CHELSEA HIGH SCHOOL STUDENT AND PARENT HANDBOOK

2024-2025

299 Everett Avenue

Chelsea, Massachusetts 02150

TEL. (617) 466-5000        FAX (617) 889-8468

E-mail: chs@chelseaschools.com 

Web: http://chs.chelseaschools.com

Dear CHS Community,

Welcome to the 2024-2025 school year!

As I begin my third year as Principal of Chelsea High School, I want to extend my deepest gratitude to each of you for your ongoing commitment and support of our students, families, and staff. It is my greatest honor and privilege to continue to lead our school in partnership with each of you.  

I was born in Spain to immigrant parents from the Dominican Republic and Puerto Rico. I went to primary school in the DR afterwards coming to New Jersey to complete middle school and high school. I met my wife before entering college. This August we celebrated our thirty third wedding anniversary. We are the proud parents of two amazing and caring adults.

Professionally, I am entering my twenty-seventh year as an educator. I taught math at the middle school and high school levels for twelve years in Florida. Afterward, I was a high school assistant principal for nine years in Florida and North Carolina. Lastly, prior to coming to CHS, I was principal in Somerville at a K-8 dual language school.

I was drawn to Chelsea because of our students, families, and staff. Our district’s vision is to provide every student with a high quality education in a system that is devoted to equity, diversity, and social justice, where every student will have multiple learning opportunities to meet challenging standards in a safe, caring, and respectful environment. Every student will graduate college and career ready. I center my why and how around every student. I share our collective commitment to uphold our vision and mission by partnering with each of you to ensure every student is provided unlimited, equitable, and inclusive access and opportunity.

Sincerely,

Obed Morales, Principal

Chelsea High School

moraleso@chelseaschools.com

617-466-5039 (office)

617-593-0770 (work mobile)

Querida comunidad CHS,

Al comenzar mi tercer año como director de Chelsea High School, quiero expresar mi más profundo agradecimiento a cada uno de ustedes por su continuo compromiso y apoyo a nuestros estudiantes, familias y personal. Es un gran honor y privilegio para mí seguir liderando nuestra escuela en asociación con cada uno de ustedes.

Nací en España de padres inmigrantes de la República Dominicana y Puerto Rico. Fui a la escuela primaria en la República Dominicana y luego me mudé a Nueva Jersey para completar la escuela secundaria y la preparatoria. Conocí a mi esposa antes de ingresar a la universidad. Este agosto celebramos nuestro treinta y tres aniversario de bodas. Somos los orgullosos padres de dos adultos increíbles y afectuosos.

Profesionalmente, estoy entrando en mis veintisiete años como educador. Enseñe matemáticas en los niveles de escuela secundaria y preparatoria durante doce años en Florida. Después, fui subdirector de escuela secundaria durante nueve años en Florida y Carolina del Norte. Por último, antes de venir a CHS, fui director en Somerville en una escuela de lenguaje dual K-8.

Me sentí atraído a Chelsea por nuestros estudiantes, familias y personal. La visión de nuestro distrito es brindar a cada estudiante una educación de alta calidad en un sistema dedicado a la equidad, la diversidad y la justicia social, donde cada estudiante tendrá múltiples oportunidades de aprendizaje para cumplir con estándares exigentes en un entorno seguro, solidario y respetuoso. Todos los estudiantes se graduarán preparados para la universidad y la carrera profesional. Centro mí por qué y mi cómo en cada estudiante. Comparto nuestro compromiso colectivo de defender nuestra visión y misión al asociarnos con cada uno de ustedes para garantizar que cada estudiante tenga acceso y oportunidades ilimitados, equitativos e inclusivos.

Con agradecimiento, Obed

Atentamente,

Obed Morales, director

Chelsea High School

moraleso@chelseaschools.com

617-466-5039 (oficina)

617-593-0770 (móvil de trabajo)

Our Value Statement

Chelsea Public Schools is a gateway school system that welcomes and educates ALL students and families. Teachers, administrators, and support staff, from pre-kindergarten through grade twelve are dedicated to providing Chelsea students with a Bridge to Success, a commitment that ALL students will achieve at high levels, think critically, and graduate from our school system college and career ready.

Our Vision

Rigorous, relevant, student centered, grade level instruction: every class, every day, for all students

Our Mission

CHS strives to cultivate deeper learning for all students through authentic learning experiences rooted in both academic skills and social-emotional skills reflected in the CHS Vision of a Graduate.

Table of Contents

Our Value Statement        4

Table of Contents        5

School Contact Information        7

Chelsea Public Schools Calendar 2024-2025        10

CHS 2024 -2025 Bell  Schedule        14

Attendance Information        16

Detailed Attendance Policy        16

Tardy Procedures        21

Graduation Requirements        25

MCAS REQUIREMENT FOR GRADUATION        25

MCAS Requirement for Graduation        27

Graduation for Students with an IEP        27

Early Graduation        27

Grading Information        28

Grading Policy        28

Grade Scale -        29

Grade Point Average        30

Withdrawal from Scheduled Courses        31

Honor Roll Requirements        32

Summer School        32

New Course Offerings        32

Homework Practice        33

Field Trips        34

Academic Integrity        35

Plagiarism        35

Penalties for Plagiarism        36

Extra Curricular Activities        36

Athletics        37

School Dances/Performances        38

Student Records        40

Records Management        42

Student Support Programs and Organizations        43

Accommodation Plans (Section 504)        43

Special Education (Special Needs, Chapter 766, IDEA)        43

Multilingual Learner Education        43

Student Success Plans        44

Counseling Services        44

Homeless Students        44

School Site Council        44

Free and Reduced Breakfast and Lunch Program        44

School Volunteers        45

Library Media Center        46

Health Services        48

Safety        53

Behavior and Discipline        54

Withdrawal of Privileges        55

Disciplinary Procedures        55

Prohibited Activities        65

Chelsea Public School        86

School Contact Information

 To contact an individual or office listed below, dial (617) 466-5000 and enter the extension number when prompted.   To  send a facsimile to the Main Office dial (617) 889-8468 and to send a facsimile to the School Counselor Department dial (617)889-7518.

Our e-mail address is chs@chelseaschools.com and our web site address is: http://chs.chelseaschools.com

Administration

 Family Liaisons and Supervisors of Attendance

  Coaches/ Lead Teachers

      Frequently Requested Offices

Website

Information about the high school can be accessed from the Chelsea High School website at www.chelseaschools.com. In addition to the school calendar for 2024-2025, there are links for athletics, school counselors and academic information available for you to read, review  and use as a resource.

Chelsea Public Schools Calendar 2024-2025

High School Accreditation Statement

Chelsea High School is accredited by the New England Association of Schools and Colleges, Inc. (NEASC), a non-governmental, nationally recognized organization whose affiliated institutions include elementary schools through collegiate institutions offering post-graduate instruction.

Inquiries regarding the status of an institution's accreditation by NEASC should be directed to the administrative staff of the high school. Individuals may also contact NEASC at 209 Burlington Road, Bedford, MA 01730-1433. (Telephone No. 781-271-0022)

CHS Vision of a Graduate

CHS Student in Good Standing

To be eligible for participation in school-sponsored activities, events (i.e. athletics, morning news, clubs, dances, performances, field trips, etc.), a student must meet the following “good standing” requirements:

• Satisfy the CHS Tardy and Attendance Policy

• Compliance with school rules and policies.
• No unresolved disciplinary issues or unserved detentions, suspensions, or community service.
• No unmet school obligations regarding return of school property:

• Library and media center
• Textbooks
• Uniforms and equipment (i.e. athletics, band, etc.)
• Other school equipment and/or materials provided to a student

• Meet CHS Academic Expectations:

• Homework
• Participation in remedial instruction, as needed or recommended by teacher
• Compliance with classroom rules and expectations

Rights Granted to Students by the Laws of the Commonwealth and the Rules of Chelsea High School

• Students may not be discriminated against because of race, color, religion, national origin, age, gender, gender identity or expression, sexual orientation, disability, limited English proficiency, homelessness
• Students have equal access to admission to school, courses, extracurricular activities and employment.
• Twenty-five unregistered students of voting age may petition the principal to request that the registrar of the city hold a voter registration session in the high school.

Residency

Any student at Chelsea High School must be a legal resident of the City of Chelsea. If a student moves out of Chelsea during the school year, the student or the student’s parents/guardians must inform school officials about the move at least two weeks prior to the move to ensure proper transfer of school records. The parents or guardians of any student not living in Chelsea, but attending Chelsea High School under false pretenses, are subject to monetary fines and actions to the extent allowed by law.

In exceptional circumstances, parents or guardians of a student who will be moving from Chelsea may petition the Superintendent of Schools to ask that the student remain in the Chelsea Public Schools for the remainder of the academic semester. Permission for a student to remain lies fully at the discretion of the Superintendent.

CHS 2024 -2025 Bell  Schedule

Daily Bell Schedule

1st period. - 8:00 am to 8:58 am

2nd period - 9:01 am to 9:59 am

3rd period - 10:02 am to 11:00 am

4th period - 11:03 am to 12:28 pm

5th period - 12:31 pm to 1:29 pm  

6th period - 1:32 pm to 2:30 pm

Bell Schedules Continued

Attendance Information  

The Chelsea School Committee voted to approve a revised Attendance Policy that went into effect at the start of the third quarter (January 30, 2023).

The revisions to our Attendance Policy are a result of a collaborative effort among students, staff, families, district leadership and our entire community. I want to thank our students who advocated for changes to the policy, brought this issue forward to our administrators and contributed to the amended policy that we are sharing today.

This is a policy developed by using input from ALL. We hosted forums with students and staff, held discussions with families and surveyed our entire community to ensure all voices were heard during this process.

I have outlined a few noteworthy revisions made to the Attendance Policy below. Additionally, please click here to read the revised policy in full. It is important to review the entire policy as it will be operational for the remainder of the school year.

• Students will be allowed to have five excused absences per quarter, an increase from the three excused absences allowed in the previous policy.
• A note signed by a parent or caregiver is still required for a student to receive an excused absence. In lieu of a note, parents unable to provide a note will have the option of calling the school to report an excused absence.
• Students will receive a ten (10) point penalty in their average for any class in which they have three (3) or more unexcused absences. The previous policy dropped any grade affected by the Attendance Policy to a 60
• For any student whose grade is impacted due to this policy, notification and access to this policy will be included with the student’s report card.
• An Attendance Appeal Board has been created to review appeals denied by the Attendance Office.

Detailed Attendance Policy

All students must attend school regularly if they are to earn a diploma or certificate of attendance. We expect that students will miss no more than eight (8) days during the entire 180- day school year. Both students and parents must understand the details of the attendance policy explained in this section.

A student may have no more than two (2) unexcused absences during each quarter. If a student has three (3) or more unexcused absences in a quarter, consequences will apply.

Important Attendance Definitions 

o Absence: A student is considered absent if they are not present in a class regardless of the reason.  The only exceptions are school events that require the student to be out of class.

o Excused Absence: An absence is considered excused if the student brings a note signed by a  parent within three (3) days of the absence. There is a limit of five (5) parent notes per quarter  (See absence note procedures). In lieu of a note, parents unable to provide a note will have the option of calling the school to report an excused absence. Situations that require a student to miss more than three days will be handled on an individual basis.

o Excused Absences Impact on Grades: Students have the right to make up 100% of all missed work opportunities that impact their course grade when they are out of school because of an excused absence. Students who are absent from school are responsible for completing any class work and homework missed. Teachers will allow students a minimum of two school days for each excused absence day to make up work. In situations where it is not possible for the student to make up work such as a lab, performance assessment, or an activity that requires the student to be present, the teacher will provide an alternative assignment with an equal point value. If no alternative assignment is provided, the missed work cannot be included in the student’s grade calculation.

o Unexcused absence: An absence is considered unexcused if the student does not bring a note or the absence note is not considered excused by the administration. See the detailed consequences of unexcused absences below.

o Attendance Penalty: A student with a passing grade in a class who accumulates three (3) or more unexcused/ absences for that class will receive a penalty of ten (10) points in that student’s  

average. Such a penalty will not drop an average below 60%. This penalty can be temporary – see below. 

Consequences for Unexcused Absences

An unexcused absence will result in the student losing the privilege of participating in any after  school activity, including but not limited to athletic games and practices, dances, club activities, and all other extracurricular events. If the unexcused absence occurs the day before a weekend or holiday, the loss of privileges includes any school activity or event that takes place during the holiday and or weekend.

Students will receive a ten (10) point penalty in their average for any class in which they have three (3) or more unexcused absences.  

Changing an Impacted Grade to Original Grade

If a student’s grade is impacted by this policy, they will have one opportunity to change the grade to its original grade as long as the class continues to the next quarter. To earn their original grade, a student must have no more than two (2) unexcused absences in the quarter after their grade was impacted.

Example 1: If a student has earned an average of 75% for the 1st quarter in a World History class, but has three (3) unexcused absences, the student’s 1st quarter average will be reported as  65%. If after the 2nd quarter, the student has two (2) or fewer unexcused absences,  the 1st quarter grade will change from 65% to 75% in the World History class.

Example 2: If a student has earned a letter grade of 65% for the 1st quarter in their Algebra 1  class, but has three (3) or more unexcused absences, the student’s 1st quarter grade will be reported as 60%. If in the 2nd quarter, the student again has three (3) or more unexcused absences the average of 60% will appear for both the 1st and 2nd quarters. If a student has three  (3) or more unexcused absences in the 4th quarter, there is no opportunity to raise the impacted averages.

Unexcused Absence Rules Applicable to All Quarters. 

1. Students cannot recover grades for the 4th quarter of full-year courses, or for courses shorter than a semester (quarter-length electives).

2. Students cannot recover grades for the 2nd quarter of half-year (semester-length) courses. 

The Principal or a designated representative can excuse an absence, under the guidelines listed below, provided a parent or guardian submits a written or verbal request for an absence to be excused. The Principal will accept parent requests only on the three days immediately following a student’s return to school from an absence. Excused absences include, but are not necessarily  limited, to the following:

o Illness or injury verified with a parent/guardian note (limited to three days per quarter for a  student with zero unexcused absences, two days per quarter with one unexcused absence and  one day with two unexcused absences)

o Illness or injury verified with a doctor’s note

o Emergency medical/dental visit with a parent/guardian note

o Bereavement (death in the immediate family) with a parent/guardian note o Court/legal obligation with a parent/guardian note

o College visit (seniors only – limited to two days per quarter) with a parent/guardian note o Extraordinary circumstances on a case-by-case basis

o The Principal or designated representative may not excuse routine medical/dental appointments or other non-emergency events that can be scheduled after school. 

Students who are absent from school are responsible for completing any class and homework missed. Teachers will allow students a minimum of two days to make up each day of missed work. At the end of each quarter, the Principal will convene an Attendance Appeal Board to hear parent/guardian appeals. Daily attendance calls will be made to the parent/guardian of absent students.

Absence Note Procedures

Teachers will take attendance for each class during each period of the day.

A student returning to school from an absence will bring a note from a parent/guardian within the three days immediately following the student’s return to school. The purpose of the note is to  request an “excused” absence under one of the categories listed below:

All requests must include the following:

a. Student’s full name (printed); 

b. Student identification number; 

c. Date(s) of the absence; 

d. The reason for the absence; 

e. Supporting documentation (for 3. b. above); 

f. A contact telephone number so the school can confirm the note with the 

parent/guardian; 

g. The parent’s/guardian’s printed name and signature.

The student will turn in the note to the Main Office from 7:30 a.m. to 7:55 a.m. or from 2:30 p.m. to 3:00 p.m. Students will complete an informational Attendance Review form located in the main office, after two days it is the student’s responsibility to check their Aspen account on the computer system for the final decision. The school will not accept notes received after the third day of the student’s return to school. In these cases, the parent/guardian will have to request a  hearing before the Attendance Appeal Board at the end of the quarter.

A designated representative will make an “excused” or “unexcused” determination as quickly as possible and provide the decision to the student in Aspen.

Parents/guardians may request an appeal with the Attendance officer. If the Attendance officer denies the appeal, the Attendance Appeal Board will meet at the end of each quarter to consider parent/guardian attendance appeals. The Appeal Board will include an administrator of social work, an administrator of school counseling, and an assistant principal. Decisions made by the Appeal  Board are final.

A student may have no more than two (2) unexcused absences during each quarter. If a student has three (3) or more unexcused absences in a quarter, the consequences, outlined in the attendance policy overview, will apply. The school principal, or designee, shall be responsible for viewing attendance records and initiating appropriate actions to address repeated pupil absences and tardiness, and the principal and superintendent will retain discretionary judgment to modify these practices should exceptional circumstances warrant.

Communication: The school will make an automated phone call home in the evening on the day of a student’s absence. When students are absent the parent/guardian must send a note explaining the absence within three days of the student’s return to school. If a student is absent for more than three days (consecutive or nonconsecutive) during any academic quarter, the school administration, officer of attendance, or designee, will determine through whatever means available, the reasons for the absence, provide additional assistance and otherwise engage student and parents/guardians to prevent repeated and unexplained patterns of absence.

In addition, parents will receive written notification from the attendance officer if students are absent more than three days in a quarter. Parents/guardians are requested to attend a meeting with the attendance officer to resolve the issue or create an attendance plan. Letters are sent home to parents when students are absent seven days or more during a school year.  Parents/guardians are required to set up a meeting with the Supervisor of Attendance to review or create an attendance plan. For any student whose grade is impacted due to this policy,  notification, and access to this policy will be included with the student’s report card.

Referrals: Students and parents requiring help or support will be referred to appropriate programs for additional support. Examples may include, but are not limited to making a referral to a  student support team, Instructional Support Team, mentoring program, social worker and/or school counselor, health centers, substance abuse programs, and/or community based agencies.

Consequences: Absence on the day of an event, or the day before a weekend event results in the student losing the privilege of participating in any school sponsored activity, including but not limited to athletic games and practices, dances, club activities, or any other extracurricular events.

Sanctions/Further Interventions for excessive absences, tardiness or truancy:

If a child’s absence or tardiness becomes excessive (three days per quarter or seven cumulative days within a six month period) the principal may notify the Truant Officer. A child is considered habitually truant when absences exceed 8 school days in a quarter.

Reports of unresolved truancy, chronic tardiness and/or absenteeism, or habitual truancy may result in the filing of one or more of the following with the Suffolk County Juvenile Court: (a) “  child requiring assistance” (CRA) Petition (Massachusetts General Laws, Chapter 119, sec. 21);  (b) a Failure to Cause Complaint (Massachusetts General Laws, Chapter 76, sec. 2); (c) an  Inducing Absenteeism of a Minor, Complaint (Massachusetts General Laws, Chapter 76, sec. 4  or (d) a 51A for educational neglect with the Department of Children and Families.

Inducing Absences: Whoever induces or attempts to induce a minor to absent himself unlawfully from school, or unlawfully employs him or harbors a minor who, while school is in session, is absent unlawfully therefore, shall be punished by a fine of not more than two hundred dollars.  Amended by St. 1969, C.543. Massachusetts General Law: Chapter 76, s 4. 

Early Dismissal from School

Students will not normally be dismissed during school hours except for family or medical emergencies that are readily verifiable, personal illness that is verified by the school nurse, and school sponsored activities. (NOTE: NON-EMERGENCY APPOINTMENTS ARE  STRONGLY DISCOURAGED AND SHOULD BE SCHEDULED AFTER SCHOOL  HOURS.)

In order to be dismissed from school students must bring a parent/guardian note to the Main  Office before 7:55 a.m. Notes received after 7:55 a.m. may not be accepted. Walk-in and/or telephone dismissals after 7:55 a.m. are difficult to process, may result in a delayed dismissal, or may not be accepted.

Contacting parents/guardians by cell phone to initiate a walk-in dismissal is strongly discouraged. Students who are dismissed early are responsible for meeting with their teachers to get missed assignments. The student must complete and pass in all work by a date determined by each teacher. Additionally, students must return documentation to the school, in accordance with the attendance policy to have their absence from class(es) excused.

Notes for dismissal from parents or guardians will be followed up with a telephone confirmation to verify the dismissal and time. Parents, guardians, or students' contacts MUST be listed on the computer system in order for a student to be released to them. Students who are 18 years old and are not identified as their own guardian will NOT be allowed to write a dismissal note or dismiss themselves. Any student denied early dismissal who leaves school grounds without permission will receive up to three days of in-school suspension and be considered absent from any classes missed during the unauthorized absence.

Failure to Report to a Class (Skipping Class)

Failure to report to any class is a serious offense and adversely impacts academic performance.  Students who fail to report to class will accrue an absence for the class missed and forfeit class credit as determined by the teacher. Administrators or the dean of students may require a meeting with the student’s parent/guardian or with a counselor, and/or may assign the student a detention or a suspension. 

Revised and Approved by the Chelsea School Committee on 1/5/2023

Tardy Procedures

Purpose

• To increase personal responsibility, accountability, and positive behaviors to ensure college readiness, future employment, and overall success.
• To increase learning opportunities and social emotional growth within the classroom.
• To ensure that the policy is educational and not solely punitive.
• To ensure that all components of the policy function in accordance with the state truancy and compulsory attendance guidelines and the CHS Vision of a Graduate.

Tardy Policy

• Students who arrive after 8:00 a.m. are considered tardy.
• Any student who enters the building after 9:00 a.m. will be required to provide a parent/guardian note.
• Automatic calls will be sent home to report tardiness or absences to school and/or class
• Tiered consequences including but not limited to detentions may follow

This year at CHS our goal is to maximize learning time. Taking part in the entire class is fundamental to student success. Our tardy policy will include interventions that begin with communication which includes students and their families. We will implement restorative plans before issuing tiered consequences. Upholding and enforcing this policy is a collective effort that is shared with Deans, Family Liaisons, Teachers, and Administrators. It includes positive reinforcement, school-to-home communication, a variety of student/caregiver meetings, administrator/caregiver meetings which may include our School Resource Officer, and finally tiered consequences as tardies increase. Each quarter, the tardy policy will start fresh and students will be recognized for positive attendance.

                    Please Note:

Students facing hardships or outside circumstances should speak to administration about accommodations to the policy.

Absence Note Procedures

1. Teachers will take attendance for each class during each period of the day.

2. A student returning to school from an absence will bring a note from a parent/guardian within the three days immediately following the student's return to school. The purpose of the note is to request an "excused" absence under one of the categories listed below:

All notes must include the following:

1. Student's full name (printed);
2. Student identification number;
3. Date(s) of the absence;
4. The reason for the absence;
5. Supporting documentation (for 3. b. above);
6. A contact telephone number so the school can confirm the note with the parent/guardian;
7. The parent's/guardian's printed name and signature.

3. The student will turn in the note to the Main Office from 7:30 a.m. to 7:55 a.m. or from 2:30

p.m. to 3:00 p.m. Students will complete an informational Attendance Review form located in the main office, after two days it is the students’ responsibility to check their “My Track” account on the computer system for the final decision. The school will not accept notes received after the third day of the student's return to school. In these cases, the parent/guardian will have to request a hearing before the Attendance Appeal Board at the end of the quarter.

4. A designated representative will make an "excused" or "unexcused" determination as quickly as possible and provide the decision to the student on the X2 computer program “My Track”.

