The Four Levels

LEVEL 1 - SEEING - Student begins to see the choices they have made in their life, and how those choices resulted in their enrollment at Copper Canyon Academy therapeutic boarding schools for girls. Level 1 focuses on students seeing and learning about accountability and results. Students have the opportunity to see what they have done and where they are currently in the areas of emotional, mental, physical, spiritual, and social development. Level 1 has been designed to have the student begin to see success quickly.

LEVEL 2 - CHOOSING - Students have started to make progress in the girls boarding school program. They begin to accept accountability for their choices. Level 2 focuses on the choices the student is making to progress. The focus is on the changing process and the steps needed to make those changes.

LEVEL 3 - CHANGING - This is the level where change truly begins. Students start changing because they personally want a better life, rather than out of a need to please or get out of the program faster. Level 3 is by far the most difficult to complete and will typically take the longest period of time to progress to the next level. The student must demonstrate their words by putting them into action. Level 3 is the first step to walking the talk.

LEVEL 4 - INTERNALIZATION & PLANNING Internalization: Students on this level are proactive by making choices based on accountability and results. Students genuinely walk the talk and are becoming role models for the new students. Level 4 students have earned the trust of the community and are expected to live up to that trust. Students take on leadership responsibilities in a pro-active way. Students begin visiting the family at home and start to demonstrate their desire to work successfully in the family unit.

Planning: Students maintain consistency in all aspects of their life. Peer leadership and community interaction are a big part of Level 4. The student will be interacting in the community with less staff supervision. This is where planning for home begins. The student and parents begin to design their home contracts and plans. Longer home visits prepare the student and her family for the student's return.

PRIVILEGES BY LEVEL

LEVEL 1 - SEEING

• Letter writing to family only
• Eligible for one - five minute "Check in" phone call after one month and each month thereafter upon therapist's approval
• All exercise and sports on grounds only
• Parents will talk to therapist every week for up to thirty minutes. (Parent is responsible for calling in.) "Check in" call will be at the beginning or end of this call.
• No make-up and only clear nail polish.

LEVEL 2 - CHOOSING

• Eligible for all privileges of Level 1
• Eligible for hikes
• Eligible for academic field trips and experiences
• Eligible for attending place of worship twice a month
• Off grounds exercise and sports with direct supervision
• Eligible for 2 thirty minute family therapy phone calls per month with parents (Parent is responsible for calling in).
• Eligible for one on-campus visit each month

1st visit-4 hours
2nd visit-6 hours
3rd visit- 8 hours - If student is showing significant progress off Campus visit on third visit may be granted with Treatment Team approval.
There must be a "Visit Agreement" created by parents and approved by the therapist prior to each visit.
There must be a minimum of 21 days between each on campus visit. No more than one visit each month.
All visits must begin or end with an in-person family therapy session.
All visits should be made with the least amount of out of class time possible.

• No make-up and only light modest polish.

LEVEL 3 - CHANGING

• Eligible for all privileges of Level 2
• Conservative make-up may be worn, must be approved by the Residential Supervisor (only mascara, lip gloss and blush.)
• Eligible for 2 thirty minute family therapy phone calls per month with parents/guardians upon therapist's approval
• Eligible for 1 off campus visit per month with therapist's approval

1st visit-2 day, one overnight
2nd visit-3 days, two overnights
3rd visit-3 days, two overnights
Further visits are arranged on a case by case basis
Accommodations will be made for students with split families
These visits are for family time. They are not shopping trips. Families should arrange to participate in interactive family activities such as hiking, swimming, bowling, or movies. Quiet time and family discussion time should be included. Any questions concerning what is allowed on the visit should be directed to the therapist.
Prior to the beginning each visit families must have a "Visit Agreement" created by parents and approved by their therapist.
All visits must begin or end with an in-person family therapy session.
Overnight visits should not conflict with academic classes.
There must be a minimum of 21 days between each off campus visit. No more than one visit each month.
Visits should begin after school on Friday and student should be back to campus before school on Monday. All visits should be made with the least amount of out of class time possible.

• Eligible for 2 off campus activities per month
• Eligible for transitional living experience in the later phase of Level 3.

