own communities. Jardon host two Special Olympic Basketball teams, one boys team and the second team is a co-ed team. Practices are held after school one day a week. There are several tournaments held during the season, a schedule is distributed. Players must commit to attending all of the tournaments.

    Special Olympics has significant social and physical benefits for students; and parents are urged to encourage their child’s involvement. Notification regarding participation will be done via the student.


    Jardon publishes an electronic Yearbook CD which illustrates various student events and activities. Pictures of students and staff are also included. Yearbooks are sold in either spring/fall.


    We have an active parent group that meets during the student Fun Nights. It is a great opportunity for you to network with other parents and keep up to date on current issues and services.

    We invite keynote speakers that cover important topics, agencies and services, available to our students and their families.

    We encourage all of our parents to attend.




    Every three years the Psychologist assists in reviewing the student’s eligibility for Special Education. Usually the student’s file history, along with teacher and parent input is sufficient to establish eligibility for another three years. If additional testing is needed, it will be determined at that time.

    The school Psychologist at Jardon also serves as a Behaviorist to assist students in the development of successful social communication and behavior. They work in teams to write support plans that will help students learn success in their social skills. They also serve as part of a crisis team in the building.



    A student may be referred to the Social Worker for individual and/or group counseling based on the student’s IEP or from a referral from the Principal. The Social Worker will help the student with social issues that may effecting their success in school and assist in development of support plans. The Social Worker is a part of our Behavior Intervention Team in developing support plans for students. They also serve as a crisis team member.



    The Speech and Language Therapist works with students with identified deficits in the areas of articulation, voice, fluency and language development. They primarily work to apply language concepts in social settings and also in developing daily communication systems for students with limited communication skills.



    Jardon has a school Nurse available for specific health needs that require attention during the school day. If your child has a health concern please contact the front office and ask to speak to the school Nurse. Health plans should be on file to address any chronic health issues that might occur during the day. The dispensing of medication at school is supervised by our school nurse.



    Jardon has both therapies available to students that qualify. This qualification is determined in the student’s I.E.P. meeting. The services assist students so that they can access the program’s curriculum and access their communities successfully.


    Jardon Office & Attendance 248-658-5950 / 658-5952


    Teachers are available through the main office.


    Visit our web site! Our handbook is available there; as well as New Updates, Events, Resources, Contacts and Calendars.


    Ms. Tamaran Dillard, Jardon School Principal 248-658-5953

    Ms Tassie, Principal’s Secretary 248-658-5952

    Mr. Ferrise, School Psychologist- ASD / CAP 248-658-5954

    Mr. Bellini, School Social Worker - ASD 248-658-5998

    Ms. Kelley, Transition/Work Coordinator 248-658-5957

    Ms. Hancz, Work Coordinator/Teacher 248-658-5958

    Mrs. Rasmussen, School Social Worker 248-658-5955

    Mrs. Karen Dolinski, School Nurse 248-658-5959


    (click on schools, then “Jardon School” for our web page)