5. Parents/guardians may request a hearing before the Attendance Appeal Board by contacting the Attendance Office, Mr. PhilCarangelo Supervisor of Attendence. The Attendance Appeal Board will meet at the end of each quarter to consider parent/guardian attendance appeals.

Massachusetts General Law: Chapter 76, s 4. Inducing Absences: Penalty

Whoever induces or attempts to induce a minor to absent himself unlawfully from school, or unlawfully employs him or harbors a minor who, while school is in session, is absent unlawfully there from, and shall be punished by a fine of not more than two hundred dollars. Amended by St. 1969, C.543.

Truancy Prevention Program

In accordance with the laws of the Commonwealth of Massachusetts, all students are required to attend school on all days that school is in session. Consistent and punctual attendance fosters learning and allows for the continuity of instruction, student preparation, the development of good work habits, and academic achievement. Students having excessive absentee rates or who are habitually truant are “at risk” for school failure, retention in a grade level and/or dropping out of school before graduating. Therefore, a Truancy Prevention Program is in place beginning in Kindergarten and continuing through the high school level. The Truancy Prevention Framework includes the following components:

Communication: The school will make an automated phone call home in the evening on the day of a student’s absence. When students are absent the parent/guardian must send a note explaining the absence within three days of the student’s return to school.

If a student is absent for more than three days (consecutive or nonconsecutive) during any academic quarter, the school administration, officer of attendance, or designee, will determine through whatever means available, the reasons for the absence, provide additional assistance, and otherwise engage student and parents/guardians to prevent repeated and unexplained patterns of absence.

In addition, parents will receive written notification from the attendance officer if students are absent more than three days in a quarter. Parents/guardians are requested to attend a meeting with the attendance officer to resolve the issue or create an attendance plan.

Letters are sent home to parents when students are absent seven days or more during a school year. Parents/guardians are required to set up a meeting with the Supervisor of Attendance to review or create an attendance plan

Referrals: Students and parents requiring help or support will be referred to appropriate programs for additional support. Examples may include, but are not limited to making a referral to a student support team, Instructional Support Team, mentoring program, social worker and/or school counselor, health centers, substance abuse programs, and/or community based agencies.

Consequences: Absence on the day of an event, or the day before a weekend event results in the student losing the privilege of participating in any school sponsored activity, including but not limited to athletic games and practices, dances, club activities, or any other extracurricular events.

Sanctions/Further Interventions for excessive absences, tardiness or truancy

If a child’s absence or tardiness becomes excessive (three days per quarter or seven cumulative days within a six month period) the principal may notify the Truant Officer. A child is considered habitually truant when absences exceeds 8 school days in a quarter. Reports of unresolved truancy, chronic tardiness and/or absenteeism or habitual truancy may result in the filing of one or more of the following with the Suffolk County Juvenile Court: (a) “ child requiring assistance” (CRA) Petition (Massachusetts General Laws, Chapter 119, sec. 21); (b) a Failure to Cause Complaint (Massachusetts General Laws, Chapter 76, sec. 2); (c) an Inducing Absenteeism of a Minor, Complaint (Massachusetts General Laws, Chapter 76, sec. 4 or (d) a 51A for educational neglect with the Department of Children and Families.

Early Dismissal from School

Students will not normally be dismissed during school hours except for family or medical emergencies that are readily verifiable, personal illness that is verified by the school nurse, and school sponsored activities. (NOTE: NON-EMERGENCY APPOINTMENTS ARE STRONGLY DISCOURAGED AND SHOULD BE SCHEDULED AFTER SCHOOL HOURS.)

In order to be dismissed from school students must bring a parent/guardian note to the Main Office before 7:55 a.m. Notes received after 7:55 a.m. may not be accepted. Walk-in and/or telephone dismissals after 7:55 a.m. are difficult to process, may result in a delayed dismissal, or may not be accepted.

Contacting parents/guardians by cell phone to initiate a walk-in dismissal is strongly discouraged.

Students who are dismissed early are responsible for meeting with their teachers to get missed assignments. The student must complete and pass in all work by a date determined by each teacher. Additionally, students must return documentation to the school, in accordance with the attendance policy to have their absence from class(es) excused.

Notes for dismissal from parents or guardians will be followed up with a telephone confirmation to verify the dismissal and time. Parents, guardians, or students contacts MUST be listed on the computer system in order for a student to be released to them.

Students who are 18 years old and are not identified as their own guardian will NOT be allowed to write a dismissal note or dismiss themselves.

Any student denied early dismissal who leaves school grounds without permission will receive up to three days of in-school suspension and be considered absent from any classes missed during the unauthorized absence.

Failure to Report to a Class (Skipping Class)

Failure to report to any class is a serious offense and adversely impacts academic

performance. Students who fail to report to class will accrue an absence for the class missed and forfeit class credit as determined by the teacher. The teacher of record may require a meeting with the student’s parent/guardian or with a counselor, and/or may assign the student a detention. The teacher may also refer the student to the Dean of Students or Administration.

Hallway/Restroom Passes

Students are to be in their assigned class at all times, unless a teacher issues them a hall pass and releases them from class. Students must go directly to the destination designated on the pass. Students understand that they must return to class within a reasonable period of time.

Passes will not be issued during the first and last 10 minutes of any class period or after 2:20 p.m. Students in the corridor without a properly authorized pass will be subject to detention

Unexcused Tardiness to Class

The classroom teacher will address unexcused tardiness to class. Repeat offenders will be referred to their assigned Dean of Students for appropriate discipline.

Classroom Discipline

Teachers will use a variety of trauma-informed and social emotional learning interventions to support positive student behavior and handle discipline within their classrooms; however, in some situations a teacher may have a student removed from class. In the event that a student needs to be sent out of class, a security monitor will escort a student who is sent out of class to the Dean of Students. The Dean will then determine the action to be taken. Failure to report to a dean will result in serious consequences, up to and including out of school suspension.

Detention

Detention may be held as a discipline intervention after school from 2:30 p.m. to 3:30 p.m. or before school from 7:00 a.m. to 8:00 a.m., Monday through Friday. Students must do schoolwork during detention. Serving detention takes priority over all other activities. Failure to serve detention on the day(s) assigned may result in make-up detentions and a parent/guardian conference with the Dean of Students.

Disenrollment

If a student, without explanation, is absent for fifteen (15) consecutive school days, the student will be disenrolled from the Chelsea Public Schools. Any student disenrolled from the school system may only be re-enrolled through registration at the Parent Information Center.

Graduation Requirements

CHS GRADUATION REQUIREMENTS as of September 2023

MCAS REQUIREMENT FOR GRADUATION

Class of 2024 and beyond

Students must earn a passing score on the grade 10 MCAS tests in English Language Arts (ELA) and Mathematics, and one of the high school Science and Technology/Engineering (STE) tests (Biology, Chemistry, Introductory Physics, and Technology/Engineering) to meet their CD requirement. If they do not earn a passing score on ELA or Math, they need to adhere to an EPP.        

More information here.

Department of Secondary and Elementary Education website-Mass. Graduation Requirements

CREDITS NEEDED BY GRADE LEVEL

MCAS Requirement for Graduation

Classes of  2024 and beyond

Students must earn a passing score on grade 10 MCAS in English Language Arts(ELA) and Mathematics, or fall into the acceptable passing range and adhere to an Educational Proficiency Plan (EPP).

Classes of  2024 and beyond

Students must earn a passing score on the grade 10 MCAS tests in English Language Arts (ELA) and                      Mathematics, and one of the high school Science and Technology/Engineering (STE) tests (Biology, Chemistry, Introductory Physics, and Technology/Engineering) to meet their CD requirement. At CHS students are administered the biology exam. If they do not earn a passing score on ELA or Math, they need to adhere to an EPP.

Graduation for Students with an IEP

Special needs students whose Individual Educational Plans (IEPs) specify graduation eligibility will receive high school diplomas upon successful completion of all required subjects and upon earning the necessary credits. Students must also take and pass the MCAS test to earn a diploma.

Early Graduation

It is expected that all students will take four years to complete graduation requirements for Chelsea High School. There may be extenuating circumstances in which students are able to graduate in less than four years.

1. The student must notify the school counselor in writing no later than November 1 of the junior year if the student is planning early graduation.
2. The student must be accepted into a post-secondary institution, college, university or the military.
3. All Chelsea High School graduation requirements and all state requirements must be completed.

Grading Information

Grading Policy

In Chelsea Public Schools (grades 5-12) grades primarily serve as an objective index of the degree of mastery a student has achieved in a particular subject matter. Grades also reflect, to a limited extent, a student's attitude and investment in their schoolwork. Attitude is a student's general behavior consistent with each school's published social and civic expectations. Investment is a student's effort and typically includes homework and other indicators of student work.

Grades inform students, parents, teachers, administrators, and select external audiences (college administrators, employers, etc.) of a student's mastery of subject matter. Furthermore, grades are an important component of the educational system and directly influence student options during and after their secondary education. Consequently, teachers play a critical role in the implementation of this policy through their assignment of student grades. Teachers are expected to assign grades in a fair and transparent manner that respects a student's and/or parent's right to understand how a grade was assigned and is consistent with the guidance provided below.

Marking Periods

Chelsea High School is in session 180 academic days each school year. The year is divided into two 90-day semesters. Each semester is divided into two quarter-year terms. Each quarter, or marking period, consists of approximately 45 school days.

Report Cards

Report Cards are issued four times during the school year, at the end of each marking period. A student’s report card includes all course grades earned for the current marking period; course and daily absence totals; marking period and cumulative GPA information; a cumulative count of credits earned; and teacher comments (up to three per course) indicating a student’s particular strengths and areas for potential improvement. Report card grades become part of each student’s permanent record, and Final course grades are included on the student’s Official Transcript.

An F is Still an F:

This grading policy is not meant to pass students who do not have the skills to pass and succeed in the next level. A 40% is still an F, but because it is easier to recover from a 40% than 0% students have more motivation to work hard to bring themselves up to passing. We want students to believe that they have a chance of passing a course, even if they started off with an F. In the traditional 0- 100 grading scale 59% of the scale receives one grade – F. This is not consistent with each of the other letter grades (A,B,C,D) accounting for 10% of the scale.

Motivation to Pass:

If a student scores below 40% in the beginning of the school year or at the beginning of a quarter, it’s mathematically very difficult for the student to pass. This could decrease a student’s willingness to try for the rest of the school year or quarter, as they think it’s impossible for them to pass. Often this lack of effort carries over to other classes.

Communication with Students:

Students will quickly realize that they will not get lower than a 40% on their assignments. We should be transparent with students and communicate that for any assignment, given some effort, they will at least score a 40%.

Grade Scale -

All Chelsea High School progress report, marking period, and final course grades are based on the following grade scale:

F        59.98-0

NC        No credit awarded due to late enrollment in course

NG        No grade given due to late enrollment in course

P        Pass

22. Incomplete
23. Student withdrawal from course – no grade assigned WF        Student withdrawal from course with a failing average WP        Student withdrawal from course with a passing average

(Incomplete course work must be completed within a reasonable time after the conclusion of the marking period.)

NG - “No Grade” - grades

When a student transfers into Chelsea High School after Progress Reports are issued in a marking period (typically four weeks) without valid grade records, he or she receives a NG (No Grade) in all courses for that marking period (including Midterm or Final exams), except in cases where the teacher is satisfied that the student has demonstrated mastery of all course content covered during the marking period. NG grades do not effect the calculation of a student’s Final grade for the course.

NC - “No Credit” grades

When a student transfers into Chelsea High School without valid grade records towards the end of a course (after the first day of the Fourth Quarter for full-year courses, or after progress reports are issued for the second quarter of a semester course) he/she receives a NC (No Credit) Final grade for all courses and does not receive course credit for these classes, except in cases where the teacher is satisfied that the student has demonstrated mastery of all course content by the end of the course.

An NC grade is only given as a Final course grade. Students who transfer into Chelsea High School late enough in the semester (for semester courses) or school year (for full-year courses) to be assigned an NG grade still receive quarter and Final exam grades based on course work completed after the transfer.

When a student has valid grade records at the time of transfer, these grades are included in the calculation of Final grades for all corresponding full-year and semester courses at Chelsea High School and course credit in these classes is awarded based on these Final grades.

Grade Point Average

Chelsea High School calculates three student grade point averages (GPAs) –grade-level GPA, marking period GPA, and cumulative GPA.

Grade-level GPA

A grade-level GPA is calculated for each grade level a student completes. Grade-level GPAs are not included on report cards, but are included on each student’s Official Transcript, the permanent record of grades received at Chelsea High School.

Current Marking Period GPA

A current marking period GPA is calculated for each marking period. This GPA is based on each student’s earned grades during that marking period. Current marking period GPAs are included on report cards but are not included on a student’s Official Transcript.

Cumulative GPA

The cumulative GPA includes all courses taken and grades received through the end of the current marking period and represents the truest measurement of a student’s academic achievement. The cumulative GPA is included on report cards and on the Official Transcript. Colleges and universities review this cumulative GPA during the college application process.

1. Rank in Class

Except for the first and second ranked students in the senior class, students are not ranked by GPA. All reports on an individual student’s class rank will be by decile.

2. Course Levels and Grade Weights

A weighted grade system is used to calculate Grade Point Averages. There are three levels of weighting for core academic subjects at Chelsea High School: Advanced Placement, Honors, and College Preparatory:

1. Advanced Placement - Advanced Placement courses are equivalent to freshman level college courses and are extremely demanding. Students completing these courses are expected to take the national Advanced Placement examination in their subject area for college credit or advanced standing.
2. Honors - Honors courses are accelerated or advanced academic courses that challenge students with an enriched and rigorous curriculum. This allows students to explore selected topics in depth and to develop creative projects under careful faculty supervision. The fast- paced presentation of these classes requires students to assimilate new material and to grasp concepts quickly
3. College Preparatory – “College Prep” courses are designed to teach critical- thinking skills and subject-area knowledge sufficient for students to continue their education at a community college, 2-year college, or 4-year college or university after graduating from high school.

3. Calculating GPAs

Because courses have different credit values, the weighted grade (listed above) earned in each course is multiplied by the number of credits awarded for passing the course to determine the

“Grade Points” earned by a student for each course. The Grade Points earned for all courses are added together to calculate a student’s Total Grade Points. Each GPA is calculated by dividing the Total Grade Points by the total number of credits attempted (all courses that a student took, including any that the student failed). An example is shown below:

Withdrawal from Scheduled Courses

The following policy applies to student course withdrawals. In special circumstances, the Principal or his appointee may approve student withdrawals from scheduled courses outside the guidelines of this policy.

Withdrawal during the first two weeks of a semester

When a student withdraws from a course during the first two weeks of a semester, he or she receives a W as a Final grade for the course. Courses with W Final grades are included on the student’s permanent record, but are not included on report cards or the student’s Official Transcript.

Withdrawal after the first two weeks of a semester

When a student withdraws from a course after the first two weeks of a semester, he or she receives either a WF (Withdrew Failing) or a WP (Withdrew Passing) Final grade for the course based on his or her grade average at the time of the withdrawal. Students do not receive course credit when they withdraw from a class, regardless of their grade at the time of withdrawal. Courses with WP or WF Final grades are included on report cards, the student’s permanent record, and the student’s Official Transcript.

Transfers between sections of the same course

When a student transfers between different sections of the same course, all marking period grades from the original section of the course are transferred to the new class.

Honor Roll Requirements

A student’s qualification for honor roll is determined at the conclusion of each marking period.

• High Honor Roll -- All A's, with no Incomplete grades
• Honor Roll -- All A's and B's, with no Incomplete grades

Summer School

• Students are encouraged to attend Summer School to remediate courses they failed during the school year. Information about each year’s Summer School program is available by mid-spring
• A student must earn a Final numerical grade of 45 or higher in a particular course to be eligible for Summer School. This failing grade becomes a permanent part of the student’s transcript and is included when calculating the student’s GPA. Neither the student’s final grade for the school year nor his/her GPA is changed following the successful completion of a Summer School course.
• Summer School courses are separate Pass/Fail courses - they are not extensions of the full-year course a student failed. A student’s failing grade for a course does not become part of the final grade for a Summer School course. To pass a Summer School course and receive credit, a student must earn a minimum numerical grade of 70.
• Course credit for a Summer School course is added to a student’s transcript with a grade of “P” for “Passing.” If a student fails to earn a minimum numerical grade of 70, a grade of “F” is added to the student’s transcript and no course credit is awarded. Summer school course grades are never included in calculations of a student’s GPA.
• Students may not miss more than 2 days of Summer School, excused or unexcused. Students who miss more than 2 days will be disenrolled from their Summer School courses.

New Course Offerings

Parents or guardians may request, in writing, any course not included in the regular curriculum. A minimum of 30 parents (of thirty different students) must submit written requests before a new course will be considered. All written requests must be received by CHS by August 1, and at least 15 students must enroll in the course. Additionally, a teacher must be available and willing to teach the course, and the course must be approved by at least two-thirds of the full membership of the Chelsea School Committee. (See Massachusetts General Laws, Chapter 71, Section 13.)

Homework Practice

Philosophy

Homework is any teacher planned or approved work, which provides practice and extension for learning in school that is to be completed by the student outside of the regular classroom without the immediate supervision of the teacher. Homework facilitates learning, has a positive effect on student achievement, provides timely feedback to both teacher and student, and develops the study skills necessary for lifelong learning.

On-Going Assignments

Daily homework assignments are recommended in all core subject areas and should be expected over weekends. Assignments should be approximately thirty (30) minutes in length, and homework assignments will be carefully explained to the students. Students should be expected to do 120- 180 minutes of homework per day. Many factors affect the time needed to complete a homework assignment, including age, ability, attitude, interest, encouragement and competence in study skills. Teachers will work with their students to ensure that the assignments are sufficiently challenging and instructive. Since homework is an extension of the classroom, the teacher will assess this work.

Students must complete their homework assignments to the satisfaction of the teacher. If a student does not complete an assignment, the student will be expected to stay after the regular school day to complete the assignment with the teacher. If the student fails to complete a number of assignments in different subjects in a single day, then the student will be expected to complete the assignments after the regular school day on successive days, as determined by his or her teachers. Since the completion of each homework assignment is essential for the mastery of the subject knowledge and/or study skills, the completion of the assignments must be on a timely basis.

Students may have assignments that require reading. It is suggested that students engage in at least one reading activity each day.

In addition to specific writing assignments, students are encouraged to write every day. Journals can be used in the classroom setting, as well as at home. Homework assignments should encourage students to read books, magazines and newspapers, and to follow news on the radio, television, and the Internet.

Parents or guardians should provide a specific time period each day for homework and maintain rules about using the telephone, watching television, listening to music, or participating in certain activities until homework is completed. It is also important that parents give encouragement by talking about assignments, and expressing interest in what their children are learning by helping with memory work or reviews. To help parents understand the process of developing these good work habits, the teachers may from time to time enlist responses from the parents relative to the educational atmosphere in which the student is doing his or her homework.

Field Trips

Requirements

In order to participate in a field trip, a student must have written permission from his/her parent/guardian. To confirm permission, the student will provide a signed permission form, provided to the student by his/her teacher. It is the student's responsibility to obtain the signed approval of the parent and the teacher.

Parents must give written consent, 3 weeks prior to the field trip, for students to be given prescription medication while on the field trips. Please see the section on medication for more information.

The CHS handbook rules of students in Good Standing apply to determine field trip eligibility.

It is each student's responsibility to make up any class work missed because of participation in a field trip. Specific deadlines for making up work must be obtained by the student from the teacher whose class is missed.

All students may participate in educational field trips and or college trips regardless of status. Absenteeism for a field trip date requires the student to make-up his/her work from other classes.

Academic Integrity

Academic Integrity Policy

Students in the Chelsea Public Schools have a great deal of freedom to pursue individual research and writing. However, they are expected to do this work honestly and never to represent any other person’s work as their own, to allow any other student to copy their work, or to obtain test information ahead of time or pass such information to others.

Teachers at Chelsea High School discuss plagiarism, cheating, and forgery at the beginning of each academic course and talk with students about the academic and ethical reasons for avoiding these behaviors. Students should also be aware that the use of AI technologies in completing academic work should only be done with teacher approval and consultation. The use of AI (ChatGPT) technologies without teacher consent may be considered a violation of Academic Honesty. Teachers also make clear that they will be vigilant about plagiarism, cheating, and forgery in all forms.

Consequences/penalties for plagiarism, cheating, and forgery: If a teacher or dean/administrator believes that an offense has occurred, they will meet with the student. If they determine that the student has committed a first violation of Academic Honesty:

The student will initially receive no credit for the assignment. The teacher and department head/assistant principal consult on what will be expected of the student about recovering learning and credit for the assignment and how the revised work will affect the term grade.

If the student does not engage in any opportunities for making up the assignment, the typical course consequences for missing work will apply.

The teacher informs the dean or assistant principal of that student. That administrator/dean then keeps records, of the student, of each offense without putting an official letter in the student's file. The dean also meets with the student and contacts the parent or guardian about potential future consequences for plagiarism, cheating, and/or forgery.

Further violations of Academic Honesty will include the process above, along with disciplinary consequences up to and including suspension.

Cheating on Tests and Other School Assignments

Cheating on tests and other school assignments is a serious offense. Students caught cheating will receive a zero for that test/assignment. Second and subsequent offenses will result in further disciplinary actions.

Plagiarism

Plagiarism is copying or paraphrasing the words and/or ideas of another person without giving credit to that person. This includes material obtained on the Internet(example: ChatGPT). Plagiarizing gives the impression to others that the copied or paraphrased words and ideas are one's own. Whether one is writing an essay or a paper, it is morally and legally wrong not to give clear credit. Students are urged to give careful attention to the points outlined below.

1. There is nothing wrong with supporting ideas in an essay or paper with the opinion or words of another as long as the exact words are placed in quotations, and the names, titles, dates, and pages are identified in footnotes.
2. In some cases, the ideas of another are used, but not the exact words. It is still necessary to give credit to the author either in the body of the paper or in a footnote.

Penalties for Plagiarism

Plagiarism is a serious offense. If it is discovered that any portion of an essay, paper, or report has been plagiarized, the following steps will be taken:

1. At the discretion of the teacher, credit may not be received for the paper, and the teacher will return the paper with notations to indicate that the paper has been read and corrected.
2. The incident will be reported to the appropriate dean of students in order to identify patterns of plagiarism for a particular student.

Extra Curricular Activities

School Clubs and Organizations

Participation in school and community activities is strongly recommended for all students; freshmen and sophomores especially should begin involvement early in their high school years.

The following clubs and organizations currently exist:

For a description of these clubs and organizations, and for information on how to get involved, please see the Chelsea High School website, the main office, or talk to your school counselor. The school welcomes suggestions from students for other clubs and organizations visit the main office if you have an idea for a club.

Eligibility

The following rules determine eligibility for student government, school clubs and organizations, and school-sponsored events and productions (e.g., Theater, Lip Sync Contest, Talent Show, Prom, and all other school-sponsored activities).