LEVEL 4 - INTERNALIZATION & PLANNING

• Eligible for all privileges of level 3
• Bi-weekly shopping excursions (No buying at the school store) - May only purchase items for self (no purchasing for other students)
• Eligible for one thirty-minute phone call with parents, weekly.
• Two family therapy calls per month.
• Eligible for all off campus activities each month
• Eligible for 1 home visit each month with therapist's approval

1st - 3rd visit-9 days
4th visit- 9 days* - At therapist recommendation
Accommodations will be made for students with split families

• Student must have been on Level Four for 4 weeks prior to first home visit
• Visits should be arranged so as not to miss more than 5 academic days per visit.
• One home visit is allowed each month - minimum of 21 days between the end of one visit and the beginning of the next visit.
• A minimum of three home visits with all homework assignments completed and considered successful by the Treatment Team are mandatory for graduation.
• Parents must create and have an approved "Home Living Agreement" before going on any home visit. This agreement should be created and revised before and after each visit to prepare and practice before returning home. This agreement is essential to success
• Visits should begin after school on Friday and student should be back to campus before school on Monday 9 days later. All visits should be made with the least amount of out of class time possible.

Requirements for Advancement

Level One

TASKS

• Complete Student Workbook for level 1
• Must journal at least 4 out of every 7 days. No inappropriate pictures or language. Every entry must include 3 things "I am glad I am not."
• Student has made a searching personal inventory of all harm done to self and others. This list of offenses is to be typed, single spaced with room to add additional behaviors as they are identified. The list is to be specific. (Work with your therapist on the development of this list.)
• Has written a letter of accountability to parents for why she is here and has received an impact letter from parents.
• Has moved out of denial, resistance or passivity
• Write a two-paged Reading Response on "The Four Agreements: A Practical Guide to Personal Freedom" written by Don Miguel Ruiz.
• Knows & can define the "Four Agreements" & gives examples from her own life of personalizing, assuming, being impeccable with her word, & doing her best.
• Recognizes & verbalizes to group on an on-going basis, how she dramatizes, avoids or represses issues
• Demonstrates commitment to personal growth through active participation in individual & group therapy
• No more than 4 work hours or reflection sheets for 7 days before move up
• Is in cardiovascular fitness category 2
• Completed 6 weeks of self assessment sheets
• Submit letter for advancement to therapist and be prepared to present it to treatment team

EMOTIONAL

• Is beginning to hear feedback without becoming defensive.
• Is beginning to regroup quickly when told "no" and is beginning to accept delayed gratification
• Has developed an attitude of willingness to accept & work the program
• Is beginning to spontaneously verbalize the need to make changes.
• Is beginning to identify strategies for managing her emotions, attitudes & conflicts
• Has learned the format for, and is beginning to use "I feel" statements

SOCIAL SKILLS

• Is beginning to make appropriate greetings including saying "good morning/afternoon" . to staff, students and guests.
• Is beginning to make eye contact and shake hands when appropriate.
• Has learned appropriate table manners and is beginning to use them
• Understands the limitations of profanity, vulgarity and slang.
• Is beginning to be courteous, considerate and respectful of self & others

ACADEMIC

• Demonstrates a sustained and consistent level of effort, engagement, willingness, and performance in all current classes.

Level Two

TASKS

• Complete Student Workbook for level 2
• Submit posters defining 5 behavioral changes to be made - Written report on "New choices I made in my life" - 3 to 5 minute oral report on "New choices I made in my life", to be presented in caseload group. Student is responsible for arranging time to present.
• Student has identified and written down specific amends to be made for each offense on her personal inventory. She has begun to plan & make amends.
• Student has kept a personal journal & has made 52 dated entries, at least 4 out of every 7 days. No inappropriate drawings or language. Journal entries are focused on identifying non-working behaviors, beliefs and attitudes. Each entry should include 3 things I appreciate and 3 things I like about myself.
• Write a two-paged Reading Response on "The Four Agreements: A Practical Guide to Personal Freedom" giving examples from her own life of personalizing, assuming, being impeccable with her word, & doing her best and relate it back to family.
• Write a two-paged Reading Response on The Right Questions by Debbie Ford . Begins to recognize, identify, & discuss in group therapy:
• Her patterns of non-working behavior as they relate to her 5 behavioral changes
• How her current behaviors relate to, contribute to & support her ongoing non-working behavior patterns
• Reports how her current non-working behavior relates to "The Four Agreements"
• No more than 3 work hours or reflection sheets for 7 days before move up
• Is in cardiovascular fitness category 3
• Has completed 13 weeks of self assessment sheets
• Submit letter for advancement to therapist and be prepared to present it to treatment team

EMOTIONAL

• Student is able to manage her reactions when told "No" or when gratification is delayed.
• Talks openly with multiple staffers and students when issues arise
• Frequently practices using the "I feel" formula when communicating with both staff and students and has participated in the mediation process.
• Appropriately gives constructive feedback to others at times and is frequently able to receive feedback from others with minimal defensiveness in therapy (group) and community.
• Beginning to show signs of leadership in therapy, community, and classroom.
• Beginning to be responsible for self and others in classroom, therapy, and community.
• Seldom engages in emotional acting out, dramatizations or repression. Frequently manages her behavior through healthy, honest & expressive techniques & frequently handles conflict with appropriate problem solving skills.
• Student has developed an attitude of hopefulness for her future.