A student will lose his or her eligibility to participate if he or she is:

1. A student must abide by the rules of the organization/club regarding participation and abide by the specific requirements of the faculty advisor of the activity in which he or she is participating.
2. To maintain eligibility, a student must not be failing more than one course at the conclusion of each marking quarter. The final grades and eligibility rules for the previous academic year determine eligibility for fall extra-curricular activities. Students who lose their eligibility for this reason have the right to appeal to the principal to cite extenuating circumstances that may have resulted in the failed class. Students have the right to appeal the principal's decision to the superintendent.
3. For students who lose their eligibility, daily tutoring may be available in the afternoon. Attendance at these tutoring sessions is strongly recommended.
4. In order to participate in an extracurricular activity, a student must be present in school on the day of the activity. For activities on non-school days, the student must have been present on the last regular school day scheduled.
5. No student who is suspended (including in-house suspension) or involved in a serious disciplinary infraction may participate in an extra-curricular activity until approved by the principal.

National Honor Society

Membership in the Chelsea High School chapter is based upon scholarship, service, leadership and character. Eligibility and retention as a member of the chapter is also based upon these four standards.

A student is academically eligible for membership in the National Honor Society in his or her junior or senior year. The minimum scholastic requirement for eligibility is a cumulative 3.25 average. The minimum scholastic requirement for retention is a cumulative 3.25 average in each subsequent marking period. Eligible students will be notified by the National Honor Society Advisor and will be invited to submit a formal application. This application will be reviewed by the National Honor Society Faculty Council.

A student can be DISMISSED from the chapter for failure to maintain any one of the four standards. A student who has been dismissed from the chapter will not be eligible for reconsideration.

Athletics

The following sports are currently offered:

• FALL SPORTS – Football, Soccer (boys and girls), Girls Volleyball, Cross-Country, Cheer
• FALL CLUB SPORTS -- Football, Cheer
• WINTER SPORTS -- Basketball (boys and girls) Indoor Track (boys and girls), Wrestling co-op with Malden, Cheer
• WINTER CLUB SPORTS - Basketball Cheer
• SPRING SPORTS -- Baseball (boys), Softball (girls), Track (boys and girls), Boys Volleyball, Girls flag football

Athletic Eligibility

Interscholastic athletics at Chelsea High School are an extension of the high school's educational program. Athletic programs are designed to foster the continued development of the students’ abilities.

Eligibility is determined by the principal, based upon school rules and Massachusetts Interscholastic Athletic Association (MIAA) requirements. These rules are available from the athletic director. The following are the eligibility requirements:

1. A student must abide by the rules of the Athletic Department regarding practice and training and abide by the specific requirements of the coach of the sport in which he or she is participating.
2. To maintain athletic eligibility, a student must not be failing more than one course at the conclusion of each marking quarter. The final grades and athletic eligibility rules for the previous academic year determine eligibility for fall sports. Students who lose their eligibility for this reason have the right to appeal to the principal to cite extenuating circumstances that may have resulted in the failed class. Students have the right to appeal the principal's decision to the superintendent.
3. For athletes who lose their eligibility, daily tutoring may be available after school through the Homework Help Center. Attendance at these tutoring sessions is strongly recommended.
4. In order to practice or compete with a Chelsea High School team, a student must be present in school on the day of the practice or competition. For practice and competition on non- school days, the student must have been present on the last regular school day scheduled.
5. If a student receives a disciplinary detention on the day of a practice or game, that student must make up the owed detention time prior to participation in the day’s athletic events. No student who is suspended (including in-house suspension) or involved in a serious disciplinary infraction may represent Chelsea High School until approved by the principal.
6. Each student must provide his or her coach with a permission slip signed by the student's parent/guardian approving the student's participation on the team.
7. In addition to school rules, a student must meet the eligibility requirements and follow the rules of the MIAA.

In case of unusual circumstances, a meeting will be held between the principal and athletic director to determine eligibility.

School Dances/Performances

The following rules are in effect for all dances:

1. Only Chelsea High School students and their guests may attend dances. Students who want to bring a guest must sign their guest in when they purchase tickets. Guests must also produce an identification card and sign in at the door in order to be admitted into CHS dances.
2. Once a student enters the dance/performance, the student must remain. Any student who leaves the dance will not be allowed to re-enter.
3. In order to attend a dance, the student must be present in school all day on the day of the dance, or on the day of school prior to the dance. Example: Friday dance--student must be present in school on Friday. Example: Saturday dance--student must be present on the last day of school (Friday in most cases). (Note: If a student is tardy [unexcused] that student must serve detention on that day in order to attend the dance.)
4. Students who are on suspension status may not attend dances.
5. Dances run from 7:00 p.m. to 10:30 p.m. (Exception: Prom)
6. No student is allowed to enter after 8:30 p.m.

School Counseling Services

School counselors will be assigned to students by the beginning of the school year. Services on testing, college counseling, and vocational planning are offered by the School Counseling Department. Should you wish to contact the school counselors office, please call 617-466-5017.

School counselors will meet with their students at least once a semester. Students are strongly encouraged to talk with their counselor whenever school counselor services are needed. Appointments can be made in the school counselors office  and/or with the school counseling secretary.

Schedule Changes

Each student's schedule is developed by the student in consultation with his or her school counselor, parents, and teachers. Extensive efforts have been made to ensure that each student has a schedule which reflects his or her choices, interests, and future plans. Schedule changes are discouraged unless there is an error or inappropriate class assignment. A request for course change signed by a parent/guardian must be submitted to the school counselor’s office within the first ten school days that a student begins a course. Changes must be approved by the principal or assistant principal. After that date, changes are allowed only upon conference between the parent or guardian, the student, the teacher, and the principal or assistant principal.

Transfer/Withdrawal from C.H.S.

After discussing this matter with his or her school counselor the student must return their ID, all books and other materials, pay money owed and obtain the signatures of his/her teachers on the transfer/withdrawal form. The student will return the form to the school counselor's office and receive official transfer papers from the school counselor's secretary. To receive these papers, a parent or guardian must accompany any student who is under the age of 18.7

Student Records

Student records are maintained at the high school. A student who is either fourteen years of age or older or who has entered the ninth grade, as well as the student's parent or guardian, has the right to examine the following information at any time prior to its destruction. A student eighteen years of age or older may limit the rights of his/her parents/guardian by written request to the principal. A request for access may be made by the student and/or his parents/guardian and such request shall be honored within a t day period. The student and/or his parents/guardian shall have the right to add information to the record or request the deletion of information from the record. Decisions are subject to appeal to the superintendent of schools in the event of disagreement.

1. Transcript--contains the student's name, telephone number, date of birth, address, and telephone number of the student's parent or guardian, course titles, grades, grade level completed, and the year completed. The transcript is maintained for 60 years following the student's graduation, transfer, or withdrawal from school.
2. Temporary Record--consists of all the information not kept on the transcript. This information includes the student's standardized test scores and evaluations by teachers, counselors, and other staff members. Said record shall include, but not be limited to, any incidents involving suspension or violation of criminal laws or any incident reports in which the student was charged with any suspendable act. In accordance with Department of Education regulations, a student's temporary record will be destroyed five (5) years after leaving Chelsea High School. A letter, reminding students of the date their temporary records will be destroyed, is sent to the student's last known address.
3. Publicity - The school may release for publication certain information from time to time without the student's consent, unless the student indicates that the school should not do so. The information which may be released for publication includes only the student's name, class, participation in officially recognized activities and sports, degrees, honors, and awards, and post-high school plans.

Any questions regarding these regulations should be directed to the School Counselor Department.

Massachusetts Student Record Regulations

The Family Educational Rights and Privacy Act (FERPA) and the Massachusetts Student Records Regulations ("Regulations") together provide parents and eligible students (those who have reached that age of 14 or who have entered ninth grade) certain rights with respect to the student's education records. A general overview of those rights is provided below. Parents and students may obtain a complete copy of their rights under the Massachusetts Student Record Regulations by contacting the school's principal.

1. The right to access the student's education records. Parents or eligible students should submit their request for access to the building principal. All requests for access to a student records will be responded to within ten days of a request. However,

Massachusetts General Laws c. 71, §34H law provides specific procedures that must be followed prior to release of records to a parent who does not have physical custody of a child. These procedures include submitting a written request to the principal. Information about these procedures can be obtained from the building principal.

2. Right to Amend the Student Record: An eligible student or parent has the right to add information, comments, data, or any other relevant written material to the student record. An eligible student or parent may also request the deletion or amendment of information in the student record, other than information inserted into the record by an Evaluation Team. Parents or students should direct their request to the principal in writing, clearly identifying the part of the record they wish to have amended, and why.
3. The right to consent to disclosures of personally identifiable information contained in the student's education records, except to the extent that FERPA and the Massachusetts regulations authorize disclosure without consent. One exception that permits disclosure without consent is disclosure to school officials with legitimate educational interests in the records. Such school officials include professional, administrative, and clerical staff who are employed by or under agreement with the Chelsea Public Schools and who need access to a record in order to fulfill their duties. The Chelsea Public Schools also discloses student records without parent/eligible student consent to officials of other elementary or secondary schools in which a student enrolls, or seeks, intends, or is instructed to enroll upon receipt of a request from such school officials.

As required by federal law, the Chelsea Public Schools routinely releases the name, address, and telephone listing of secondary school students to military recruiters and to institutions of higher learning upon request. In the event a parent or eligible student objects to the release of any of the above information, the parent or eligible student may state that objection in writing to the Chelsea High School principal. Absent receipt of a written objection for the parent or eligible student two weeks after the notice date, this information will be released without further notice or consent.

4. The right to file a complaint concerning alleged failures by the District to comply with the regulations and laws governing student records. Complaints may be filed at the Massachusetts Department of Elementary and Secondary Education, 75 Pleasant Street, Malden, MA 02148. In addition, complaints relative to federal statutes and regulations governing student records may be filed with the Family Policy Compliance Office, U.S. Department of Education, 400 Maryland Avenue SW, Washington DC.

5. Destruction of Records: Regulations require that certain parts of the student record, such as the temporary record, be destroyed a certain period of time after the student leaves the school system. School authorities are also allowed to destroy misleading, outdated, or irrelevant information in the record from time to time while the student is enrolled in the school system. Before any such information is destroyed, the parent must be notified and have an opportunity to receive a copy of any of the information.

6. Temporary Records consist of all the information not kept on the transcript. This information includes the student's standardized test scores and evaluations by teachers, counselors, and other staff members. Said record shall include, but not be limited to, any incidents involving suspension or violation of criminal laws or any incident reports in which the student was charged with any suspendable act. In accordance with Massachusetts Department of Elementary and Secondary Education regulations, a student's temporary record will be destroyed five (5) years after leaving school.

Records Management

Destruction of Student Records

A student record includes all information that is organized on the basis of a student name or in a way that such a student may be individually identified and that is kept by Chelsea Public Schools. The location or physical form of such records is irrelevant. The student record excludes notes or other memory aids kept by the teacher in her/his personal files and not reported on in any way to authorized school personnel. The student record is divided into two categories:

1. The Transcript
2. The Temporary Record

The Transcript

The transcript is the administrative record which constitutes the minimum data necessary to reflect the student’s educational progress and to operate an educational system. This data is limited to the following:

• Student name, address, phone number, birth date
• Parent name, address, phone number
• Course titles, grades (or grade equivalent), course credit
• Grade Level Completed and year of completion

The Temporary Record

The temporary record is all other student information maintained on each student.

Record Destruction Schedule

A transcript may be destroyed 60 years after graduation, transfer, withdrawal or disenrollment.

A temporary record may be destroyed 7 years after graduation, transfer, withdrawal, or disenrollment.

The high school shall inform students and parents no later than May 31 in the year the student will graduate that their student file will be destroyed by a specific date, seven years from the date of graduation date and that their transcript will be available for sixty years from the date of graduation. This letter will also include a statement that the parent or student has a right to receive the information in whole or in part, prior to the date of destruction.

If a student leaves Chelsea Public Schools for reason of transfer, withdrawal or disenrollment, the school where the student was enrolled prior to the transfer, withdrawal or disenrollment shall send the previously described letter to the parent.

Mailing such a letter to the last known address in the student’s record shall be sufficient for delivery, unless otherwise informed of a different current address.

Student Support Programs and Organizations

Accommodation Plans (Section 504)

Section 504 of the Rehabilitation Act of 1973 prohibits discrimination against persons with a handicap in any program receiving federal financial assistance. The act defines a person with a handicap as anyone who:

• has a mental or physical impairment which substantially limits one or more major life activities (major life activities include activities such as caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working);
• has a record of such an impairment; or
• is regarded as having such an impairment.

In order to fulfill its obligation under Section 504, the Chelsea Public School District recognizes a responsibility to avoid discrimination in policies and practices regarding its personnel and students. No discrimination against any person with a handicap will knowingly be permitted in any of the programs and practices in the school system. The school district has specific responsibilities under the Act, which include the responsibility to identify, evaluate, and if the child is determined to be eligible under Section 504, to afford access to appropriate accommodations to enable access to educational services.

Procedures, in accordance with Section 504 are followed in these circumstances.

Questions, complaints, or requests for additional information concerning the Chelsea Public School District's compliance with the regulations implementing Section 504 is directed to contact the 504 Coordinator at 617- 466-5036.

Special Education (Special Needs, Chapter 766, IDEA)

The Chelsea Public Schools provides services to students with disabilities who are eligible for special education and/or related services. A student can be referred for special education evaluation by a member of the school staff, a parent, or the student. Federal and state laws declare that no child should be excluded from a free, appropriate public education. A team made up of appropriate school staff and the student’s parents or guardians will be convened, will evaluate any student requesting special services and if found eligible will recommend appropriate services and/or programs. All students receiving special education services are required to go through the Team evaluation process and have an individualized education program (IEP) or 504 accommodation plan. The Chelsea Public Schools will adhere to Massachusetts and Federal Laws and regulations concerning special education students.

Questions, complaints, or request for additional information concerning the Chelsea Public School’s special education program please contact the Special Education/Pupil Personnel Director at (617) 466-5036

Multilingual Learner Education

Chelsea Public Schools is a multicultural diverse entity with students coming from different countries and their multilingual skills are celebrated and welcome. The Multilingual Learner Education  (MLE) Program is committed to providing all children a high quality education that encourages them to realize their full academic potential. The Program complies with all requirements of the state and federal laws governing limited English proficient children. The goal of the MLE Program is to provide students with opportunities to acquire as expeditiously and efficiently as possible English language proficiency so that they might participate successfully in any regular school setting.

After one year in an immersion classroom, students are transferred to regular education classes. English language services are provided as needed. Parents may request that their child not be placed in or be removed from MLE classes at any time. At such times, conferences are held between the parent/s and school personnel. Based upon test results and classroom performance, recommendations are made for placement. Parents have the final program choice within the guidelines of 71A as to whether their children attend English immersion classes or classes in the regular program.

Student Success Plans

The Massachusetts Department of Elementary and Secondary Education has required school districts to prepare individual Student Success Plans for all students who score in the "Failing" level in Math or English Language Arts on the MCAS. The Student Success Plan will outline how the school will address and improve areas of weakness in the student's performance. Parents will be notified of the school's development of this plan.

Counseling Services

SchoolCounselors and Social Workers are available to discuss issues with students such as studies or problems at home or school. Services include academic counseling, scheduling, and course selection, conflict issue-oriented counseling, crisis intervention, and parent consultation. Parents should feel free to take advantage of these services and should ask their child's teacher or principal for the procedure for making an appointment.

Outreach and Social Services staff will be able to provide on-site help for such issues as depression, teen dating violence, family difficulties, substance abuse, suicide prevention, pregnancy and parenting concerns, and overall crises. Students and their families in need of these services may consult with a teacher or with a counselor. Referrals by teachers are confidential.

Outreach Worker/Expectant & Parenting Student Liaison serves as a resource for young parents to improve academic outcomes & track progress towards graduation.

Homeless Students

The federal McKinney-Vento Homeless Education Assistance Act is designed to ensure educational rights and protections for students experiencing homelessness. Homelessness is defined as children and youth who "lack a fixed, regular, and adequate nighttime residence. For further information on the services and supports available, please contact the Homeless Liaison at 617-466-5506.

School Site Council

The Site Council is an advisory board composed of the principal, parents elected by the general parent population, teacher volunteers, and one or more community members appointed by the principal. The Site Council's purpose, as directed by the Education Reform Law of 1993, is to form a foundation for a more focused, responsive, and accountable system of serving students and to involve parents and teachers in strengthening the bonds between school and community. The Site Council reviews the school building budget and helps to adopt goals for the school and to identify the educational needs of the students. Based on this work, the Site Council reviews and makes suggestions to the annual Accelerated Improvement Plan that outlines the goals and proposals for the year.

Free and Reduced Breakfast and Lunch Program

Chelsea participates in the Community Eligibility Provision Program. All students enrolled in Chelsea Public Schools may participate in the School Breakfast Program and the National School Lunch Program at no charge. For additional information, please contact Amanda Muniz-Food & Nutrition Director at: muniz-amanda@aramark.com

School Volunteers

The Chelsea Public School District recognizes the necessity and value of community volunteer efforts to support student academic achievement and social growth. Parents and other volunteers, who wish to assist in school, chaperone field trips, or assist with any other school activity must submit signed CORI (Criminal Offender Record Information) request forms in person with valid photo identification to the Director of Human Resources, Room 221, City Hall one week before volunteering at the school. In addition to a CORI check state law and the Chelsea Public Schools require a national background check through fingerprinting. Information on the CORI and background check process is available in the school office and in the Human Resources Office in City Hall.

Library Media Center

The Library Media Center is located on the second floor - just down the hall from the gym. The Library Media Center offers students resources for their course work, their own interests and needs, as well as materials for personal reading enjoyment. Use of the library for academic enrichment and the completion of homework assignments is strongly encouraged.

Students are encouraged to borrow books from the library for class work or personal enjoyment. Books may be checked out for three weeks with the option of renewing the books for another three weeks if no one has requested them. Students must have their ID cards with them when they borrow books. Students with overdue books will not be allowed to sign out additional books until the outstanding books are returned to the Library Media Center.

Students are not allowed to access information or programs that are inappropriate (pornographic materials, chat lines, music lyrics, games, etc.) in a school environment. Unacceptable use of computers will result in loss of computer privileges in the Library Media Center and other serious consequences if warranted.

To obtain a library pass, a student must see a subject teacher during the school day. Temporary substitute teachers may not issue library passes, and library personnel cannot issue passes to students who are late to class.

Acceptable Use of Technology

The purpose of this policy is to outline the acceptable use of computer equipment in the District. These rules are in place to protect the employees, students, and the District. Inappropriate use of computer equipment exposes the District to risks including: virus, spyware, and hacking attacks; compromised network systems, software, and services; and legal and regulatory issues.

All Internet/intranet/extranet-related systems, including but not limited to computer equipment, software, operating systems, storage media, network accounts providing electronic mail, web browsing, and FTP, provided to individual employees or students by the District are, and always remain, the property of the District. These systems are to be used for business or educational purposes in serving the interests of the District, our employees, students, and parents in the course of normal operations.

Chelsea Public Schools is making available to our students electronic technology including, but not limited to, access to the Internet and the World Wide Web, and use of a file server located in each school for storage of student files. The Chelsea Public schools has implemented appropriate filtering tools in accordance with the Children’s Internet Protection Act (P.L. 106-554,47 USC Sec. 254 (i)), in order to promote the safe and appropriate use of the Internet and other digital information and communication technologies in the schools. Students are responsible for good behavior on school computer networks just as they are in a classroom or a school hallway. Communications on the network are often public in nature. General school rules for behavior and communications apply.

The network is provided for students to conduct research and communicate with others. Access to Parent permission is required. Access is a privilege, not a right. Access entails responsibility. The full text of the district guidelines and requirements are available on the district web site or from the office of the superintendent. Individual users of the district computer networks are responsible for their behavior and communications over those networks. It is presumed that users will comply with district standards and will honor the agreements they have signed. Beyond the clarification of such standards, the district is not responsible for restricting, monitoring, or controlling the communications of individuals utilizing the network. Network storage areas may be treated like school lockers. Network administrators may review files and communications to maintain system integrity and insure that users are using the system responsibly. Users should understand that files stored on district servers are not private. Within reason, freedom of speech and access to information will be honored. During school, teachers will guide students toward appropriate materials. Outside of school, families bear the same responsibility for such guidance as they exercise with information sources such as television, telephones, movies, radio, and other potentially offensive media.

Students are prohibited from:

Students will immediately report to a teacher or system administrator any possible security problems they have identified. However, students will not look for security problems as this may be construed as an illegal attempt to gain access. Violations of these procedures may result in a loss of access as well as other disciplinary or legal action.

Health Services

School Nurse, Rm. 1001

A registered nurse from the Chelsea Health Department provides basic nursing services to all students. This nurse will be available during school hours. Students may visit the nurse only with written permission from a teacher, or an administrator.

Student Health Center, Rm. 1001

The Student Health Center is open from 8:00 a.m. to 4:00 p.m., Monday through Friday.

The Student Health Center is a division of the Adolescent and Pediatric Medicine Department of the Massachusetts General Hospital, Chelsea Health Care Center. All students with parental or guardian consent may receive comprehensive health care (see the consent form in the back of this handbook).

The Student Health Center is led by the Chief of Adolescent and Pediatric Medicine at the MGH Chelsea Health Care Center. Staff at the Student Health Center includes a bilingual coordinator who assists students with enrollment and scheduling. Students may receive physical examinations, update immunizations, and be treated for acute or chronic illnesses. Students may receive counseling, treatment, and referrals for nutrition, information on pregnancy prevention, information on substance abuse (including alcohol, drugs, and tobacco), and information on mental health issues.

A licensed clinical psychologist and a registered dietitian are also available to see students at the Student Health Center.

Using the Student Health Center

Students who wish to enroll for the comprehensive health services must have their parent or guardian complete a permission form. This form may be found at the back of this handbook. The completed form may be returned directly to the Student Health Center.

No student is denied access to care because of inability to pay. Uninsured students are assisted in applying for the Children's Medical Security Plan, or "Free Care." Medical insurance is also accepted.

A student who wishes to visit the Student Health Center during school time must obtain a pass from his or her teacher, principal, or assistant principal and present it to the nurse or coordinator. If the Student Health Center is closed, the student must report to the Main Office.

Medications at School

State Law is very explicit regarding the dispensing of medicine, including non-prescription products, during school hours. Parents are urged to give medications at home, before or after school whenever possible. If medicine is to be administered in school, the following must be observed, pursuant to 105 CMR 210.000:

All medications must have a signed medication order from a licensed prescriber, which contains:

1. Student’s name;
2. The name and signature of the licensed prescriber and business and emergency phone numbers;
3. The name, route, and dosage of medication;
4. The frequency and time of medication administration;
5. The date of the order;
6. A diagnosis and any other medical condition(s) requiring medication, if not a violation of confidentiality or if not contrary to the request of a parent, guardian, or student to keep confidential;
7. Specific directions for administration, including possible side effects.

1. Parental consent must be received, in writing, giving permission for the school nurse or school personnel designated by the school nurse to administer the medication.

2. Medication should be delivered to school by the parent or other responsible adult. No more than a thirty-day supply should be delivered to school. All medicine delivered to the nurse will be kept in a locked cabinet in the nurse’s office. All medicine must be delivered to the nurse in prescription bottles or in original over-the counter packaging.

3. A student may be responsible for taking his/her own medication only if deemed appropriate by the school nurse. A signed medication order and parental consent form are required. Only the daily dose should be brought to school.

No medication will be administered without all of the above information.

Parents are free to come and administer medication whenever necessary. Please stop at the office, and your child will be called to the office.

Medication Administration During Field Trips

If a student needs to receive medication during a field trip the following procedures will be followed:

1. The field trip permission forms must be returned to the school nurse 3 weeks prior to the trip so the school nurse can send a “written consent form” to the parent (for parental signature) for the trained teacher/school staff person to administer the medication if needed and if trained personnel will be available. The school nurse will also update the student’s health care plan and review the medication instructions with a trained staff person before the trip.
2. The Massachusetts Medication Administration regulations prohibit school nurses from the delegation of medication administration if it would not be safe given the medical condition of an individual student; this is decided by the school nurse based on individual medical need. In cases where the school nurse makes this determination, the parent/guardian of the student will be given the option to attend the field trip but if that is not possible other accommodations will be made. For a copy of the Chelsea Public School’s Policy regarding delegation of prescription medication please contact the school nurse.

Dismissals for Health Problems

Students under eighteen years of age are not dismissed in cases of non-emergency illness unless parental/guardian consent is given to the School Nurse. Dismissals for health reasons may be granted by the School Nurse.

Health Requirements (Massachusetts Department of Public Health)

Students must have up-to-date immunizations to attend Chelsea High School. These may be obtained from the nurse practitioner at the Student Health Center for MGM patients or through the student's primary provider.

Each student is required to have a physical examination at least every three years. Students may have this done by their primary provider or at the Student Health Center.

Health Screening

Periodic health screenings are conducted throughout the school year as required by the Department of Public Health and MA general laws. Parents may opt out of screenings for their child with written permission. However, parents need to provide the school with documentation that they have been seen by their private physicians. Parents are asked to contact the nurse with any concerns or to receive information on free vision care for students in need. All information is confidential and parents are notified by mail if any screening result is abnormal.

Postural Grade 9

Health screenings monitor effective growth and development and promote early detection of spine curvature.

Grade 9

Screening, Brief Intervention and Referral to Treatment (SBIRT)

A comprehensive, integrated, public health approach for early identification and intervention with students whose patterns of alcohol and/or drug use put their health at risk.

• Universal, annual screening (S) identifies healthy or unhealthy use.
• Brief intervention (BI) provides feedback about unhealthy substance use. It also focuses on education; increasing student's awareness of risks related to alcohol and substance use and enhances motivation toward healthy behavioral changes.
• Referral to Treatment (RT) helps facilitate access to assessments and treatment.

Grade 10

Hearing

To ensure that students can hear adequately to function within the school setting.

Grade 10

Vision

To ensure that students can see adequately to function within the school setting.

Grade 10

Body Mass Index (BMI)

Research shows that overweight and underweight children are at risk for other health problems, which make early detection important. Privacy is maintained during screenings.

Referral for Substance Abuse Treatment

A student who voluntarily seeks help because of an alcohol or drug problem will receive an immediate referral to a social worker, who will suggest various treatment options to the student. Options may include individual or small group counseling, referral to Alcoholics Anonymous or ALA Teen, or further evaluation. If a student's problem is severe enough, it may warrant a referral for in-patient treatment. The clinic and school will work with the student and parent/guardian to access this treatment. School personnel play a key role in creating a drug and alcohol free learning environment. By virtue of their training, educational experience and expertise, school staff are able to observe student behavior and to make assessments concerning that behavior. Any suspicion by a teacher that a student may be abusing drugs or alcohol will be reported to an administrator.

In all cases of possession, selling, or distribution of drugs (including prescription drugs) or alcohol on school property, the drug guidelines of the Chelsea Public Schools will be implemented. At a minimum for the first offense the student is required to participate in a substance use assessment. A second offense will require mandatory participation in a substance abuse counseling program.

School Property

Damage to or Loss of Books and Other School Property

All books are the property of the Chelsea Public Schools. Students are expected to protect and return school property at the end of the course, season and/or year. Students must pay for any books, athletic uniforms and other school property that they borrow but do not return. They must also pay for any damage to school property for which they are responsible. Students who have outstanding obligations resulting from not paying for missing or damaged school property may be excluded from participation in school activities and events as outlined in the CHS Good Standing policy.

Lockers

Students are assigned hall lockers to students who request them. The security office assigns lockers to all students who request them during the first weeks of school.

• All student lockers are the sole property of the Chelsea Public Schools and as such are subject to random inspections at the complete discretion of the school administration.
• It is required that all students obtain and utilize only C.H.S. locks for their lockers.
• Locks may be purchased ($5.00) from the Special Education Office Room 1049 before or after school, or during lunch.
• Physical Education (PE) students will be assigned gym lockers during the semester they have PE.
• A school or gym locker is not an appropriate or sufficiently secure location for money, expensive clothing, or other valuables. The school cannot assume responsibility for the loss or theft for such items.
• All lockers and desks must be emptied at the end of the school year and/or at other times as required by school officials after three days of notification to the students. Certain items may not be stored in lockers or desks. These include, but are not limited to such items as: weapons or dangerous chemicals, materials, instruments or devices; illegal or controlled drugs, look alike drugs, drug paraphernalia; alcoholic beverages; stolen property; or any other item which can result in unsanitary or non-hygienic conditions. Foodstuff or other perishable materials must not be left in the locker overnight. Students are to use only those lockers assigned to them by the school administration.
• In an emergency situation parents/legal guardians of students under the age of 18 may be given access to his/her child’s locker at the discretion of the School Principal, after a request is made in writing to the School Principal. A school administrator will accompany the parents to the locker. The parent’s will not be allowed to remove anything from the locker. Student lockers are the sole property of the Chelsea Public Schools and can be inspected at the complete discretion of the school administration.
• In an emergency situation, a student, age 18 and older, may give permission to another adult to have access to his or her locker, at the discretion of the school principal. The permission must be in writing to the school principal.

Lost or Temporarily Misplaced Identification Cards

Students are responsible for their ID cards. Replacement cards cost $2.00.

• To order a new ID card, the student must visit the Main office at lunch or after school to fill out an ID replacement form. The ID card will arrive at the Main office within 2 school business days.

Lost, Stolen, Confiscated or Found Items

The school cannot assume responsibility for lost or stolen items, including items that were originally confiscated by an administrator or staff member. Items that have been lost or stolen should be reported to the Main Office. Students may check with the office for the possible return or recovery of lost items.

Items that are found in and around the building should be taken to the Security Desk, where attempts will be made to locate the owner. Lost and found articles that are not claimed within a reasonable amount of time will be discarded.

All confiscated and found items including cell phones, IPODs and electronic games that are not claimed by June 30th will be discarded or donated.

Telephones/Cell Phones/Electronic Devices

All students are strongly encouraged not to bring cellphones or personal electronic devices to school. CHS is not responsible for lost or stolen cellphones or personal electronic devices.

Students who choose to bring a cell phone to school must abide by these guidelines:

• Students are allowed to use cell phones during non-instructional time (before or after school, between classes or during the students’ assigned lunch); however, they cannot use them to access sexually explicit, violent, or otherwise inappropriate materials, not to take pictures or record videos of other people without consent.
• Students are not permitted to use their cell phones during class time, except with explicit permission from the teacher. Teachers may allow students to use cell phones for educational purposes.
• If staff observes inappropriate text messages, videos, or photos on a student phone being used at school, the phone will be confiscated, released to a parent/guardian or the student and in some circumstances, law enforcement with a report of the inappropriate material observed.
• If a phone being used in school is confiscated as part of a disciplinary or bullying investigation the phone may be examined and if inappropriate text messages, videos, or photos are discovered on a student phone the phone the phone may be used in the investigation and in some circumstances, turned over to law enforcement with a report of the inappropriate material observed.
• Students who use their phone or other recording device to record a fight are subject to disciplinary action including, but not limited to detention and suspension.

Safety

Safety Regulations

Safety Regulations are posted in all classrooms, laboratories, and instructional areas. These regulations will be fully explained by the teacher. Students are to follow these regulations carefully.

Safety Drills

Every year, the Chelsea Fire Department, Police Department and School Principals, organize and practice building evacuations and lockdown drills.

Building Evacuations

Building evacuations are held regularly to develop safety practices that will help students move quickly and orderly to areas outside the building. Directions for exiting the building are posted in every classroom. When evacuating the building, students and staff must not block the Everett Avenue and Carter Street entrances to the school.

Hard Lockdown

In the event of a dangerous situation inside the school building, students and staff will initiate the Run Hide Fight strategy. This will become in effect immediately when there is immediate safety threat inside of the building.

Soft Lockdown

In the event of a dangerous situation outside of the building, all exterior doors and windows will be closed and locked until receiving clear instructions that the situation has been resolved. All activities will proceed as scheduled inside the building.

Administrative Lockdown

In the event that an incident is occurring inside the building, but there is no immediate threat to safety, movement throughout the building will be restricted such as common spaces (cafeteria, hallways) need to remain clear. This is activated in instances such as an individual medical emergency, a chemical spill, or the need to locate a child in the building. Also this may be to protect the health, student confidentiality, or other contained issue inside of the builiding.

Other Emergencies

For all other public emergencies, special instructions will be broadcast over the public address system.

School Visitors

All visitors to Chelsea High School must sign in at the Security Desk to receive permission to remain in the building for a specific purpose. Each visitor will display a visitor's pass while in Chelsea High School. All visitors must remain in the main office until escorted to a specific location by a Chelsea High School staff. Students may not bring friends or relatives to school without the advance permission of the principal or assistant principal. Students entering the building after school hours must enter through the main entrance.

Surveillance

Chelsea Public Schools employs the use of security cameras to enhance student safety, support crime prevention, and improve emergency response. Security cameras will be installed in public areas inside and outside of school facilities including, for example, hallways, stairwells, parking lots, public walkways, and athletic areas. Cameras will not be placed in areas where there may be a reasonable expectation of privacy, for example restrooms, or locker rooms. Only individuals authorized by the superintendent may view recorded security camera activity.

Behavior and Discipline

Policy Statement

The purpose of this section of the handbook is:

• to clearly and concisely reinforce the roles and responsibilities of students;
• set forth expectations for student behavior;
• ensure fair, appropriate and equitable student discipline practices; and
• comply with all applicable laws and regulations.

Chelsea educators will cultivate and sustain safe and supportive classroom environments in order to positively impact both academics and social-emotional learning. Chelsea educators are responsible for teaching, modeling, and recognizing positive behaviors and promoting social emotional learning.

Chelsea Public Schools will be implementing restorative approaches. These will enable students to:

• reflect,
• problem solve,
• make amends and repair harm,
• learn new behaviors,
• build meaningful relationships, and
• re-engage with the learning community.

When a rule violation is significant, students may additionally be assigned a consequence. Consequences signal that a student’s behaviors are deemed to be inappropriate, unacceptable, or unskillful because they negatively impact the learning environment.

All decisions will be grounded in what is in the best interest of students and with the intention of creating a positive learning environment for all.

Restorative Practices:

“Restorative discipline is based on an understanding that restoring a relationship to one in which both parties feel there is equity and mutual respect is the most important goal for the future well- being of the parties and the community as a whole. This is especially important for a school community where all parties to a conflict must continue to be in a relationship with one another.

Resolving conflict so that all parties feel that the outcome is just and fair is fundamental to maintaining a positive and healthy school culture” (Circle Forward, Building A Restorative School Community, by Carolyn Boyes-Watson & Kay Pranis, p.18).

Due to their level of seriousness and level of impact on the school community, some inappropriate behaviors may necessitate both a restorative action and consequence.

Conduct and Courtesy

Courtesy and good manners should be the key to a student’s conduct at school. A respectful attitude toward teachers, staff members, and fellow students will make school enjoyable for everyone. Students are expected to respect school property, including books, desks, and other furniture and equipment.

Withdrawal of Privileges

Students need to be aware that attending field trips, team or subject special activities, dances, class days, or school assemblies is a privilege and requires a student to be in good standing. If a student experiences habitual problems with self-discipline, these privileges will be denied. This decision, once made by the administration, based on the recommendation of the teaching staff, is not subject to review nor is it subject to the procedures required for short or long term suspensions.

Disciplinary Procedures

Detention

Detention may be assigned by any member of the high school staff. Students who fail to remain after school for a teacher will be required to serve school-wide detention in Room B1229. Students assigned school-wide detention must do school work during detention. Any student who is assigned school-wide detention (as opposed to detention with a particular teacher) and who fails to remain after school for detention on that day will be subject to the following: two make- up detentions, conference with dean of students and parent/guardian before the student is re- admitted to school, restriction from extra-curricular activities, and possible suspension from school. Students are required to sign in for the detention and list reason for the detention.

Some examples of behaviors which result in detention are:

• Removal from the classroom
• Disruptive hallway behavior
• Tardiness
• Disrespect to a staff member
• Confiscated items

In-School Suspension (up to 10 days consecutively or cumulatively)

1. The principal/designee shall inform the student of the disciplinary offense charged, the basis for the charge, provide the student an opportunity to dispute the charges, and explain the circumstances surrounding the alleged incident.
2. If the principal/designee determines the student committed the disciplinary offense, the principal/designee will consider alternatives to an in-school suspension. If the principal/designee determines an in-school suspension is the appropriate consequence, then the student will be informed of the length of the in-school suspension, which shall not exceed 10 days, cumulatively or consecutively, in a school year.
3. On the same day as the in-school suspension decision, the principal/designee, shall make reasonable efforts to notify the parent orally of the disciplinary offense, the reasons for concluding the student committed the infraction, and the length of the in-school suspension
4. The parent/guardian will be invited to a meeting to discuss the student’s academic performance, behavior, strategies for student engagement, and possible responses to the behavior. The meeting will be scheduled on the day of the suspension, if possible, and if not, as soon as possible. The principal, or designee, must make at least (2) attempts to reach the parent.
5. The principal/designee, shall send written notice to the student and the parent about the in- school suspension, including the reason and the length of the in-school suspension, and inviting the parent to a meeting, if one has not occurred
6. Any disciplinary action taken, with respect to the student, is subject to the provisions of state and federal laws pertaining to special education students, students for whom the district is deemed to have knowledge but has not yet determined to be eligible for Special Education, or students on a 504 plan.
7. Students receiving in-school suspension for 10 or fewer consecutive or cumulative school days, will be provided an opportunity to make academic progress during the period of in- school suspension, by completing assignments, taking quizzes/tests, and earning credits missed.

Short Term Suspension (ten consecutive school days or less):

1. The principal/designee will hold a hearing to consider information regarding the alleged incident
2. Principal/designee shall provide student and parent/guardian oral and written notice of the alleged disciplinary offense and the date, time, and location of the hearing, in the primary language of the home or other means of communication where appropriate.
3. The principal/designee will make a reasonable effort, at least two attempts, to ensure that the parent/guardian of the student is included at the hearing. However in the event the school is unable to reach the parent/guardian, the principal/designee will hold the meeting with the student to discuss the charge and the reasons for the suspension or expulsion. Parents are responsible for providing the Parent Information Center with updated emergency contact information including phone numbers and email addresses.
4. Interpreter services will be provided if requested by student and/or parent guardian in order to participate
5. At the hearing the student will have the opportunity to dispute the charges and to present an explanation of the alleged incident. The parent, if present, will have an opportunity to discuss the student's conduct and offer information that the principal should consider in determining consequences.
6. After the hearing is held, the principal/designee will provide the student and the parent/guardian an updated written notice that will state the final decision. Prior to issuing a suspension the principal/designee will consider alternatives to suspension. If the final decision is to suspend the student, the notice will include the duration of the suspension, and return date to school.
7. Students suspended from school will be given an opportunity to make academic progress during the period of suspension, by making-up assignments, taking quizzes/tests, and earning credits missed. Students will be allowed two days (for each day of suspension) to complete any work and earn missed credits.
8. Any disciplinary action taken, with respect to the student, is subject to the provisions of state and federal laws pertaining to special education students, students for whom the district is deemed to have knowledge but has not yet determined to be eligible for Special Education, or students on a 504 plan.
9. While on suspension, a student may not be on school property.

Long Term Suspension or Expulsion

1. The principal/designee will hold a hearing to consider information regarding the alleged incident
2. Principal/designee shall provide student and parent/guardian oral and written notice of the alleged disciplinary offense and the date, time, and location of the hearing, in the primary language of the home or other means of communication where appropriate.
3. The principal/designee will make a reasonable effort, at least two attempts, to ensure that the parent/guardian of the student is included at the hearing, however in the event the school is unable to reach the parent/guardian, the principal/designee will hold the meeting with the student to discuss the charge and the reasons for the suspension or expulsion. Parents are responsible for providing the Parent Information Center with updated emergency contact information including phone numbers and email addresses.
4. Interpreter services will be provided if requested by student and/or parent guardian in order to participate
5. In advance of the hearing, the student and/or parent/guardian will be given the right to review the student' record and the documents upon which the principal may rely in making a determination to suspend the student or not;
6. At the hearing the student has the following rights:

• To be represented by counsel or a lay person of the student's choice, at the student's/parent's/guardian's expense; to present witnesses, present the student’s explanation of the alleged incident; and to cross examine witnesses presented by the school district
• To request that the hearing be recorded by the principal/designee, and to receive a copy of the audio recording upon request. If the student or parent/guardian requests an audio recording, the principal/designee shall inform all participants before the hearing that an audio record will be made.
• For the parent/guardian, if present, an opportunity to discuss the student’s conduct and offer information, the principal should consider in determining consequences for the student

7. After the hearing is held, the principal/designee will provide the student and the parent/guardian an updated written notice that will state the final decision. Prior to issuing a suspension the principal/designee will consider alternatives to suspension. If the final decision is to suspend the student, the notice will include the duration of the suspension, and return date to school.
8. Principals may suspend students on a long term basis for no longer than ninety (90) school days.
9. Students suspended from school will be given an opportunity to make academic progress during the period of suspension, by completing class work and assignments, taking quizzes/tests, and earning credits missed. Students suspended for 11+ consecutive school days will receive support through an Education Service Plan.
10. Any disciplinary action taken, with respect to the student, is subject to the provisions of state and federal laws pertaining to special education students, students for whom the district is deemed to have knowledge but has not yet determined to be eligible for Special Education, or students on a 504 plan.
11. While on suspension, a student may not be on school property.
12. When given a long term suspension the student and/or parent/guardian have the right to Appeal the decision to the Superintendent.

Superintendent’s Hearing

1. A student or parent shall file, in writing, a notice of appeal within ten (10) calendar days from the effective date of the suspension or expulsion. The parent/guardian may request and receive an extension, for up to seven (7) calendar days, from the Superintendent/designee to file the Appeal. If the appeal is not filed within the timeframe, the superintendent/designee may deny the appeal, or may allow the appeal in his/her discretion for good cause
2. The suspension or expulsion will remain in effect during the Appeal Process.
3. At the Superintendent’s Hearing the student shall have all the rights afforded at the principal’s hearing under long-term suspension.
4. The superintendent/designee, shall:

• Hold the hearing within three (3) school days of the request, unless the student or parent/guardian requests an extension of up to seven (7) additional calendar days.
• Make a good faith effort to include the parent/guardian in the hearing, by trying to find a day and time that would allow the parent/guardian and superintendent/designee to participate. Send written notice to the parent/guardian of the date, time, and location of the hearing.
• Conduct the hearing to determine whether the student committed the disciplinary offense of which the student is accused.
• The student shall have all the rights afforded the student at the principal’s hearing for long-term suspension.
• Arrange for an audio recording and a copy shall be provided to the student or parent/guardian upon request
• Issue a written decision within five (5) calendar days of the hearing. If the determination is that the student committed the disciplinary offense, the same or lesser consequence may be imposed but not one greater than that imposed by the principal/designee
• Notices and proceedings will be translated into the student's or parent's primary language if necessary for their understanding of the proceedings.

Emergency Removals

1. A principal may remove a student from school temporarily when a student is charged with a disciplinary offense and the continued presence of the student poses a danger to persons or property, or materially and substantially disrupts the order of the school and in the principal’s judgment there is no alternative available to alleviate the danger of disruption. The principal shall immediately notify the superintendent in writing of the removal and the reason for it, and describe the danger presented by the student. The temporary removal shall not exceed two (2)school days following the day of the emergency removal, during which time the principal shall:

• Make immediate and reasonable efforts to orally notify the student and the student’s parent of the emergency removal, the reason for the need for emergency removal.
• Provide written notice to the student and parent
• Provide the student with an opportunity for a hearing with the principal, and the parent an opportunity to attend the hearing, before the expiration of the two(2) school days, unless an extension of time for hearing is otherwise agreed to by the principal, student, and parent
• Render a decision orally on the same day as the hearing, and in writing no later than the following school day.

2. Any disciplinary action taken, with respect to the student, is subject to the provisions of state and federal laws pertaining to special education students, students for whom the district is deemed to have knowledge but has not yet determined to be eligible for Special Education, or students on a 504 plan.

Expulsion by the principal for possession of controlled substances, weapons or assault of educational personnel.

In accordance with the Education Reform Act of 1993, school principals have the discretion to expel students for specified conduct. Massachusetts General Laws c. 71, §37H provides the following:

1. Any student who is found on school premises at school-sponsored or school related events, including athletic games, in possession of a dangerous weapon, including, but not limited to, a gun, a knife, or an incendiary device such as matches, a lighter, or firecrackers is subject to immediate suspension and may be subject to expulsion by the principal of the student’s school. Any student who is found on school premises at school-sponsored or school related events, including athletic games in possession of a controlled substance as defined in chapter 94C, including, but not limited to, marijuana, cocaine, and heroin, may be subject to

expulsion by the principal of the student’s school.

2. Any student who assaults a principal, assistant principal, teacher, teacher's aide or other educational staff on school premises or at school-sponsored or school-related events, including athletic games may be subject to expulsion by the principal of the student’s school.
3. Any student who is charged with a violation of either paragraph (a) or (b) shall be notified in writing of an opportunity for a hearing; provided that the student may have representation, along with the opportunity to present evidence and witnesses at said hearing before the principal. After said hearing, a principal may, in his or her discretion, recommend to suspend rather than expel a student who has been determined by the principal to have violated either of the above; provided, however, that any principal who decides that said student should be suspended shall state in writing to the superintendent of schools his or her reasons for choosing the suspension instead of the expulsion as the most appropriate remedy. In this statement, the principal shall represent that, in his or her opinion, the continued presence of this student will not pose a threat to the safety, security, and welfare of the other students and staff in the school.
4. Any disciplinary action taken, with respect to the student is subject to the provisions of state and federal laws pertaining to special education students, students for whom the district is deemed to have knowledge but has not yet determined to be eligible for Special Education, or students on a 504 plan.
5. Any student who has been expelled from a school district by a principal pursuant to these provisions shall have the right to appeal to the superintendent of schools. The expelled student shall have five (5) days from the date of the expulsion in which to notify the superintendent of his or her appeal. The student has the right to counsel at a hearing before the superintendent. The subject matter of the appeal shall not be limited solely to a factual determination of whether the student has violated any provisions of this section.