SOCIAL SKILLS

• Often greets others appropriately, shakes hands with and introduces self to guests, and often makes eye contact when speaking
• Often uses appropriate table manners
• Seldom uses profanity, vulgarity or slang
• Often is courteous, considerate and respectful of self and others
• Regularly presents herself as well groomed & appropriately dressed (to CCA dress code)

ACADEMIC

• Demonstrates a sustained and consistent level of effort, engagement, willingness, and performance in all current classes.
• Complete Student Workbook for level 2

Level Three

TASKS

• Complete Student Workbook for level 3
• Complete 8 hours of volunteer projects; prepare a written and 3 to 5 minute oral report regarding "The value of my volunteer project and what I learned about myself is."; report to caseload group
• Written and oral report on "The Difference Between Pleasure and Happiness.
• Student has kept a personal journal with at least 52 dated journal entries, at least 4 out of every 7 days. Journal entries are focused on how I am changing my non-working behaviors, beliefs and attitudes. Each entry should include 5 things I am grateful for.
• Student has made amends, and/or has a written plan for how to make amends for each offense on her personal inventory.
• Demonstrates a clear focus on using the tools she is acquiring to take a positive, proactive leadership role in the community
• Write a two-paged Reading Response on a therapeutic book assigned by your therapist. Book Assigned:
• Report to caseload group on "The specific ways I've implemented the 5 behavioral changes identified during level 2 and how I've implemented the changes". Give specific examples of change.
• Consistently uses therapy group to support & encourage her implementation of behavioral change strategies, through reporting, listening to feedback & requesting support. Is learning to confront other group members on their avoidance, power plays, denial & manipulation
• Has successfully performed the role of "big sister" to a new student
• Complete tasks given to family during off campus visits
• Complete first draft of home living agreement and discuss with parents and therapist
• No more than 2 work hours or reflection sheets for 7 days before move up
• Is in cardiovascular fitness category 4
• Completed 13 weeks of self assessment sheets
• Has successfully competed and passed the etiquette course
• Write a two-paged Reading Response on "The Four Agreements: A Practical Guide to Personal Freedom" giving examples from her own life of personalizing, assuming, being impeccable with her word, & doing her best and relate it back to family.
• Has completed a student level 1 seminar
• Submit letter for advancement to therapist and be prepared to present it in the move up process

EMOTIONAL

• Is showing an attitude of trust in themselves, the program, treatment team & CCA staff
• Frequently uses "I feel" statements
• Frequently gives and receives appropriate and supportive feedback in therapy (groups) and in the community.
• Accepts "No" for an answer without argument and is patient.
• Feels proud of her accomplishments, excited about the future & is beginning to recognize the value of what she is learning at CCA
• Student actively seeks opportunities to provide positive leadership in classroom, community, and therapy groups.
• Begins to experience resolution concerning personal issues including behavior patterns, relationships, & conflicts, through her work in individual & group therapy
• Seldom engages in emotional acting out, dramatizations or repression. Frequently manages her behavior through healthy, honest & expressive techniques & frequently handles conflict with appropriate problem solving skills.
• Demonstrates a commitment to graduation of the program

SOCIAL SKILLS

• Consistently greets others appropriately, shakes hands with and introduces self to guests, makes eye contact when speaking
• Consistently uses appropriate table manners
• Does not use profanity, vulgarity or slang
• Is consistently courteous, considerate and respectful of self and others
• Often presents herself as happy, healthy, well groomed, appropriately dressed (to CCA dress code)

ACADEMIC

• Demonstrates a sustained and consistent level of effort, engagement, willingness, and performance in all current classes.
• Feels proud of her accomplishments, excited about the future & is beginning to recognize the value of what she is learning at CCA
• Student actively seeks opportunities to provide positive leadership in classroom, community, and therapy groups.

Level Four

TASKS

• Complete Student Workbook for level 4
• Complete a home visit contract for each home visit and bring home visit report to therapist
• Has written and presented a 3 to 5 minute oral report on each home visit
• Has written and presented a 3 to 5 minute oral report on "What I feel connected to"
• Actively demonstrates leadership by nurturing progress of lower level students
• Has made 80 dated journal entries, at least 4 out of every 7 days. Journal entries are focused on "The difference I made today."
• Write a two-paged Reading Response on a therapeutic book assigned by your therapist . Book Assigned:
• Complete a Personal Living Agreement using the PEPSI model
• Complete a Family Living Agreement including parental approved friends list
• Actively works in individual & group therapy on issues identified during transitional living. Is able to verbalize what the issues are & what strategies she is using to address them.
• Sees group therapy as an opportunity to demonstrate leadership by modeling proactive use of group to address personal issues, regularly confronts other group members on avoidance, power plays, denial & manipulation.
• Consistently uses the four agreements
• Able to maintain cardiovascular fitness category 4
• Has completed 20 weeks of self assessment sheets
• Submit letter for graduation to therapist and be prepared to present it to treatment team
• Completed level 2 seminar
• Parent and student completed task list given them by therapist for each home visit