Examples of Prohibited Conduct and Guidelines for Response

The following is a summary of conduct that is prohibited both on school property and at school sponsored events along with guidelines for response by school officials. In listing prohibited conduct, it is not possible to anticipate every circumstance that could result in discipline. Students are expected to recognize that any conduct that is inconsistent with an appropriate educational environment may result in discipline, whether or not it is listed. In addition, students should be aware that the responses listed merely represent a range of actions from which an administrator may choose. Repeated instances of misconduct may lead to discipline that exceeds that listed for the specific offenses. Any disciplinary action taken, with respect to the student, is subject to the provisions of state and federal laws pertaining to special education students, students for whom the district is deemed to have knowledge but has not yet determined to be eligible for Special Education, or students on a 504 plan.

Offense & Disciplinary Guidelines:

https://docs.google.com/document/d/1pbeHX-y2xmjlDlNeZDwhxxsoTW9qn6RxbesNApa4GbY/edit?usp=sharing

37H

37H ½

37H ¾ (updated)

Notification to the Police and Other Authorities

School officials will take disciplinary action for misconduct at school or school related events as set for the above. In addition, where the misconduct involves suspected criminal activity, school administrators will notify the police. Acts that will be reported include but are not limited to various forms of assault, destruction of property (including graffiti, arson or vandalism), theft, civil rights violations, threats, possession or use of a dangerous weapon, possession or distribution of a controlled substance, or coming onto school property under the influence of alcohol or other drugs. It is the sole prerogative of school officials to impose any discipline sanctions for infractions of school rules and policies independent of any police involvement or investigation. When the school has reported an incident to the police, the police will be responsible for making the decision as to the course of their investigation process and proceeding with criminal charges.

Corporal Punishment (Prohibition Against)

Corporal punishment is illegal. However, an administrator, teacher, or other school employee may use reasonable force or restraint for the purpose of maintaining order, safeguarding students and school employees, or removing an offender.

Procedure for Disciplining Students with Special Needs

PROCEDURES FOR DISCIPLINE OF STUDENTS WITH DISABILITIES AND ON SECTION 504 PLANS

• DISCIPLINE OF STUDENTS SUBJECT TO THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT.

The Individuals with Disabilities Education Act ("IDEA"), 20 U.S.C. § 1400 et seq. and its implementing regulations, 34 C.F.R. § 300 et seq., provide students eligible for Special Education, students not yet determined to be eligible for Special Education for whom the school district is deemed to have knowledge of a suspected disability and students who have been found to have a disability that impacts a major life activity, as defined under Section 504 of the Rehabilitation Act, are entitled with certain procedural rights and protections in the context of student discipline.

In general, special education students or students on a 504 plan, may be excluded from their programs, just as any other student may be, for up to ten school days per school year. However, once the student is excluded from his or her program for more than ten cumulative school days in the same school year or for shorter periods that accumulate to more than ten cumulative school days, the student’s Special Education Team will hold a Manifestation Meeting. A Manifestation Determination meeting is held to determine whether the student’s misconduct is a direct result of the student’s disability and is attended by the district, the parent, and relevant members of the student’s Team. The Team reviews all relevant information in the student’s file including the IEP, teacher observations, student work, and relevant information provided by the parents, whether (1) the conduct in question was caused by or had a direct and substantial relationship to the child’s disability; (2) the conduct in question was the direct result of the district’s failure to implement the student’s IEP.

If, prior to the disciplinary action, a district had knowledge that the student may be a student with a disability, then the district makes all protections available to the student until and unless the student is subsequently determined not to be eligible. The district may be considered to have prior knowledge if: a. The parent had expressed concern in writing; or b. The parent had requested an evaluation; or c. District staff had expressed directly to the special education director or other supervisory personnel specific concerns about a pattern of behavior demonstrated by the student. The district may not be considered to have had prior knowledge if the parent has not consented to evaluation of the student or has refused special education services, or if an evaluation of the student has resulted in a determination of ineligibility. If the district had no reason to consider the student disabled, and the parent requests an evaluation subsequent to the disciplinary action, the district must have procedures consistent with federal requirements to conduct an expedited evaluation to determine eligibility. If the student is found eligible, then he/she receives all procedural protections subsequent to the finding of eligibility.

1. If the behavior is determined to be a manifestation of the disability, then

1. The team will conduct a Functional Behavior Assessment (FBA) unless one has already been conducted and will implement behavior intervention plan;
2. The team will review the existing behavior intervention plan and modify it as necessary, to address the behavior that resulted in the disciplinary removal
3. The student will return to the placement specific in his/her IEP or 504 plan unless:

• the school and parents agree to a change of placement through the IEP process\ the student is assigned to an alternative educational setting for up to 45 days, for possession of a weapon or illegal drugs of for infliction of serious bodily injury on another person. Additionally, hearing officers may order the placement of a student in an appropriate interim setting for up to 45 school days upon determination that the student's continued participation in the current placement is substantially likely to result in injury to the student or

others. Courts may also order a change in the student’s placement.

2. If the Team determines that the student’s behavior was not a direct result of the disability, then

1. Disciplinary removal may occur, but the school district must continue to make a free and appropriate public education (FAPE) available to the student in a manner which enables the student to continue to participate in the general education curriculum, although, in another setting, and to progress towards

meeting the goals and/or accommodations set out in the student’s IEP or 504 plan

2. If appropriate, the school will conduct a FBA and develop a behavior intervention plan designed to address the behavior violation so that it does not reoccur.

When a parent disagrees with the Team's decision on the "manifestation determination" or regarding an alternative placement related to discipline, the parent has a right to request an expedited due process hearing from the Bureau of Special Education Appeals.

Additional Information Available

Additional information regarding the procedural protections for students who have been identified as eligible for services under the IDEA students not yet determined to be eligible for Special Education for whom the school district is deemed to have knowledge of a suspected disability and students who have been found to have a disability that impacts a major life activity, as defined under Section 504 of the Rehabilitation Act, may be obtained from the Director of Special Education who may be reached at 617-466-5036.

TRANSFER OF PARENTAL RIGHTS AT AGE OF MAJORITY

Requirements of the IEP Team for students at 17 years of age.

When the student reaches age eighteen, he or she shall have the right to make all decisions in relation to special education programs and services. The school district shall have the obligation to obtain consent from the student to continue the student's special education program. The parent will continue to receive written notices and information but will no longer have decision-making authority 603 CMR 28.07(5).

According to the current regulations for special education, when the student reaches the age of majority (in Massachusetts on his/her 18th birthday) all rights and privileges are immediately transferred from the parent to the student. The parents will be notified both at the TEAM meeting and in writing that their role regarding the signing of the IEP, consent, etc. will change automatically, unless the student is deemed by a court to be incapable of making decisions for him/herself.

Pursuant to the Student Record Regulations, the student, upon reaching 18 years of age and in the absence of any court actions to the contrary, may choose to share decision-making with his or her parent (or other willing adult), including allowing the parent to co-sign the IEP. Such choice shall be made in the presence of the Team and shall be documented in written form. The student's choice shall prevail at any time that a disagreement occurs between the adult student and the parent or other adult with whom the student has shared decision-making. In the alternative, the student, upon reaching 18 years of age and in the absence of any court actions to the contrary, may choose to delegate continued decision-making to his or her parent, or other willing adult. Such choice shall be made in the presence of at least one representative of the school district and one other witness and shall be documented in written form and maintained in the student record.

Felony Complaints and Felony Convictions

Massachusetts General Laws Chapter 71, Section 37H1/2 provides the following:

1. Upon the issuance of a criminal complaint charging a student with a felony or upon the issuance of a felony delinquency complaint against a student, the principal or headmaster of a school in which the student is enrolled may suspend such student for a period of time determined appropriate by said principal or headmaster if said principal or headmaster determines that the student's continued presence in school would have a substantial detrimental effect on the general welfare of the school. The student shall receive written notification of the charges and the reasons for such suspension prior to such suspension taking effect. The student shall also receive written notification of his or her right to appeal and the process for appealing such suspension; provided, however, that such suspension shall remain in effect prior to any appeal hearing conducted by the superintendent.

The student shall have the right to appeal the suspension to the superintendent. The student shall notify the superintendent in writing of his or her request for an appeal no later than five calendar days following the effective date of the suspension. The superintendent shall hold a hearing with the student and the student's parent or guardian within three calendar days of the student's request for an appeal. At the hearing, the student shall have the right to present oral and written testimony on his or her behalf, and shall have the right to counsel. The superintendent shall have the authority to overturn or alter the decision of the principal or headmaster, including recommending an alternate educational program for the student. The superintendent shall render a decision on the appeal within five calendar days of the hearing. Such decision shall be the final decision of the city, town, or regional school district with regard to the suspension.

2. Upon a student being convicted of a felony or upon an adjudication or admission in court of guilt with respect to such a felony or felony delinquency, the principal or headmaster of a school in which the student is enrolled may expel said student if such principal or headmaster determines that the student's continued presence in school would have a substantial detrimental effect on the general welfare of the school. The student shall receive written notification of the charges and reasons for such expulsion prior to such expulsion taking effect. The student shall also receive written notification of his right to appeal and the process for appealing such expulsion; provided, however, that the expulsion shall remain in effect prior to any appeal hearing conducted by the superintendent.

The student shall have the right to appeal the expulsion to the superintendent. The student shall notify the superintendent, in writing, of his request for an appeal no later than five calendar days following the effective date of the expulsion. The superintendent shall hold a hearing with the student and the student's parent or guardian within three calendar days of the expulsion. At the hearing, the student shall have the right to present oral and written testimony on his behalf, and shall have the right to counsel. The superintendent shall have the authority to overturn or alter the decision of the principal; or headmaster, including recommending an alternate educational program for the student. The superintendent shall render a decision on the appeal within five calendar days of the hearing. Such decision shall be the final decision of the city, town or regional school district with regard to the expulsion.

Upon expulsion of such student, no school or school district shall be required to provide educational services to such student.

Search and Seizure / Random Searches / Searches Based Upon Reasonable Suspicion

School buildings and the land on which they are situated, including parking lots and school grounds, are public property designated for learning and will be periodically inspected by administration. Random searches of students occur regularly at the middle schools and high schools, and a notice of these searches is clearly posted in every school that undertakes random searches. Any student may be subjected to a search of his or her person, locker, desk, gym bag, purse or any other space which might conceal materials such as alcohol, drugs, illegal substances, weapons, or any other object which may result in physical injury or harm to other students.

In addition to random searches described above, a student may be selected for search when a school official determines that there are reasonable grounds for suspecting the search would produce evidence that the particular student has violated or is violating the law or the rules of the school. The scope of individualized searches will be reasonably related to the object to be found, and not excessively intrusive in light of the age and gender of the student.

Unless an emergency exists, all searches will be conducted by an administrator. If, at the conclusion of the search, alcohol, weapons, or illegal substances are found, the materials will be confiscated and sent to the police. If illegal materials are found which are not the focus of the search, these, too, will be confiscated and sent to the police.

Absent an emergency, another adult must be present for a search. However, the search should not be conducted in the presence of any other students or non-necessary parties. Students found with illegal materials of the kind specified above may be suspended in accordance with the guidelines set forth above, with the possibility of expulsion from the Chelsea Public Schools. The authorities may also choose to proceed with criminal prosecution.

Dress Code

At Chelsea High School, we strive to get to know each of our students to build relationships and a positive and inclusive school community. Our dress code policy attempts honor the individualism of our students while also helping us maintain a safe environment for all. As a part of our effort to maintain a trauma-informed school environment, our goal is to honor student self-determination and to treat each student as the unique individual they are. However, clothing that obscures our ability to identify a student is not permitted. This means students will be allowed to wear different forms of head coverings, however it also requires that aDurags, hoods, hats, and ski masks will no longer be allowed to be worn inside the school building. This is a measure to ensure that we can identify all individuals on campus for the safety of everyone.

Additionally, ski masks will be confiscated if worn or seen, and students will be asked to remove them immediately. If a student needs to wear a mask due to illness or other medical reasons, a medical mask will be acceptable. In addition, headgear worn for religious reasons will be allowed. The student's face is visible such that school staff can know the student’s identity. In addition, vulgarity as apparel that depict sexually suggestive expressions or actions, profanity, obscenity, drugs, alcohol, or tobacco, or which degrade the integrity of individual groups are not permitted. Similarly, apparel that promotes violence or abuse are not permitted. These types of dress are prohibited because their presence in school impacts our ability to maintain a safe environment for all and because they could cause harm to members of our community or to our community at large.

If a student’s dress does not comply with this policy, the student will be offered an opportunity to modify their clothing. Any items that end up being confiscated in the process will be returned to the student at the end of the school day. Failure to comply with this policy could result in disciplinary action.

The following items are not to be worn, used or displayed on school grounds at any time:

-No large or spiked chains, durags, hats, hoodies, and ski masks.

-Tee shirts that promote violence, use of drugs and illegal substances, hate speech, are profane or promote abusive and/or illegal behavior.

Return of Confiscated Property

Students may have confiscated items returned by serving a detention and having a parent or guardian meet with an Administrator. Students are to sign in during their detention/s, list the reason for the detention, once the detention is served the student will receive a receipt of confirmation. Otherwise, confiscated items will be returned to the student at the end of the academic quarter.

All confiscated and found items that are not claimed by June 30th will be discarded or donated.

Prohibited Activities

POLICY PROHIBITING BULLYING

The Chelsea Public School System is committed to maintaining a school environment where students are free from bullying and cyber-bullying and the effects thereof. The Chelsea Public School System recognizes that certain students may be more vulnerable to becoming a target of bullying and will take steps to support these vulnerable students and to provide all students with the skills, knowledge and strategies needed to prevent or respond to bullying and harassment.

Acts of bullying and cyber-bullying are prohibited:

1. on school grounds, property immediately adjacent to school grounds, at a school- sponsored or school-related activity, function or program whether on or off school grounds, at a school bus stop, on a school bus or other vehicle owned, leased, or used by the school district; or through the use of technology or an electronic device owned, leased, or used by the school district and
2. at a location, activity, function, or program that is not school-related, or through the use of technology or an electronic device that is not owned, leased, or used by the school district, if the act s create a hostile environment at school for the target, infringes on the rights of the target at school or materially and substantially disrupts the education process or the orderly operation of a school.

Retaliation against a person who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying also is prohibited.

1. DEFINITIONS

Aggressor is a student or member of a school staff including, but not limited to, an educator, administrator, school nurse, cafeteria worker, custodian, bus driver, athletic coach, advisor to an extracurricular activity or paraprofessional who engages in bullying or retaliation.

Bullying, as defined in M.G.L. c.71, s. 370, is the repeated use by one or more students or by a member of a school staff including but not limited to, an educator, administrator, school nurse, cafeteria worker, custodian, bus driver, athletic coach, advisor to an extracurricular activity or paraprofessional of a written, verbal, electronic expression or a physical act or gesture or any combination thereof, directed at a target that:

1. causes physical or emotional harm to the target or damage to the target’s property;
2. places the target in reasonable fear of harm to himself or of damage to his property;
3. creates hostile environment at school for the target;
4. infringes on the rights of the target at school; or
5. materially and substantially disrupts the education process or the orderly operation of a school.

Bullying may include conduct such as physical intimidation or assault, including intimidating an individual into taking action against his/her will; oral or written threats; teasing; putdowns; name- calling; stalking; threatening looks, gestures, or actions; cruel rumors; false accusations; and social isolation.

Cyber-bullying, as defined in M.G.L. c.71, s.370 is bullying through the use of technology or any electronic communication, which shall include, but not be limited to, any transfer of signs, signals, writing, images, sounds, data, or intelligence of any nature transmitted in whole or in part by a wire, radio, electromagnetic, photo electronic or photo optical system, including, but not limited to electronic mail, internet communications, instant messages or facsimile communications. Cyber- bullying shall also include:

1. the creation of a web page or blog in which the creator assumes the identity another person;
2. the knowing impersonation of another person as the author of posted content or messages, if the creation or impersonation creates any of the conditions enumerated above in clauses (i) to (v), inclusive, of the definition of bullying; and
3. the distribution by electronic means of a communication to more than one person or the posting of material on an electronic medium that may be accessed by one or more persons, if the distribution or posting creates any of the conditions enumerated above in clauses (i) to (v), inclusive, of the definition of bullying.

Cyber-bullying may include conduct such as sending derogatory, harassing, or threatening email messages, instant messages, or text messages; creating websites that ridicule, humiliate, or intimidate others; and posting on websites or disseminating embarrassing or inappropriate pictures or images of others.

Hostile Environment as defined in M.G.L. c.71, s.370, is a situation in which bullying causes the school environment to be permeated with intimidation, ridicule, or insult that is sufficiently severe or pervasive to alter the conditions of a student’s education.

Retaliation is any form of intimidation, reprisal, or harassment directed against a person who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information about bullying.

Target is a student against whom bullying, cyber-bullying, or retaliation has been perpetrated.

Vulnerable Students are students who have actual or perceived differentiating characteristics including race, color, age, religion, ancestry, national origin, sex, socioeconomic status, homelessness, academic status, gender identity or expression, physical appearance, pregnant or parenting status, sexual orientation, mental, physical, developmental or sensory disability, limited English proficiency, or by association with a person who has or is perceived to have 1 or more of these characteristics.

2. Bullying and Retaliation Are Prohibited and Will Lead to Discipline

The Chelsea Public School System absolutely prohibits bullying, cyber-bullying and retaliation as defined above. Students who engage in bullying or retaliation will be subject to disciplinary action, however, disciplinary action taken must balance the need for accountability with the need to teach appropriate behavior. The range of disciplinary action for students includes, but is not limited to, one or more of the following: verbal warnings, written warnings, reprimands, detentions, short- term or long-term suspensions, or expulsions from school as determined by the school administration and/or school committee. Disciplinary action for staff who have committed an act of bullying or retaliation shall be in accordance with expectations and standards appropriate to their roles and responsibilities. All discipline is subject to applicable procedural requirements. Nothing in this policy is intended to prevent the school administration and/or school committee from taking disciplinary action against a student for conduct that does not meet the definition of bullying or cyberbullying, as defined above, but nevertheless is inappropriate for the school environment.

Reporting Obligations

Reporting by Staff: A member of school staff, including, but not limited to, an educator, administrator, school nurse, cafeteria worker, custodian, bus driver, athletic coach, advisor to an extracurricular activity or paraprofessional, shall immediately report any instance of bullying or retaliation s/he has witnessed or become aware of to the school principal or designee.

Reporting by Students, Parents/Guardians, and Others: The district expects students, parents/guardians, and others who witness or become aware of an instance of bullying or retaliation involving a student to report it to the school principal or designee. An individual may make an anonymous report of bullying or retaliation, however, no disciplinary action may be taken against a student solely on the basis of an anonymous report. A student who knowingly makes a false accusation of bullying or retaliation shall be subject to disciplinary action.

Reporting to Parents/Guardians: Upon determining that bullying or retaliation has occurred, the principal or designee must promptly notify the parent/guardian of the target and student aggressor and inform them about the school’s procedures for responding to it. In addition the principal will provide the victim's parents with the following information: Any parent or guardian wishing to file a claim/concern or seeking assistance outside of the district may do so with the Department of Elementary and Secondary Problem Resolution System. The parent or guardian can send an email to compliance@doe.mass.edu call 781-338-2700, or find additional information at http://www.doe.mass.edu/pqa/prs. Hard copies of information about the Problem Resolution System are also available from the Superintendent’s Office. There may be circumstances in which the principal or designee contacts parents or guardians prior to any investigation. If the alleged target and alleged aggressor attend different schools, the principal receiving the report shall inform the principal of the other student’s school, who shall notify the student’s parents of the report and procedures. All notices to parents will be consistent with the state regulations at 603 CMR 49.00.

Reporting to Local Law Enforcement: Subject to state regulations, at any point after receipt of a report of bullying or retaliation, or during or after an investigation, if the school principal or designee has a reasonable basis to believe that the incident may involve criminal conduct, the school principal or designee will notify the local law enforcement agency. In addition, if an incident of bullying or retaliation occurs on school grounds and involves a former student under the age of 21 who is no longer enrolled in a local school district, charter school, non-public school, approved private day or residential school or collaborative school, the Superintendent of the Chelsea Public Schools or designee will notify local law enforcement if s/he believes that criminal charges may be pursued.

Reporting to Administrator of Another School District or School: If an incident of bullying or retaliation involves students from more than one school district, charter school, non-public school, approved private day or residential school or collaborative school and the Chelsea Public Schools is the first to be informed of the bullying or retaliation, then the Superintendent of the Chelsea Public Schools or designee must, consistent with state and federal law, promptly notify the appropriate administrator of the other school district or school so that both may take appropriate action.

Reporting of Bullying Incident Data to DESE/Student Surveys

Incidents of bullying or retaliation and outcomes and resolutions are reported to and kept on file in the Superintendent’s office. Every year the district will report annual bullying district data to DESE. The data will include: the number of reported allegations of bullying or retaliation; the number and nature of substantiated incidents; and the number of students disciplined for bullying or retaliation. Beginning in the 2015-2016 school year, a student survey developed by DESE will be administered at least once every four years, to assess the prevalence, nature, and severity of bullying in the district’s schools.

Investigation

The school principal or designee shall promptly investigate a report of bullying or retaliation, giving consideration to all circumstances at hand, including the nature of the allegations and the ages of the students involved. The following are general guidelines for responding to a report of bullying or retaliation. The guidelines will be adapted as necessary to respond appropriately to the complaint.

Pre-Investigation: Even before fully investigating allegations of bullying or retaliation, school personnel will consider whether there is a need to take immediate steps to support the alleged target and/or protect the alleged target from further potential incidents of concern. In taking any such action, however, the rights of both the alleged target and alleged aggressor must be considered.

Written Statement of the Complaint: The investigator will seek to determine the basis of the complaint. Gathering information from the complainant, including such matters as: what specifically happened, who committed the alleged acts, who was present or may have information about the events, when the events occurred (date, time of day) and where the events occurred.

It is helpful to have these facts in writing. If age appropriate, the complainant may be asked to put the complaint in writing and to sign and date it. If the complainant cannot or chooses not to write a complaint, the investigator will record the allegations, read them to the complainant to confirm accuracy, and ask the complainant to sign the document. If the complainant cannot or chooses not to sign, the investigator may sign and date the document her/himself.

Interviews: Once the allegations of the complainant are established, the investigator will gather other evidence, which often involves interviews of the alleged aggressor and/or other witnesses. If appropriate, the investigator should remind the alleged aggressor and witnesses that retaliation against persons whom they believe might have reported the incidents or cooperated with the investigation is strictly prohibited and will result in disciplinary action.

Confidentiality: The confidentiality of the complainant and the other witnesses will be maintained to the extent practicable given the school’s obligation to investigate and address the matter.

   Determination

School personnel must weigh all of the evidence objectively to determine whether the alleged events occurred and, if they did, whether the events constitute bullying or retaliation. The determination must be based upon all of the facts and circumstances and the perspective of a reasonable person. When applied to children, the “reasonable person” standard is generally “that of a reasonable person of age, intelligence, and experience under like circumstances.” See Ellison v. Brady, 924 F.2d 872 (9th Cir. 1991).

If bullying or retaliation is substantiated, the school will take steps reasonably calculated to prevent recurrence and ensure that the target is not restricted in participating in school or benefiting from school activities. As with the investigation, the response will be individually tailored to all of the circumstances, including the nature of the conduct and the age of the students involved. In addition to taking disciplinary action, the following are examples of steps that may be taken with students to prevent the recurrence of bullying or retaliation:

Developing a Personalized Action Plan and directives for future conduct, including providing the target with a process for reporting any concerns about future conduct immediately. It is critical to involve the student in creating an action plan that involves a reporting process that works for that particular student; Meeting with parents and guardians to encourage parental support and to reinforce the anti- bullying curricula and social skills building activities at home;

Providing individualized skill-building sessions based on the schools’ and district’s anti- bullying curricula;

Providing relevant educational activities for individual students or groups of students, in conjunction with school counselors and other appropriate school personnel.

Implementing a range of academic and nonacademic positive behavioral supports to help students understand prosocial ways to achieve goals;

Adapting behavioral plans to include a focus on developing specific social skills; Making a referral for evaluation;

Engaging adult supervision on school premises.

Disciplinary Action/Closure of Complaint

Students and staff who engage in bullying will be subject to discipline. In addition, if the principal or designee determines that a student knowingly made a false accusation of bullying or retaliation, that student may be subject to disciplinary action. Decisions regarding discipline will be subject to any procedural requirements set forth in district policy or required by law.

If school staff determine that bullying or retaliation has occurred, the principal or designee will inform the parents of the target and student aggressor. In addition, the principal or designee will inform the parent of the target about what action is being taken to prevent any further acts of bullying or retaliation. Specific information about disciplinary action taken generally will not be released to the target’s parents or guardians – unless it involves a “stay away” or other directive that the target must be aware of in order to report violations.

If appropriate, within a reasonable time period following closure of the complaint, the administrative staff or designee will contact the target to determine whether there has been any recurrence of the prohibited contact.

The district will retain a record of the complaint, containing the name of the complainant, the date of the complaint, investigator, school, a brief statement of the nature of the complaint, the outcome of the investigation, and the action taken.

Legal Reference: M.G.L. c. 71, §37O

POLICY PROHIBITING HAZING

Hazing of any kind is strictly prohibited and will result in immediate disciplinary action by school administrators and a report to the Juvenile Police Officer. Suspension may occur.

Chapter 269 of the Massachusetts General Laws includes the following three sections:

Section 17: Whoever is a principal organizer or participant in the crime of hazing, as defined herein, shall be punished by a fine of not more than three thousand dollars or by imprisonment in a house of correction for not more than one year, or by both such fine and imprisonment.

Hazing is a very serious offense. Hazing includes any conduct or method of initiation into any student organization, whether on public or private property, which willfully or recklessly endangers the physical or mental health of any student or other person. Such conduct shall include whipping, beating, branding, forced calisthenics, exposure to the weather, forced consumption of any food, liquor, beverage or drug or other substance, or any other brutal treatment or forced physical activity which is likely to adversely affect the physical health or safety of any such student or other person, or which subjects such student or other person to extreme mental stress, including extended deprivation of sleep or rest or extended isolation.

For additional information on hazing, please see M.G.L. Appendix.

Notwithstanding any other provisions of this section to the contrary, consent shall not be available as a defense to any prosecution under this action.

Section 18: Whoever knows that another person is the victim of hazing as defined in section seventeen and is at the scene of such crime shall, to the extent that such person can do so without danger or peril to himself or others, report such crime to an appropriate law enforcement official as soon as reasonably practicable. Whoever fails to report such crime shall be punished by a fine of not more than one thousand dollars.

Section 19: Each institution of secondary education and each public and private institution of post- secondary education shall issue to every student group, student team or student organization which is part of such institution or is recognized by the institution or permitted by the institution to use its name or facilities or is known by the institution to exist as an unaffiliated student group, student team or student organization, a copy of this section and sections seventeen and eighteen; provided however, that an institution's compliance with this section's requirements that an institution issue copies of this section and sections seventeen and eighteen to unaffiliated student groups, teams or organizations shall not constitute evidence of the institution's recognition or endorsement of said unaffiliated student groups, teams or organizations.

Each such group, team or organization shall distribute a copy of this section and sections seventeen and eighteen to each of its members, plebes, pledges or applicants for membership. It shall be the duty of each such group, team or organization, acting through its designated officer, to deliver annually, to the institution an attested acknowledgment stating that such group, team or organization has received a copy of this section and said sections seventeen and eighteen, that each of its members, plebes, pledges or applicants has received a copy of sections seventeen and eighteen, and that such group, team or organization understands and agrees to comply with the provisions of this section and sections seventeen and eighteen.

Each institution of secondary education and each public or private institution of post-secondary education shall at least annually, before or at the start of enrollment, deliver to each person who enrolls as a full-time student in such institution a copy of this section and sections seventeen and eighteen.

Each institution of secondary education and each public or private institution of post-secondary education shall file, at least annually, a report with the regents of higher education and in the case of secondary schools, the board of education, certifying that such institution has complied with its responsibility to inform student groups, teams, or organizations and to notify each full-time student enrolled by it of the provisions of this section and sections seventeen and eighteen and also certifying that said institution has adopted a disciplinary policy with regard to the organizers and participants of hazing, and that such policy has been set forth with appropriate emphasis in the student handbook or similar means of communicating the institution's policies to its students. The board of regents and, in the case of secondary institutions, the board of education shall promulgate regulations governing the content and frequency of such reports, and shall forthwith report to the attorney general any such institution that fails to make such report.

POLICY PROHIBITING WEAPONS

Possession or use of a knife, gun, BB guns, laser, chains, or any other object or facsimile which may be considered or used as a weapon is prohibited on school property. School property is broadly defined to include the school building, school grounds, school sponsored events conducted off school grounds, school buses and at or around school bus stops, during loading and unloading procedures, or on the way to or from school. Any such articles will be immediately confiscated by a member of the staff and the incident will be reported to a parent/guardian and police and appropriate disciplinary action will be taken. In accordance with Massachusetts General Laws, Ch. 71, Sec. 37H, the principal may expel or impose a long term suspension for violations of the weapons policy. Students have the right to appeal the principal's decision within 10 days to the Superintendent.

Massachusetts General Law - Chapter 269 S.10 Prohibition Against Firearms in School

Whoever, not being a law enforcement officer, and notwithstanding any license obtained by him under the provisions of Chapter one hundred and forty, carries on her person a firearm as hereinafter defined, loaded or unloaded, or other dangerous weapon in any building or on the grounds of any elementary or secondary school, college, or university without the written authorization of the board or officer in charge of such elementary or secondary school, college, or university, shall be punished by a fine of not more than one thousand dollars or by imprisonment for not more than one year, or both. For the purpose of this paragraph, "firearms" shall mean any pistol, revolver, rifle, or smoothbore arm from which a shot, bullet, or pellet can be discharged by whatever means.

Employees to Report Violations

All employees are required to report any unlawful possession of a firearm or prohibited weapon on school property to the supervisor or administrator in charge; and, as required by state law, any teacher, supervisor, or administrator who has knowledge of unlawful possession of a firearm on school department property is required to report the matter for criminal prosecution, pursuant to Massachusetts General Laws, Ch. 269, Section 10.

Title 18 - United States code "Gun-Free School Zones Act of 1990"

It shall be unlawful for any individual knowingly to possess...or discharge or attempt to discharge...a firearm at a place the individual knows or has reasonable cause to believe, is a school zone...except on private property not part of the school grounds or licensed to do so the State in which the school zone is located...School Zone means within 1,000 feet from the grounds of a public, parochial or private school  Violators shall be fined no more than $5,000, imprisoned for

not more than 5 years, or both. The term of imprisonment shall not run concurrently with any other term of imprisonment imposed under any other provision or law.

Title 20 - United States Code "Gun-Free Schools Act"

In accordance with the Gun Free Schools Act, any student who is determined to have brought a firearm to school or to a school related event will be excluded from the Chelsea Public Schools for a period of not less than one year except as determined by the Superintendent on a case by case basis. The definition of a firearm includes but is not limited to guns (including a starter gun, bombs, grenades, rockets, missiles, mines and similar devices). 20 U.S.C. §715

Incident Reports

As set forth above, school officials will report incidents of suspected criminal activity to the police. In addition, principals will file reports under as required by M.G.L. Chapter 71, Section 37L. This state law requires principals to file a report with the Superintendent for any incident involving a student's possession or use of a dangerous weapon on school premises. The report is required whether or not the weapon was found during school hours, and whether or not the student has been expelled. Consistent with the law, the Superintendent will file copies with the police chief, the Department of Children and Families, and the Chelsea School Committee.

DRUGS (Use, Possession and Distribution of)

Pursuant to Massachusetts General Laws, Chapter 71, Sec. 37H(a), any student who is found on school premises or at school-sponsored or school-related events, including athletic games, in possession of a controlled substance as defined in Chapter 94C, including but not limited to marijuana, cocaine, and heroin, may be subject to expulsion from the school or school district by the principal.

Behavior - In the event the principal does not take action as indicated above, then any student found or suspected of using, possessing, or being under the influence of drugs or alcohol in or around school buildings and grounds, or at a school sponsored activity, will be subject to the following:

Immediate Response - Teacher or staff verifies and confiscates contraband or suspects use thereof. Teacher or staff escorts student to the principal and gives contraband to the principal.

Response of Administration

1. The principal or designee notifies parent/guardian and police when necessary. Student is escorted to and supervised by school nurse or authorized staff until parent or guardian(s) or rescue unit (if necessary) arrives.
2. Student will be suspended for a period of time as determined by the principal or designee and expulsion procedures may be initiated. Student and parent/ guardian must meet with the principal or designee and counselor to be reinstated to school.
3. Student and parent/guardian have the right to appeal disciplinary decisions to the superintendent of schools.

USE of MARIJUANA on SCHOOL PROPERTY or at SCHOOL FUNCTIONS

It is illegal to possess or smoke marijuana or tetrahydrocannabinol (THC) in public areas and on school grounds. It is disruptive to the school community and its use on school grounds and/or at school functions is strictly prohibited. If a student is found with marijuana on school property or at school functions, his or her parent/guardian will be notified and the student will be required to participate in psycho-educational group and may be referred to a outpatient treatment, suspended or possibly expelled. A parent/guardian will have to meet with the school principal or designated administrator before the student is allowed back into school.

FALSE FIRE ALARMS and FALSE BOMB REPORTS

Massachusetts law states that the penalty for conviction of the sounding of a false alarm of fire shall be a fine of not more than $500 or imprisonment for not more than one year. The penalty for conviction of making a false report of a bomb shall be imprisonment for not more than twenty years in a state prison or not more than two and one-half years in a jail, a fine of not more than $10,000, or both.

FOOD and DRINK

Students are not allowed to purchase food from outside vendors or have food delivered during the school day. All food items will be confiscated and discarded.

PETS

Pets are not allowed in school or on school grounds while school/after school/vacation classes are in session. Teachers may have classroom animals as part of the learning environment.

FORGING SIGNATURES

The forging of any signature (e.g., teacher, parent, medical personnel) is a serious offense. If it is discovered that a student forged a signature, that student will be suspended for up to two days. Subsequent offenses will result in more serious disciplinary action (at the principal's discretion.)

FIGHTING

The student(s) will be disciplined and receive appropriate progressive consequences). In addition, the above rules apply during school-sponsored events, on or off campus, as well as on campus before or after school hours. For students who persist in using violence to settle issues, expulsion or an alternative educational setting may be required.

ALCOHOL/TOBACCO/VAPING/CONTROLLED SUBSTANCE

1. Alcohol

Students shall not possess, consume, or be under the influence of any alcoholic beverage or beverage containing alcohol while on school premises or at school-sponsored or school-related events, including athletic games.

Massachusetts General Law Chapter 272, Section 40A prohibits the selling, delivering or possession of any alcohol, except for medicinal purposes, in any public-school building, or any premises used for public school purposes, under the charge of a school committee or other public board or officer.

2. Controlled Substances

Any student who is found on school premises or at school-sponsored or school-related events, including athletic games, in use or possession of a controlled substance as defined in chapter ninety-four C, including but not limited to, marijuana, cocaine, and heroin, may be subject to expulsion from the school or school district by the Principal.

3. Tobacco/Vaping

Section 36 of the Educational Reform Act of 1993 prohibits the use or possession of tobacco/vaping products within the school building, the school facilities, on the school grounds or on school buses by any individual. Tobacco/Vaping use is a public health issue, affecting others as well as the primary user. E-cigarettes, Juuls, and Vaping devices are also prohibited.

STUDENTS SEEKING VOLUNTARY DRUG/ALCOHOL ASSISTANCE The school will provide assistance to any student voluntarily seeking drug and alcohol treatment or advice. If a student voluntarily seeks information or assistance about illegal substance use and has not been apprehended for any such violation by school officials or other authorities, staff will immediately consider the best possible means of helping the student, including the use of members of the school staff, pupil personnel services, team conferences and/or private and community resources. The intent of this policy is to encourage students to ask for help and avoid penalizing the student, although the school may make appropriate decisions in the best interest of this student and student body as a whole. Parents are an important factor in helping the individual student and could be involved as soon as it is considered to be appropriate.

In accordance with Massachusetts General Laws, Chapter 71, Section 37H, the Chelsea Public Schools prohibit the use of any tobacco products (including but not limited to cigarettes, cigars,cigarillos, pipes, snuff, chewing tobacco, vaping products and all other tobacco-based products) within school buildings, school facilities, and on school grounds or school buses by any individual, including students, school personnel and visitors.

No one may use any tobacco products, vaping products or e-cigarettes, within the school building or on school grounds.

VANDALISM and GRAFFITI

A clean, well-maintained building is helpful in creating a successful learning environment. All students and staff are required to treat our facilities with care. Students who damage the school will be assigned clean-up duties around the school, will have to make restitution for damage, and may have to face a court appearance. Parents or guardians will be responsible to pay for any damage done to the building by their children.

Chelsea has laws against vandalism and graffiti. The City of Chelsea Graffiti Ordinance Sec 18-1 sets forth that it is unlawful for any person under the age of 18 years to possess any graffiti implement while on any school property, grounds, facilities, buildings, or structures, or in areas immediately adjacent to those specific locations, without the prior written consent of the city public schools. Exceptions apply to students participating in a class or course requiring the use of broad- tipped markers. Any person applying graffiti on public or private property shall have the duty to remove the graffiti within 24 hours after notice by the police, property owner, or city enforcement officer. If the perpetrator is a minor, the parents or legal guardian shall be jointly responsible for the removal of the graffiti within 24 hours-notice. Any person applying graffiti shall also be responsible for the cost of the removal of the graffiti. Failure of any person to remove graffiti or pay for the removal shall constitute an additional violation of this section and be subject to a fine of up to $300.00 per offense, and shall in all other respects be subject to the provision of section 1-8. The school will prosecute fully to deter students from harming the school, parked vehicles, or neighboring dwellings.

Anyone having knowledge of an act of vandalism or graffiti should report it to a staff member.

Graffiti-The state's anti-graffiti law allows police to make arrests without warrants when they have probable cause to believe an individual is responsible for graffiti. It provides for penalties for up to three years in prison and fines of up to $1,500 or three times the value of the property marred by the graffiti.

The law also calls for a one-year suspension of the person's driver's license. If the person responsible for the graffiti is under the age of 16, one year must be added to the minimum age for his or her eligibility to drive.

These laws are in addition to those penalties that may be administered by Chelsea High School.

Legal Reference: M.G.L. c. 266 § 126A-126

CIVIL RIGHTS AND SAFETY POLICY PROHIBITING DISCRIMINATION AND HARASSMENT IN THE CHELSEA PUBLIC SCHOOLS

Statement of Policy

It is the policy of the Chelsea Public Schools to provide a safe and secure learning environment for all its students regardless of race, color, religion, age, ethnicity, national origin, gender, gender identity or expression, sexual orientation, disability, limited English proficiency, or homelessness. Discrimination, sexual and bias-motivated harassment, and violations of civil rights disrupt the educational process and will not be tolerated. It shall be a violation of this policy for any pupil, teacher, administrator or other school personnel to engage in sexual or bias-related harassment (referred to as "wrongful harassment") or violate the civil rights of any pupil, teacher, administrator, or other school personnel. Conduct amounting to hate crime is a particularly serious infraction that will result in referral to law enforcement agencies.

The Chelsea Public Schools will act to investigate all complaints, either formal or informal, verbal or written, of sexual or bias-related harassment or violations of civil rights and to take appropriate action against any pupil, teacher, administrator, or other school personnel who is found to have violated this policy.

Commitment to Prevention

The Chelsea Public Schools are committed to prevention, remediation, and accurate reporting of bias incidents and civil rights violations, to the end that all students can enjoy the advantages of a safe and tolerant learning environment where individual differences are respected. The school undertakes to engage in activities and programming such as training of all school personnel intended to foster respect for diversity, civil rights, and non-violence in school settings.

For students or the Parents of a Student who would like to be referred to as their Gender Identity please refer to Appendix A: Specific Provisions for Transgender Students regarding school notification of gender identity.

Zero Tolerance for Known Civil Rights Violations: Required Reporting and Intervention to Stop Harassment

1. School employees must intervene in ongoing civil rights violations and episodes of wrongful harassment whenever witnessed or reported, to the extent intervention can be done safely. School employees must report a civil rights violation or episode of wrongful harassment to the school civil rights administrator. Designated administrators must intervene in ongoing matters of civil rights violations and episodes of wrongful harassment, summoning assistance as necessary.

2. The primary objective of school intervention in a civil rights matter is to put a swift end to, and prevent any recurrence of any wrongful conduct, so as to ensure the safety of all students and a school environment free of wrongful harassment and civil rights violations. Intervention should be undertaken immediately, as needed on a short-term basis, and more comprehensively once a civil rights violation has been found to have occurred. The school will take all necessary steps within its authority to implement the objective of stopping continuing civil rights violations and wrongful harassment, and restoring and preserving an environment free of such conduct.

3. Effective, and if need be escalating, measures should be used to definitively stop harassment and violence. School officials should immediately consider and use regular administrative actions to defuse a civil rights situation wherever possible: separating victim or complainant and offender, ordering the offender to stay away from the victim, or assigning additional security. Relevant school disciplinary hearings should begin and proceed on an expedited basis where there is a threat of ongoing interference with civil rights. Disciplinary action appropriate to the offender’s conduct should be taken when a violation is found.

Potential criminal conduct should be reported to law enforcement, and legal remedies pursued as necessary to protect civil rights.

Designation of Civil Rights Administrator

The Chelsea City Solicitor, Cheryl Watson Fisher, is responsible for responding to matters of civil rights that arise in the school setting. She is available to receive reports and complaints of civil rights violations from students, faculty, or staff. She will receive specialized civil rights training and take responsibility for upholding school civil rights and safety policies. She will also serve as a liaison with law enforcement agencies, and assist the principal and superintendent in making referrals of possible criminal matters to law enforcement. Concerns should be addressed to:

Cheryl Watson Fisher, City Solicitor, Civil Rights Administrator 500 Broadway, Room 307

Chelsea, MA 02150 Cfisher@chelseama.gov (617) 466-4150

Identification of Prohibited Conduct Definitions:

BIAS INCIDENT means any act, including conduct or speech, directed at or which occurs to a

person or property because of actual or perceived race, color, religion, age, ethnicity, national origin, gender, gender identity or expression, sexual orientation, disability, limited English proficiency, or homelessness. A bias incident may or may not be a criminal act.

BIAS INDICATORS are objective facts and circumstances which suggest that an action was motivated in whole or in part by a particular type of bias.

BIAS MOTIVES recognized in Massachusetts law as causing hate crimes include prejudice based on race, color, religion, age, ethnicity, national origin, gender, gender identity or expression, sexual orientation, disability, limited English proficiency, or homelessness.

CIVIL RIGHTS VIOLATIONS involve interfering by threats, intimidation, or coercion, with someone’s enjoyment of constitutional or statutory rights. Rights protected against interference include non-discrimination in access to advantages and privileges of a public school education. The term "civil rights violation" also covers bias-related and sexual harassment and bias crimes, so the term is applied generically to any civil or criminal law infractions including homelessness.

DISCRIMINATION consists of actions taken against another(s) which treat them unequally because of race, color, religion, age, ethnicity, national origin, gender, gender identity or expression, sexual orientation, disability, limited English proficiency, or homelessness.

GENDER IDENTITY refers to an individual’s internal sense of gender. A person’s gender identity may be different from or the same as the person’s sex assigned a birth.

TRANSGENDER describes those individuals whose gender identity is different from the sex they were assigned at birth.

TRANSGENDER MALE is someone who identifies as male but was assigned the sex of female at birth.

TRANSGENDER FEMALE is someone who identifies as female but was assigned the sex of male at birth.

HARASSMENT In general, harassment includes communications such as jokes, comments, innuendoes, notes, display of pictures or symbols, gestures, or other conduct which offends or shows disrespect to others based upon race, color, religion, national origin, age, gender, gender identity or expression, sexual orientation, disability, or homelessness, when such communication or conduct is sufficiently serious to deny or limit the ability of an individual (1) to participate in or benefit from applicable educational programs or school sponsored-events or (2) to perform his or her duties as an employee.

By law, the particular communication or conduct is viewed from the perspective of a reasonable person with the characteristic on which the harassment is based. What one person may consider acceptable behavior may reasonably be viewed as harassment by another person. Therefore, individuals should consider how their words and actions might reasonably be viewed by other individuals.

Sexual Harassment. While all types of harassment are prohibited, sexual harassment requires particular attention. Sexual harassment includes sexual advances, requests for sexual favors, and/or other verbal or physical conduct of a sexual nature when:

1. Acceptance of or submission to such conduct is made either explicitly or implicitly a term or condition of employment or education.

2. The individual's response to such conduct is used as a basis for employment decisions affecting an employee or as a basis for educational, disciplinary, or other decisions affecting a student.

3. Such conduct interferes with an individual's job duties, education or participation in extra-curricular activities.

4. The conduct creates an intimidating, hostile or offensive work environment or school environment.

HATE CRIMES include any criminal acts to which recognized types of bias motives are an evident contributing factor. Criminal bias-motivated conduct entails, at a minimum, threats. Criminal conduct includes acts putting someone in fear of immediate physical harm (assaults), and actual physical violence (assault and battery), and grows most serious if a victim suffers any bodily injury. Repeated threatening or menacing actions like following someone can amount to the crime of stalking.

HOSTILE ENVIRONMENT exists when a student has been or is subjected to threats, intimidation, or coercion by another (or others) or is reasonably in fear for his or her safety. Whether a school environment has become hostile must be evaluated based on the totality of the

circumstances. Repeated instances of bias-related and sexual harassment create a hostile environment for the victim. A single act of harassment can also create a hostile or intimidating environment if sufficiently severe. A hostile environment does not necessarily entail that a student exhibits quantifiable harm, such as a drop in grades.