EMOTIONAL

• Consistently is proactive in addressing issues with multiple staff members & students as they come up
• Consistently uses "I feel" statements to give both feedback & acknowledgement, and assists new students in learning the format
• Consistently proactive in giving & receiving appropriate & supportive feedback both in therapy and in the community
• Consistent in implementing 5 identified behavioral changes
• Experiences herself as happy, healthy and productive
• Parents & self report that above behaviors are maintained at home
• Consistently manages her emotions & behavior through healthy, honest & expressive techniques.
• Recognizes, appreciates & verbalizes the value of what she is learning at CCA
• Seldom encounters conflicts, & when she does, resolves them quickly with appropriate problem solving.
• Student is setting appropriate boundaries and has a distinct vision for her future
• Successfully completes a transitional living experience in the home of an identified staff member
• Student actively seeks opportunities to provide positive leadership in the classroom, caseload, and in the community
• Verbalizes and demonstrates a commitment to graduating the program

SOCIAL SKILLS

• Consistently does, teaches, & encourages others to greet others appropriately, shake hands with & introduce self to guests, make eye contact when speaking
• Consistently does, teaches, & encourages others to use appropriate table manners
• Consistently does not use profanity, vulgarity or slang, and encourages and teaches others not to use vulgarity or slang
• Is consistently courteous, considerate and respectful of self and others and encourages and teaches others to also be considerate and respectful of self and others
• Consistently presents herself as happy, healthy, well groomed, appropriately dressed (to CCA dress code) & relaxed.
• Scores 4 or above on activity scale

ACADEMIC

• Demonstrates a sustained and consistent level of effort, engagement, willingness, and performance in all current classes.
• Write a resume & sample job application & cover letter, mock interview

Visits by Level

LEVEL 2

• Eligible for one on-campus visit each month

1st visit - 4 hours
2nd visit - 6 hours
3rd visit - 8 hours - If student is showing significant progress off Campus visit on third visit may be granted with Treatment Team approval.

• There must be a "Visit Agreement" created by parents and approved by the therapist prior to each visit.
• There must be a minimum of 21 days between each on campus visit. No more than one visit each month.
• All visits must begin or end with an in-person family therapy session
• All visits should be made with the least amount of out of class time possible.

LEVEL 3

• Eligible for 1 off campus visit per month with therapist's approval

1st visit-2 day, one overnight
2nd visit-3 days, two overnights
3rd visit-3 days, two overnights
Further visits are arranged on a case by case basis
Accommodations will be made for students with split families

• These visits are for family time. They are not shopping trips. Families should arrange to participate in interactive family activities such as hiking, swimming, bowling, or movies. Quiet time and family discussion time should be included. Any questions concerning what is allowed on the visit should be directed to the therapist.
• Prior to the beginning each visit families must have a "Visit Agreement" created by parents and approved by their therapist. All visits must begin or end with an in-person family therapy session.
• Overnight visits should not conflict with academic classes.
• There must be a minimum of 21 days between each off campus visit. No more than one visit each month.
• Visits should begin after school on Friday and student should be back to campus before school on Monday. All visits should be made with the least amount of out of class time possible.

LEVEL 4

• Eligible for 1 home visit each month with therapist's approval

1st - 3rd visit-9 days
4th visit- 9 days* - At therapist recommendation
Accommodations will be made for students with split families

• Student must have been on Level Four for 4 weeks prior to first home visit.
• Visits should be arranged so as not to miss more than 5 academic days per visit.
• One home visit is allowed each month - minimum of 21 days between the end of one visit and the beginning of the next visit.
• A minimum of three home visits with all homework assignments completed and considered successful by the Treatment Team are mandatory for graduation.
• Parents must create and have an approved "Home Living Agreement" before going on any home visit. This agreement should be created and revised before and after each visit to prepare and practice before returning home. This agreement is essential to success.
• Visits should begin after school on Friday and student should be back to campus before school on Monday 9 days later. All visits should be made with the least amount of out of class time possible.

Parents should spend their on and off campus visit time with their child & family only.

Large and/or excessive amounts of food, sodas, and candy are discouraged being brought on the CCA Campus. Please only bring enough food for your child to eat in one sitting.