STALKING, a felony, consists of intentional conduct involving 1) 2 or more acts directed at a specific person, 2) which would cause an average person substantial distress, 3) where the perpetrator has made threats causing the targeted person fear of death or injury.

Common Bias Indicators:

• Bias-related oral comments or epithets
• Bias-related markings, drawings, or graffiti
• Use of bias-related symbols
• No clear economic motive for an assault and battery
• Crime involving disproportionate cruelty or brutality
• Offender history of crimes with similar modus operendi and victims of the same group See G.L. 22C, Sec. 33; 501 CMR 4.04(1)(the Hate Crimes Reporting Act, Classification Criteria.).

Examples of Civil Rights Violations and Bias Incidents:

• Unwelcome verbal, written, or physical conduct directed at the characteristics of a person’s race or color, such as nicknames emphasizing stereotypes, racial slurs, comments on manner of speaking, and negative references to racial customs (racial and color harassment)
• Unwelcome verbal, written, or physical conduct, directed at the characteristics of a person’s religion, such as derogatory comments regarding surnames, religious tradition, or religious clothing, or religious slurs, or graffiti. (religious harassment)
• Conduct directed at the characteristics of a person’s national origin, such as negative comments regarding surnames, manner of speaking, customs, language, or ethnic slurs (national origin harassment).
• Conduct directed at the characteristics of a person’s sexual orientation—actual, perceived, or asserted—such as negative name calling and imitating mannerisms (sexual orientation harassment).
• Conduct directed at the characteristics of a person’s gender identity—actual, perceived, or asserted—such as negative name calling and imitating mannerisms (gender identity harassment).
• Conduct directed at the characteristics of a person’s disabling condition, such as imitating manner of speech or movement, or interference with necessary equipment (disability harassment).
• Conduct directed at the person’s living arrangements (homelessness)
• Physical conduct putting someone in fear of imminent harm, coupled with name-calling of a bigoted nature (crime of assault)
• Repeated, purposeful following of someone, coupled with evident bias against the victim’s actual or perceived group status (civil rights violation or crime of stalking)
• Painting swastikas on walls or other public or private property (crime of vandalism)
• Hitting someone because of their actual or perceived group status (crime of battery)

Scope of Policy:

This Policy applies to bias crimes, civil rights violations, bias incidents, and bias-related harassment occurring on school premises or property, or in the course of school-sponsored activities, including those outside of school if there is a detrimental effect on the school or educational climate.

Grievance and Reporting Procedures: Responding to and Investigating Incidents

• Whenever a staff person witnesses or some third party reports a possible civil rights violation, the school’s designated civil rights administrator must be notified. The school’s civil rights designee, in conjunction with school safety personnel and the principal’s office, should immediately begin an investigation. In an emergency, 911 must be called. A student coming forward to report a civil rights violation s/he has experienced should be directed to the school’s designated civil rights administrator after any emergency needs are attended. Consideration should be given to whether any immediate or interim steps are necessary to ensure the safety of and avert retaliation against the complainant.
• The investigation must determine whether a civil rights violation has in fact occurred. An immediate aim of the investigation should be preservation and gathering of evidence from the scene of an incident. Bias-related graffiti should be photographed then removed. The investigator should seek to interview all victims and witnesses at the scene, or as soon thereafter as possible, then interview others who may have relevant knowledge as well. The investigation may also consist of any other methods and documents deemed relevant and useful.
• All the circumstances as found should be carefully evaluated for the presence of bias indicators that would characterize the matter as a civil rights violation. The investigation should make a finding as to whether a civil rights infraction in violation of this policy has occurred.

Where to File a Complaint:

Any student or employee who believes that Chelsea Public Schools has discriminated against or harassed her or him because of her or his race, color, religion, national origin, age, gender, gender identity or expression, sexual orientation, disability, or homelessness, in admission to, access to, treatment in, or employment in its services, programs, and activities may file a complaint the individual listed below (hereinafter referred to as “Grievance Administrator”).

Cheryl Watson Fisher Title IX Coordinator

Sexual Harassment and Civil Rights Complaints 500 Broadway, Room 307

Chelsea, MA 02150

617-466-4150

Complaints of Harassment by Peers: In the event the complaint consists of a student's allegation that another student is harassing him or her based upon the above-referenced classifications, the student may, in the alternative, file the complaint with the building principal. The name of the building principal as one who hears students’ or employees’ complaints is generally posted on the bulletin board in each school.

Complaints of Discrimination Based Upon Disability: A person who alleges discrimination on the basis of disability relative to the identification, evaluation, or educational placement of a person, who because of a handicap needs or is believed to need special instruction or related services, pursuant to Section 504 of the Rehabilitation Act of 1973, Chapter 766, and/or the Individuals with Disabilities Education Act, must use the procedure outlined in the Massachusetts Department of Education's Parents' Rights Brochure rather than this Grievance Procedure.

A copy of the brochure is available from the following individual:

Cindy Rosenberg, Administrator for Special Education/Pupil Personnel Chelsea Public Schools

77 Webster Avenue

Chelsea, MA 02150

617-466-5036

A person with a complaint involving discrimination on the basis of a disability other than that described above may either use this Grievance Procedure or file the complaint with the U.S. Department of Education at the address provided at the end of this Grievance Procedure.

Consequences for Civil Rights Violations and Failure to Act as Required

Non-disciplinary corrective actions:

Potential civil rights violations can be addressed with steps that are not punitive in character, without the necessity of disciplinary proceedings. These steps generally lie within the ordinary discretion of principals and school officials. Examples of non-disciplinary actions that may be appropriate in some instances include counseling, assignment to participate in a diversity awareness training program, separating offender and victim, parent conferences, and special work assignments such as a composition on a civil rights-related subject.

Disciplinary Proceedings

Violations of the civil rights of a student or school employee which are found to have occurred after a hearing warrant the imposition of sanctions up to and including suspension and expulsion (for students), and suspension or termination (for employees). Disciplinary actions will be taken toward the goals of eliminating the offending conduct, preventing reoccurrence, and reestablishing a school environment conducive for the victim to learn. The school may consider completion of a youth diversion program as a sanction for student violators, standing alone or in conjunction with other disciplinary actions, for violations of civil rights.

Failure to Act by Administrators and Teachers

Upon completion of policy dissemination, administrators and teachers have a duty to act to stop witnessed sexual or bias harassment and hate crimes, as safely as can be done; and report occurrences to the civil rights administrators and in some cases the police. A clear failure to act as this policy would direct should in the first instance entail that the individual undergo further training in hate crimes, diversity issues, and the requirements of school policy. The school administration will develop further sanctions and actions to address repeated instances of a failure to act in accordance with this policy.

Commitment to Non-Retaliation

To secure the unimpeded reporting of bias activity called for in this policy, the superintendent will deal seriously with any and all threats or acts of retaliation for the good faith filing of a complaint. Actual or threatened retaliation for the reporting of a civil rights matter constitutes a separate and additional disciplinary infraction warranting corrective actions. If conduct amounts to stalking, a mandatory referral to law enforcement will be made. Staff will monitor the situations of victims/complainants carefully to ensure that no threats or acts of reprisal are made. Appropriate and immediate non-disciplinary administrative actions to mitigate possible or actual retaliation may also be taken, to the extent administrators have discretion to act.

Referral to Law Enforcement

Whenever a school employee has reason to believe that a potential hate crime has been, or is about to be committed, s/he should notify the school civil rights designee and, especially in an emergency, the local police. The civil rights designee has chief responsibility for notifying the police of potential hate crimes in non-emergency situations; the referral is mandatory whenever a probable hate crime is at issue.

Documentation Requirements

• Record keeping

The designated civil rights administrator will be responsible for keeping records of all civil rights violations and hate crimes reported to the school. These records shall be grouped according to school year and grade. In addition to recording the particulars of the incident itself, the system should record the actions taken in response and the results of the investigation and intervention. The civil rights administrator shall keep this information gathered at a central place such as a school civil rights office.

Monitoring and Tracking to Identify Patterns

Records should be maintained so as to permit administrators to detect patterns in civil rights violations, repeat offenders, and problem locations. Responsive action should be tailored based on the pattern information that records reveal.

Dissemination of Policy and Training

• This policy shall be conspicuously posted throughout each school building in areas accessible to pupils and staff members.
• This policy shall appear in the student handbook.
• The school district will provide instruction in the provisions of this policy to teachers, other employees, and students.
• This policy shall be reviewed at least annually for compliance with state and federal law.

Appeals

If the grievant is not satisfied with a disposition by a Building Principal, the grievant or representative may appeal the disposition to one of the Grievance Administrators, identified in Section I above. If the grievant is not satisfied with a disposition by a Grievance Administrator, the grievant may appeal to the Superintendent, as follows:

Dr. Almudena G. Abeyta, Superintendent 617-466-4477

Chelsea Public Schools 500 Broadway, Room 216

Chelsea, MA 02150

The Grievance Administrator or Superintendent will issue a written response on the appeal to the grievant within ten (10) school days of receiving the appeal.

APPENDICES TO MASSACHUSETTS CIVIL RIGHTS POLICY

Responsibilities of School Personnel and Students in Relation to Witnessed or Reported Bias Incidents

All Personnel and Students must

• Report bias incidents and civil rights violations to school civil rights administrators and/or the civil rights coordinator.
• Be familiar with basic facts about hate and hate crimes, so as to be able to identify bias incidents and have an understanding of the dynamics.
• Challenge biased attitudes and behavior whenever encountered in school and outside.
• Report hate crimes to police, and summon help in an emergency.
• Uphold school civil rights and safety policies and remain vigilant and alert for violations.
• Take responsibility so as to make a difference in stopping hate, finding and creating individual and group opportunities for action and involvement.

Teachers must

• Set guidelines for classroom behavior to avoid hurt feelings and promote respect.
• Respond to and challenge insensitive behaviors like name calling and exclusion of children who are different.
• Instruct against hate and prejudice, where this message is apropos to classroom subjects and lessons.
• Look for and help implement proactive programs and strategies to promote tolerance and stop hate conduct.

School Staff must

Challenge and try to stop bias incidents when witnessed or encountered in progress, if a safe opportunity is presented.

Civil Rights Designees must

• Be available to receive reports of civil rights violations from students, faculty, and other administrators.
• Respond promptly to a report of a civil rights violation by intervening if possible, ensuring that students are safe and free from harassment, and by starting an investigation and quickly ascertaining the facts.
• Put a stop to ongoing harassment immediately and effectively, and refer victim to support services and resources available in the area.
• Take remedial, corrective, and disciplinary action as the circumstances established by the investigation, school policies, and the Code of Conduct, warrant.
• Take steps to avert retaliation against students who report civil rights violations, and act immediately to ensure student safety and freedom from harassment.
• Communicate and coordinate efforts with police on a regular, ongoing basis, and develop a working partnership with police officers assigned to schools and civil rights issues.
• Undergo specialized training to maintain knowledge of hate crimes and civil rights issues as they affect schools.

Additional Information

Inquiries concerning the applicability of federal laws and regulations to Chelsea Public Schools may also be referred to the U.S. Department of Education, Office for Civil Rights (OCR) 5 Post Office Square, 8th Floor, Suite 900 Boston, MA 02109 t. 617-289-0111 f. 617-289-0150(TTY: 1- 800-437-0833)

A grievant may file a complaint with OCR, generally,

• Within 180 calendar days of alleged discrimination or harassment, or
• Within 60 calendar days of receiving notice of Chelsea Public School's final disposition on a complaint filed through Chelsea Public Schools, or
• Within 60 calendar days of receiving a final decision by the Massachusetts Department of Elementary and Secondary Education, Bureau of Special Education Appeals, or
• Instead of filing a complaint with Chelsea Public Schools.

Inquiries relative to state law may be referred to the Massachusetts Department of Elementary and Secondary Education, 75 Pleasant Street, Malden, MA 02148 (telephone 781-338-3300) (TTY 1- 800-439-0183) or the Massachusetts Commission Against Discrimination at One Ashburton Place, Boston, MA 02108 (telephone 617-727-3990) (TTY 617-994-6196).

Federal and Massachusetts Laws bearing on harassment and bias crimes in school settings Title VI, 42 U.S.C. Sec. 2000 et seq. (prohibition of discrimination based on race, color, or national origin)

Title IX, 20 U.S.C. Sec. 168 et seq. (prohibition of discrimination based on sex or gender)

Title II of the Americans with Disabilities Act, 42 U.S.C. Sec. 12134 (prohibition of discrimination based on disability)

G.L. c. 71, Sec. 37H (student handbooks required to state disciplinary measures applicable to "violations of other students’ civil rights")

G.L. c. 76, Sec. 5 (prohibition of discrimination "on account of race, color, sex, religion, national origin or sexual orientation", in access to "advantages, privileges and courses of study of Chelsea Public Schools".)

G.L. c. 151C and 151B (Fair Education Practices Act, includes prohibition of sexual harassment and gender identity)

G.L. c. 214, Sec. 1 (right of privacy)

G.L. c. 214, Sec. 1C (right of freedom from sexual harassment)

G.L. c. 12, Sec. 11H and 11I (prohibition of threats, intimidation, or coercion interfering with someone’s legal rights)

G.L. c. 265, Sec. 37 (criminal penalties for the use of force or threats to interfere with someone’s legal rights)

G.L. c. 265, Sec. 39 (increasing penalties for assaults, batteries, and property damage motivated by bias on grounds of race, religion, ethnicity, disability, and sexual orientation)

G.L. c. 266, Sec. 127A (criminal penalties for vandalism of a school)

Federal and Massachusetts Laws bearing on harassment and bias crimes in school settings Title VI, 42 U.S.C. Sec. 2000 et seq. (prohibition of discrimination based on race, color, or national origin)

Title IX, 20 U.S.C. Sec. 168 et seq. (prohibition of discrimination based on sex or gender)

Title II of the Americans with Disabilities Act, 42 U.S.C. Sec. 12134 (prohibition of discrimination based on disability)

G.L. c. 71, Sec. 37H (student handbooks required to state disciplinary measures applicable to "violations of other students’ civil rights")

G.L. c. 76, Sec. 5 (prohibition of discrimination "on account of race, color, sex, religion, national origin or sexual orientation", in access to "advantages, privileges and courses of study of Chelsea Public Schools".)

G.L. c. 151C (Fair Education Practices Act, includes prohibition of sexual harassment)

G.L. c. 214, Sec. 1 (right of privacy)

G.L. c. 214, Sec. 1C (right of freedom from sexual harassment)

G.L. c. 12, Sec. 11H and 11I (prohibition of threats, intimidation, or coercion interfering with someone’s legal rights)

G.L. c. 265, Sec. 37 (criminal penalties for the use of force or threats to interfere with someone’s legal rights)

G.L. c. 265, Sec. 39 (increasing penalties for assaults, batteries, and property damage motivated by bias on grounds of race, religion, ethnicity, disability, and sexual orientation)

G.L. c. 266, Sec. 127A (criminal penalties for vandalism of a school

Policy for the Protection of Pupil Rights Amendment

The Chelsea Public Schools adheres to the Protection of Pupil Rights Amendment (PPRA), a federal law that affords parents and eligible students (those who have reached the age of 18) certain rights regarding the conduct of surveys, collection and use of information for marketing purposes, and certain physical exams. An overview of these rights follows:

Consent to federally funded surveys concerning "protected information." Schools must obtain written consent of the parent or eligible student prior to requiring the student to participate in a survey that is funded in whole or in part by a program of the United States Department of Education (USDOE) if the survey concerns one or more of the following protected areas of information ("protected information survey"):

1. Political affiliations or beliefs of the student or student's parent;
2. Mental or psychological problems of the student or student's family;
3. Sex behavior or attitudes;
4. Illegal, anti-social, self-incriminating, or demeaning behavior;
5. Critical appraisals of others with whom respondents have close family relationships;
6. Legally recognized privileged relationships, such as with lawyers, doctors, or ministers;
7. Religious practices, affiliations, or beliefs of the student or parents; or
8. Income, other than as required by law to determine program eligibility.

Opt out of certain surveys and exams even if not federally funded. Parents and eligible students must receive notice of any of the following activities and have the right to opt out of them.

9. Any protected information survey, regardless of funding;
10. Any non-emergency, invasive physical exam or screening that is required as a condition of attendance, administered by the school or its agent, and not necessary to protect the immediate health and safety of a student, except for hearing, vision,
11. or scoliosis screenings, or any physical exam or screening permitted or required under State law;1
12. Activities involving collection, disclosure, or use of personal information2 obtained from students for the purposes of marketing or selling or otherwise distributing the information to others.3

Inspect certain materials. Upon request, parents and eligible students have the right to inspect the following before the school district administers or uses them:

1 Mass. Gen. Laws §71, §57 requires schools to conduct physical examinations "to ascertain defects in sight or hearing, postural or other physical defects tending to prevent his receiving the full benefits of his school work and to ascertain physical defects of the feet which might unfavorably influence the child's health or physical efficiency."

2 Personal information is defined as individually identifiable information including a student or parent's first and last name; home address; telephone number; or social security number. 20 USC §1232h (c)(6)(E).

3 The requirements concerning activities involving the collection and disclosure of personal information from students for marketing

purposes do not apply to the collection, disclosure, or use of personal information collected from students for the exclusive purpose of developing, evaluating, or providing educational products or services for, or to, students or educational institutions, such as the following: college or other post-secondary education recruitment, or military recruitment; book clubs, magazines, and programs providing access to low-cost literacy products; curriculum and instructional materials used by elementary schools and secondary schools; tests and assessments used by elementary schools and secondary schools to provide genitive, evaluative, diagnostic, clinical, aptitude, or achievement information about student; the sale by students of products or services to raise funds for school-related or educational- related activities; student recognition programs.

Protected information surveys of students;

13. Surveys created by a third party;
14. Instruments used to collect personal information from students for any of the above marketing, sales, or other distribution purposes; and
15. Instructional materials4 used as part of the educational curriculum.

1. Receive notification of the district's policies on the PPRA. After consultation with parents, the Chelsea Public Schools has adopted the following policies to implement the PPRA:

Notice of Rights

The Superintendent will arrange for direct notice to parents and eligible students of this policy at the beginning of each school year, either through the U.S. Mail or e-mail, and will provide updates within a reasonable time period after any substantive changes. The Superintendent may also include notice of this policy along with other routine legal notices in one or more local newspapers.

Notice of Activities

The Superintendent will arrange for direct notice to parents/eligible students at least annually at the beginning of the school year of the activities or surveys identified in the PPRA that the Chelsea Public Schools anticipates conducting. The Superintendent will provide parents/eligible students with consent forms or the opportunity to opt a child out of activities, if applicable.

Inspection of Materials

Parents or eligible students who wish to exercise their right to inspect surveys and instructional materials as identified in the PPRA may do so by sending written notice to the Superintendent of Schools or the School Principal. The Superintendent or Principal will respond to requests within ten calendar days. Opportunity for inspection of applicable materials will be provided at the school or district administrative offices.

Protections of Student Privacy

The Superintendent will insure that procedures are in place to protect student privacy in the administration of protected information surveys and in the collection, disclosure or use of personal information for marketing, selling or other distribution purposes.

Parents or eligible students who believe their rights under the PPRA have been violated may file a complaint within the district by contacting the School Principal. Complaints may also be filed with the following office:

Family Policy Compliance Office

U.S. Department of Education 400 Maryland Avenue, SW Washington, DC 20202-4605

4 The term "instructional materials" is defined as instructional material that is provided to the student, regardless of format, including printed or representational materials, audio visual materials (such as materials accessible through the internet.) The term does not include academic tests or academic assessments. USC §1232h(c)(6)(A).

Chelsea Public School

Athletic Concussion Policy

The purpose of this policy is to provide information and standardized procedures for persons involved in the prevention, training management and return to activity decisions regarding students who incur head injuries while involved in extracurricular athletic activities' including, but not limited to, interscholastic sports, in order to protect their health and safety as required by Massachusetts law and regulations, specifically 105 CMR 206.000. The requirements of the law apply to all public middle and high schools, however configured, serving grades six through high school graduation. In addition to any training required by law, the following persons shall complete one of the head injury safety training programs approved by the Massachusetts Department of Public Health (DPH) as found on its website: coaches; certified athletic trainers; trainers; volunteers; school and team physicians; school nurses; athletic directors; directors responsible for a school marching band; employees or volunteers; and students who participate in an extracurricular activity and their parents.

Upon the adoption of this policy by the School Committee, the Superintendent shall ensure that DPH receives an affirmation on school district letterhead that the district has developed policies and the School Committee has adopted a final policy in accordance with law. This affirmation shall be updated by September 30, 2013 and every two years thereafter upon review or revision of its policies.

The Superintendent shall maintain or cause to be maintained complete and accurate records of the district's compliance with the requirements of the Concussion Law, and shall maintain the following records for three years or, at a minimum, until the student graduates, unless state or federal law requires a longer retention period:

1. Verifications of completion of annual training and receipt of materials;
2. DPH Pre-participation forms and receipt of materials;
3. DPH Report of Head Injury Forms, or school based equivalents;
4. DPH Medical Clearance and Authorization Forms, or school based equivalents; and
5. Graduated reentry plans for return to full academic and extracurricular athletic activities.

This policy also applies to volunteers who assist with extracurricular athletic activities. Such volunteers shall not be liable for civil damages arising out of any act or omission relating to the requirements of law, unless such volunteer is willfully or intentionally negligent in his act or omission.

Most student athletes who sustain a concussion can fully recover as long as their brain has time to heal before sustaining another hit; however, relying only on an athlete's self-report of symptoms to determine injury recovery is inadequate as many high school athletes are not aware of the signs and symptoms or the severity concussive injuries pose, or they may feel pressure from coaches, parents, and/or teammates to return to play as quickly as possible. One or more these factors will likely result in under-diagnosing the injury and a premature return to play. Massachusetts General Laws and Department of Public Health regulations make it premature return to play. Massachusetts General Laws and Department of Public Health regulations make it imperative to accurately assess and treat student athletes when concussions are suspected.

Student athletes who receive concussions may appear to be "fine" on the outside, when in actuality they have a brain injury and are not able to return to play. Incurring a second concussion can prove to be devastating to a student athlete. Research has shown that young concussed athletes who return to play before their brain has healed are highly vulnerable to more prolonged post-concussion syndrome or, in rare cases, a catastrophic neurological injury known as Second Impact Syndrome.

1 Extracurricular Athletic Activity means an organized school sponsored athletic activity generally occurring outside of school instructional hours under the direction of a coach, athletic director or marching band leader including, but not limited to, Alpine and Nordic skiing and snowboarding, baseball, basketball, cheer leading, cross country track, fencing, field hockey, football, golf, gymnastics, horseback riding, ice hockey, lacrosse, marching band, rifle, rugby, soccer, skating, softball, squash, swimming and diving, tennis, track (indoor and outdoor), ultimate frisbee, volleyball, water polo, and wrestling. All interscholastic athletics are deemed to be extracurricular athletic activities.

The following protocol will discuss and outline what a concussion is, the mechanism of injury, signs and symptoms, management and return to play requirements, as well as information on Second Impact Syndrome and post concussion syndrome. Lastly, this policy will discuss the importance of education for our athletes, coaches and parents and other persons required by law.

This protocol should be reviewed on a yearly basis with all staff to discuss the procedures to be followed to manage sports-related concussions. This protocol will also be reviewed on a yearly basis by the athletic department as well as by nursing staff. Any changes in this document will be approved by the school committee and given to athletic staff, including coaches and other school personnel in writing. An accurate synopsis of this policy shall be placed in the student and faculty handbooks.

Section I. What is a Concussion?

A concussion is defined as a transient alteration in brain function without structural damage, but with other potentially serious long-term ramifications. In the event of a concussion, the brain sustains damage at a microscopic level in which cells and cell membranes are torn and stretched. The damage to these cells also disrupts the brain at a chemical level, as well as causing restricted blood flow to the damaged areas of the brain, thereby disrupting brain function. A concussion, therefore, is a disruption in how the brain works; it is not a structural injury. Concussions are difficult to diagnose because the damage cannot be seen. A MRI or CT scan cannot diagnose a concussion, but they can help rule out a more serious brain injury to a student athlete. Because concussions are difficult to detect, student athletes must obtain medical approval before returning to athletics following a concussion.

Section II. Mechanism of Injury:

A concussion is caused by a bump, blow or jolt to the head or body. Any force that causes the brain to bounce around or twist within the skull can cause a concussion. A bump, blow or jolt to the head or body can be caused by either indirect or direct trauma. The two direct mechanisms of injury are coup-type and contrecoup-type. Coup-type injury is when the head is stationary and struck by a moving object such as another player's helmet, a ball, or sport implement, causing brain injury at the location of impact. Contrecoup-type injury occurs when the head is moving and makes contact with an immovable or slowly moving object as a result of deceleration, causing brain injury away from the sight of impact. Indirect forces are transmitted through the spine and jaw or blows to the thorax that whip the head while the neck muscles are relaxed. Understanding the way in which an injury occurred is vital in understanding and having a watchful eye for athletes who may exhibit symptoms of a concussion so these student athletes can receive the appropriate care.

Section III. Signs and Symptoms: Signs (what you see):

• Confusion
• Forgets plays
• Unsure about game, score, opponent
• Altered coordination
• Balance problems
• Personality change
• Slow response to questions
• Vacant stare/ glassy eyed
• Forgets events prior to injury (retrograde amnesia)
• Forgets events after injury (anterograde amnesia)
• Loss of consciousness (any duration)

Symptoms (reported by athlete):

• Headache
• Fatigue
• Nausea or vomiting
• Double vision/ blurry vision
• Sensitivity to light (photophobia)
• Sensitivity to noise (tinnitus)
• Feels sluggish
• Feels foggy
• Problems concentrating
• Problems remembering
• Trouble with sleeping/ excess sleep
• Dizziness
• Sadness
• Seeing stars
• Nervousness
• Irritability
• Inappropriate emotions

If any of the above signs or symptoms are observed after a suspected blow to the head, jaw, spine or body, they may be indicative of a concussion and the student athlete must be removed from play immediately and not allowed to return until cleared by an appropriate allied health professional.

Section IV. Post-Concussion Syndrome:

Post-Concussion Syndrome is a poorly understood condition that occurs after a student athlete receives a concussion. Student athletes who receive concussions can have symptoms that last a few days to a few months, and even up to a full year, until their neurocognitive function returns to normal. Therefore, all school personnel must pay attention to and closely observe all student athletes for post-concussion syndrome and its symptoms. Student athletes who are still suffering from concussion symptoms are not ready to return to play. The signs and symptoms of post- concussion syndrome are:

• Dizziness
• Headache with exertion
• Tinnitus (ringing in the ears)
• Fatigue
• Irritability
• Frustration
• Difficulty in coping with daily stress
• Impaired memory or concentration
• Eating and sleeping disorders
• Behavioral changes
• Alcohol intolerance
• Decreases in academic performance
• Depression
• Visual disturbances

Section V. Second Impact Syndrome:

Second impact syndrome is a serious medical emergency and a result of an athlete returning to play and competition too soon following a concussion. Second impact syndrome occurs because of rapid brain swelling and herniation of the brain after a second head injury that occurs before the symptoms of a previous head injury have been resolved. The second impact that a student athlete may receive may only be a minor blow to the head or it may not even involve a hit to the head. A blow to the chest or back may create enough force to snap the athlete's head and send acceleration/deceleration forces to an already compromised brain. The resulting symptoms occur because of a disruption of the brain's blood auto regulatory system which leads to swelling of the brain, increasing intracranial pressure and herniation.

After a second impact a student athlete usually does not become unconscious, but appears to be dazed. The student athlete may remain standing and be able to leave the field under his/her own power. Within fifteen seconds to several minutes, the athlete's condition worsens rapidly, with dilated pupils, loss of eye movement, loss of consciousness leading to coma and respiratory failure. The best way to handle second impact syndrome is to prevent it from occurring altogether. All student athletes who incur a concussion must not return to play until they are asymptomatic and cleared by an appropriate health care professional.

Section VI. Management and Referral Guidelines:

1. When any of the above signs or symptoms listed in Section III are observed after a suspected blow to the head, jaw, spine or body, the athletic trainer and/or similarly trained medical professional will evaluate the student in accordance with established medical practice and, if necessary, activate Emergency Medical Services (EMS) to transport the injured athlete to a hospital via ambulance. In the event a student is transported to a hospital, a parent shall be notified and a school staff member, if available, shall accompany the student to the hospital until a parent or guardian arrives at the hospital.

If the athletic trainer or similarly trained medical professional is not available, the coach, volunteer or responding individual should immediately activate EMS, provide emergency first aid if necessary and if so trained and not move the athlete until help arrives.

2. Individuals removed from an activity due to a suspected concussion by an athletic trainer and/or similarly trained medical professional will be monitored for signs and symptoms of more significant brain injury as listed in Section III and appropriate medical care will be sought if any of those signs or symptoms appears to be worsening.
3. Whenever it is medically confirmed that a student athlete has sustained a concussion, the athletic trainer will manage the student’s condition and monitor the status of new and/or existing symptoms in accordance with the guidelines set forth in the Consensus Statement on Concussion in Sports forms from the 3rd International Conference on Concussion in Sports or a similar, medically-recognized assessment tool, to document the student athlete's concussion.
4. An individual removed from an activity, including practice, games, or events, due to asuspected concussion, who is symptomatic but stable (not worsening) is allowed to go home with his/her parent(s)/guardian(s) following the head injury. Parent(s)/guardian(s) will receive important information regarding signs and symptoms of deteriorating brain injury/function prompting immediate referral to a local emergency room as well as return to play requirements. Parent(s)/guardian(s), as well as student athletes, must read and sign the Concussion Information and Gradual Return to Play form and bring it back to the certified athletic trainer before starting with the return to play protocol. If on-site, the athletic trainer will provide consultation to the parent/guardian prior to leaving the venue.

VII. Gradual Return to Play Protocol:

1. Returning individuals to academic and athletic participation after sustaining a concussion will be managed by appropriately trained medical professional in accordance with established medical practices.
2. Following any concussion, the athletic trainer or, in the absence of the athletic trainer, the coach will notify the athletic director and school nurse of the injury.
3. Individuals removed from an activity due to a must have the Concussion Information and Gradual Return to Play form signed by a physician, physician assistant, licensed neuropsychologist, nurse practitioner, or athletic trainer stating when the athlete is allowed to return to play.

Exertional Post-Concussion Tests:

Exertional post-concussion tests shall be administered by the athletic trainer for student athletes removed from an activity after sustaining a concussion. Such tests shall be administered by appropriately trained medical professional in accordance with established medical practices. Tests shall be of increasing exertion as set forth in the following example:

1. Test 1: (30% to 40% maximum exertion): Low levels of light physical activity.
2. Test 2: (40% to 60% maximum exertion): Moderate levels of physical activity.
3. Test 3: (60% to 80% maximum exertion). Non-contact sports specific drills.
4. Test 4: (80% maximum exertion). Limited, controlled sports specific practice and drills.
5. Test 5: Full contact and return to sport with monitoring of symptoms.

Section VIII. School Nurse Responsibilities:

1. May assist in testing student athletes in accordance with the Athletic Concussion Policy.
2. Participate and complete the proscribed training course on concussions. A certificate of completion will be recorded by the nurse leader yearly.
3. Complete symptom assessments in accordance with established protocols when a student enters the Health Office (HO) with questionable concussion during school hours.
4. Observe students with a concussion in accordance with established protocols.
5. If symptoms are present, notify parent/guardian(s) and instruct parent/guardian(s) that student must be evaluated by an MD.

1. If symptoms are not present, the student may return to class.

6. If symptoms appear after a negative assessment, MD referral is necessary.
7. Allow students who are in recovery to rest in HO when needed.
8. Develop plan for students regarding pain management.
9. School nurse will notify teachers and school counselors of any students or student athletes who have academic restrictions or modifications related to their concussion.
10. Educate parents and teachers about the effects of concussion and returning to school and activity.
11. If injury occurs during the school day, inform administrator and complete accident/incident form.
12. Enter physical exam dates and concussion dates into the student information system.

Section IX. School Responsibilities:

1. Review and, if necessary, revise, the concussion policy every 2 years.
2. Once the school is informed of the student's concussion, a contact or "point person" should be identified (e.g. the school counselor, athletic director, school nurse, school psychologist or teacher).
3. Point person to work with the student on organizing work assignments, making up work and giving extra time for assignments and tests/quizzes.
4. Assist teachers in following the recovery stage for student.
5. Convene meeting and develop rehabilitative plan.
6. Decrease workload if symptoms appear.
7. Recognize that the student's ability to perform complex math equations may be different from the ability to write a composition depending on the location of the concussion in the brain.
8. Educate staff on the signs and symptoms of concussions and the educational impact concussions may have on students.
9. Include concussion information in student handbooks.
10. Develop a plan to communicate and provide language-appropriate educational materials to parents with limited English proficiency.

Section X. Athletic Director Responsibilities: The Athletic Director is designated to have administrative authority as to this policy.

1. Provide parents, athletes, coaches, and volunteers with educational training and concussion materials yearly.
2. Ensure that all educational training programs are completed and recorded.
3. Ensure that all students meet the physical exam requirements consistent with 105 CMR

200.000 prior to participation in any extracurricular athletic activity

4. Ensure that all students participating in extracurricular athletic activity have completed and submitted their pre-participation forms, which include a MIAA approved form or any other comprehensive health history form that includes specific questions related to previous head injury.
5. Ensure that athletes are prohibited from and receive instruction about engaging in any unreasonably dangerous athletic technique that endangers the health or safety of an athlete, including using a helmet or any other sports equipment as a weapon.
6. Ensure that all head injury forms completed by parent/guardian(s) or coaches are reviewed by the coach, athletic trainer, school nurse and school physician.
7. Inform parent/guardian(s) that the health information requested must be completed and received in order for their child to participate in athletic extracurricular activities.

        Section XI. Parent/Guardian Responsibilities:

1. Complete and return concussion history form to the athletic department. All students must have annual physical examinations and proof of such submitted to the School prior to participating in athletics.
2. Inform school if student sustains a concussion outside of school hours. Complete new concussion history form following new injury.
3. If student suffers a concussion outside of school, complete head injury form and return it to the school nurse.
4. Complete a training provided by the school on concussions and return certificate of completion to the athletic department.
5. Watch for changes in your child that may indicate that your child does have a concussion or that your child's concussion may be worsening. Report to a physician:

1. Loss of consciousness
2. Headache
3. Dizziness
4. Lethargy
5. Difficultly concentrating

1. Balance problems
2. Answering questions slowly
3. Difficulty recalling events
4. Repeating questions
5. Irritability
6. Sadness
7. Emotionality
8. Nervousness
9. Difficulty with sleeping

6. Encourage your child to follow concussion protocol.
7. Enforce restrictions on rest, electronics and screen time.
8. Reinforce recovery plan.
9. Request a contact person from the school with whom you may communicate about your child's progress and academic needs.
10. Observe and monitor your child for any physical or emotional changes.
11. Request to extend make up time for work if necessary.
12. Recognize that your child will be excluded from participation in any extracurricular athletic event if all forms are not completed and on file with the athletic department.

Section XII. Student and Student Athlete Responsibilities:

1. Complete any required post-concussion tests or forms prior to participation in athletics.
2. Return medical clearance form to athletic trainer prior to return to play.
3. Participate in all concussion training and education and return certificate of completion to the athletic department prior to participation in athletics.
4. Report all symptoms to athletic trainer and/ or school nurse.
5. Follow the prescribed recovery plan, which may include rest, no participation in athletics, strict limits on screen time and electronics, and limits for books or backpacks that are too heavy.
6. Be honest with your teachers if you are having difficulty with your class work after a head injury.
7. See the athletic trainer and/or school nurse for pain management.
8. Return to sports only when cleared by physician and the athletic trainer.
9. Follow Gradual Return to Play Guidelines.
10. Report any symptoms to the athletic trainer and/or school nurse and parent(s)/guardian(s) if any occur after return to play.
11. Students who do not complete and return all required trainings, testing and forms will not be allowed to participate in sports.

Section XIII Coach & Band Instructor Responsibilities:

1. Participate in Concussion Education Course offered by the National Federation of State High School Associations (NFHS) on a yearly basis. Complete certificate of completion and return to the athletic department.
2. Receive a written assurance from the Athletic Director that all student athletes under the supervision of a Coach or Band Instructor have returned concussion history and health history forms prior to participation in athletics.
3. Complete a head injury form if their player suffers a head injury and the athletic trainer is not present at the athletic event. This form must be shared with the athletic trainer and school nurse within 48 hours.
4. Ensure all students have completed a concussion educational training and returned their certificate of completion prior to participation in athletics.
5. Remove from play any student athlete who exhibits signs and symptoms of a concussion.
6. Do not allow student athletes to return to play until cleared by an appropriately trained medical professional.
7. Follow Gradual Return to Play Guidelines.
8. Refer any student athlete with returned signs and symptoms back to the athletic trainer or other appropriately trained medical professional.
9. Any coach, band instructor, or volunteer coach for extracurricular activities shall not encourage or permit a student participating in the activity to engage in any unreasonably dangerous athletic technique that unnecessarily endangers the health of a student athlete, including using a musical instrument, helmet or any other sports equipment as a weapon.

Annual Notice of Administration of Standarized Tests, Surveys, and Collection of Information

Massachusetts's regulations require that school districts notify parents at least on an annual basis of standardized testing programs and research studies to be conducted and of routine information to be collected or solicited from students during the year. In addition, the federal Protection of Pupil Rights Amendment (PPRA) affords parents and students who have reached the age of 18 ("eligible students") certain rights regarding the conduct of surveys, collection and use of information for marketing purposes, and certain physical exams. A copy of the Chelsea Public Schools' Policy on Implementation of the PPRA is attached.

Neither consent nor opt out provisions apply.

Parents/eligible students who believe their rights under the PPRA have been violated may file a complaint with:

Family Policy Compliance Office

U.S. Department of Education 400 Maryland Avenue, SW Washington, DC 20202-4605

Forms

The following forms are included in this section:

• Policy Consent Form
• Military Release Opt-Out Form
• Dissection Opt-Out Form

Chelsea High School Policy Consent Form 2024-2025 Academic School Year

Student’s Full Name:         

Grade:                 Student ID:         

Parents and students: Please check all the appropriate boxes and sign below.

Parent Acknowledgments

Media and Video Release – Please check only ONE box below:

Please note: If your child participates in an event to which the public is invited, the Chelsea Public Schools cannot guarantee that your child will not be photographed.

Parent Signature:                  Date:         

Student Acknowledgements

Student Signature:                  Date:         

Chelsea High School

2024-2025 Academic School Year

MILITARY RELEASE OPT-OUT FORM

Regarding the release of name, address, and phone number to military recruiters

Student Name:         

Grade:         

CHS ID: #         

Date of Birth:         

Federal public law 107-110, section 9528 of the ESEA, "No Child Left Behind Act" requires school districts to release student names, addresses, and phone numbers to military recruiters upon their request. However, the law also requires the school district to notify you of your right to Opt-Out from this by requesting that the district not release your information to military recruiters.

As a student, you have the right to request that your private information is NOT released to military recruiters and others. Complete this Opt-Out Form and return the signed form to the Main Office. The completion and return of this form serves as your request to withhold your student's private information.

        I request that this student's name, address, and telephone number not be released to Armed Forces and Military Recruiters, or Military Schools.

Signature of Student:         

Date:         

Signature of Parent or Guardian:         

Date:         

CHELSEA HIGH SCHOOL

POLICY ON DISSECTION AND DISSECTION ALTERNATIVES

In accordance with the 2005 Board of Education’s Policy on Dissection and Dissection Alternatives, our School/School District has developed the following policy.

Participation in hands-on science is important to learning science and dissections are a valuable learning experience in which all students are encouraged to participate. When dissection is used in the classroom:

Teachers will thoroughly explain the learning objectives of the lesson and use written and audio-visual materials as appropriate to maximize the educational benefits of the experience.

All specimens will be treated with respect.

All students will be informed, prior to the dissection, that they have the option of discussing individual concerns about dissection with the appropriate teacher.

Upon completion of the dissection, the remains will be appropriately disposed of as recommended by the local board of public health.

The science courses that include dissection also include dissection alternatives. Upon written request of a student’s parent or guardian, our school will permit a student who objects to dissection activities to demonstrate competency through an alternative method.

Currently our school offers the following courses that include dissection: Biology, Honors Biology, AP Biology and Anatomy and Physiology. Specific dissection and dissection alternative activities will be listed on the course syllabi, available to students before enrolling in these courses, and are listed below:

The procedure for a student to participate in an alternative activity in place of dissection is as follows:

1. The student will notify the science teacher of the student’s choice to participate in an alternative activity in place of participating in a dissection.
2. The student will submit a written request from his or her parent/legal guardian (form below) to his or her science teacher. This form will then be given to the Lead Science Teacher.
3. The student will be provided an alternative activity to be determined by the teacher who will specify in writing what is expected of the student. Alternative activities should allow students to gain the same content knowledge as a dissection activity and should allow for a comparable investment of time and effort by the student.
4. The student will accept responsibility for completing the alternative activity within the assigned time and is expected to learn the same content knowledge as if the student were performing the dissection activity.
5. The student will be subject to the same course standards and examinations as other students in the course.

DISSECTION OPT-OUT FORM

Dear         (Principal or Teacher):

I understand that participation in hands-on science is important to learning science and that dissections are an important component of comprehensive science and life science education. I also understand that alternatives to dissection are available and that upon written request of a parent/legal guardian, the school will permit a student to demonstrate competency through an alternative method, such as computer simulations and other appropriate research activities. I further understand that students participating in alternative projects instead of dissection are subject to the same course standards and examinations as other students in the course.

I request that my child,         , be permitted to demonstrate competency through an alternative method rather than participating in dissection.

Sincerely,

Signature of parent or legal guardian

Printed name of parent or legal guardian

Date

Central Office

Parent Information Center

Assistant Director of Family Support

Chelsea High School

Chelsea Public Schools Athletics

Chelsea Public Schools Attendance Office

Chelsea Opportunity Academy

Joseph A. Browne Middle School Grades 5-8

Eugene Wright Science & Technology Academy Grades 5-8

Morris H. Seigal Clark Avenue Middle School, Grades 5-8

William A. Berkowitz Elementary School, Grades 1-4

Edgar F. Hooks Elementary School, Grades 1-4

George F. Kelly Elementary School, Grades 1-6

Frank M. Sokolowski Elementary School, Grades 1-4

John Silber Early Learning Center, Grades Pre K-1

Chelsea Virtual Learning Academy

Extended Learning-Before & After School Programming

School Health

Multilingual Learners Program

Oficina Central

Centro de Información para Padres

Oficina de Apoyo a la Familia

Chelsea High School

Atletismo de las Escuelas Públicas de Chelsea

Oficina de Asistencia de las Escuelas Públicas de Chelsea

Academia de Oportunidades de Chelsea

La Escuela Intermedia Joseph A. Browne Grados 5-8

Academia de Ciencias y Tecnología Eugene Wright Grados 5-8

La Escuela Intermedia Morris H. Seigal Clark Avenue, Grados 5-8

Escuela Primaria William A. Berkowitz, Grados 1-4

Escuela Primaria Edgar F. Hooks, Grados 1-4

Escuela Primaria George F. Kelly, Grados 1-6

Escuela Primaria Frank M. Sokolowski, Grados 1-4

John Silber Early Learning Center, Grados Pre K-1

Academia de Aprendizaje Virtual de Chelsea

Programación de Aprendizaje Extendido Antes y Después de la escuela

Oficina de Salud Escolar

Programa de Estudiantes Multilingüe

Chelsea Public Schools

English Language Support

If you are unable to read English well enough to understand school documents or information, please contact Ms. Tania Ayala at (617) 466-5036. The school will provide assistance.

Apoyo del Idioma Inglés

Si no puede leer el Inglés lo suficientemente bien como para entender los documentos o la información de la escuela, por favor, póngase en contacto con Sra. Tania Ayala en (617) 466-5036. La escuela proporcionará asistencia. (Spanish)

Ajuda com a Língua Inglesa

Se você não é capaz de ler em inglês bem, o suficiente para entender documentos ou informações da escola, entre em contato Tania Ayala no (617) 466-5036. A escola lhe dará assistência. (Portuguese)

Luqada Ingiriiska lagaa Caawiyo

Hadii aadan aqrin Karin luqada Ingiriiska si wanaagsan oo hadana aadan ku fahmi Karin waxyaabaha qoraalka ah ee iskuulka ku saleysan, Fadlan la soo xariir Tania Ayala meesha (617) 466-5036.

Iskuulku waxa uu kuu diyaarinayaa in lagu caawiyo. (Somali)

مساعدة للّغة اإلنجليزية

إذا لم يكن بإستطاعتك قراءة اللغة اإلنجليزية جيّداً بما يكفي لفهم وثائق أو معلومات المدرسة، يرجى اإلتصال ب Ayala Tania

على 466-5036 .(617) سوف تقوم المدرسة بتقديم المعاونة.

(Arabic)

Sipò pou Lang Anglè

Si w pa kapab li Anglè ase bye pou w konprann dokiman lekòl yo oswa enfòmasyon yo, tanpri kontakte Tania Ayala nan (617) 466-5036. Lekòl la va bay asistans. (Haitian Creole)

Hỗ trợ ngôn ngữ tiếng Anh

Nếu bạn không thể đọc được tiếng Anh đủ thông thạo để hiểu được những văn liệu hoặc thông tin từ trường học gửi, xin vui lòng liên lạc Tania Ayala vào (617) 466-5036. Nhà trường sẽ cung cấp sự giúp đỡ. (Vietnamese)

अंग्रजी भाषाको सहायता

यदि तपाईले अंग्रेजी भाषामा लेखिएका स्कू लका कागजात वा जानकारीहरु राम्ररी पढ़ी बुझ्न न सके को िण्डमा, कृ पया Tania Ayala लाई (617) 466-5036 मा सम्पकक गनुकहोस्। खवद्यालयले सहयोग उपलब्ध गराउने छ। (Nepali)