Chelsea School Parent/Student Manual by Tameka Jackson

P.R.I.D.E. Personal Responsibility & Individual Dedication to Excellence

Parent/Student Handbook

711 Pershing Drive Silver Spring, MD 20910 301-585-1430

www.chelseaschool.edu

Table of Contents Calendar................................................................................................................................... 2 School Closing Policy............................................................................................................... 3 Class Schedule........................................................................................................................ 4 Parent Partnership................................................................................................................... 5 Chelsea Staff......................................................................................................................... 6-7 Emergency Contact Numbers.................................................................................................. 7 Frequently Asked Questions Chart........................................................................................... 8 Crisis Response Procedures.................................................................................................... 9 Advisory System..................................................................................................................... 10 Homework Policy............................................................................................................... 10-12 Study Hall............................................................................................................................... 12 Visitation Policy...................................................................................................................... 13 Food/Beverage....................................................................................................................... 14 Detention................................................................................................................................ 14 After School Supervision........................................................................................................ 14 Telephone/Electronic Devices................................................................................................ 14 Off Campus Lunch.................................................................................................................. 15 Service Learning.................................................................................................................... 15 Lockers................................................................................................................................... 15 Lunch...................................................................................................................................... 15 Health Information.................................................................................................................. 16 Student Illness........................................................................................................................ 16 Medication Administration...................................................................................................... 16 Graduation Requirements................................................................................................. 17-18 Grading and Reporting........................................................................................................... 18 Unit of Credit.......................................................................................................................... 18 High School Assessments................................................................................................. 18-20 Daily Rules and Procedures Summary.................................................................................. 21 Student Code of Conduct....................................................................................................... 22 Student Attendance........................................................................................................... 22-27 Early Dismissal....................................................................................................................... 27 Student Expression........................................................................................................... 27-29 Student Disciplinary Action................................................................................................ 30-34 Suspension Procedures.................................................................................................... 34-35 Search and Seizure........................................................................................................... 35-37 Student Records................................................................................................................ 37-38 Bullying and Harassment Policy........................................................................................ 39-40 Grievance Policy.................................................................................................................... 41 Student Transportation...................................................................................................... 41-42 Extracurricular Activities.................................................................................................... 42-44 Computer Use Policy......................................................................................................... 44-45 Drug Free School Policy......................................................................................................... 46 Infractions Chart................................................................................................................ 46-48 Bullying, Harassment, or Intimidation Incident Form......................................................... 49-51 Student Dicipline Appeal........................................................................................................ 52 Parent/Student Signature Page (to be signed and returned to school).................................. 53

Calendar August 13-August 17 August 17 August 20 September 3 September 12 September 17 September 20 September 21 September 26 October 1-4 October 23 October 26 October 29 November 6 November 16 November 21 November 22-23 December 7 December 22 - January 1 January 2 January 7-9 January 15-January 18 January 18 January 21 January 22 January 23 February 13 February 15 February 18 February 21 February 22 March 21 March 22 March 23-April 1 April 2 April 15-18 April 19

Summer Institute for faculty New student orientation (10:00 a.m.-1:00 p.m.) First day of school for students HOLIDAY: Labor Day PTO Membership Drive/Potluck Dinner (7:00-9:00 p.m.) HOLIDAY: Rosh Hashanah Back to School Night (7:00-9:00 p.m.) Progress reports sent home HOLIDAY: Yom Kippur HSA Testing Week Open House (9:00-11:00 am) End of 1st Quarter (47 days) NO SCHOOL: Professional Development HOLIDAY: Election Day Parent Conferences (After dismissal-1:00-5:00 p.m.) Early Dismissal (1:00): Thanksgiving HOLIDAY: Thanksgiving Progress reports sent home HOLIDAY: Winter Break Return from winter break HSA testing week Semester Exams End of 2nd Quarter (49 days) HOLIDAY: Martin Luther King, Jr. Day NO SCHOOL: Professional Development Open House (9:00-11:00 am) Potluck Dinner/Honor Roll (7:00-9:00 p.m.) Parent Conferences (After Dismissal-5:00 p.m.) HOLIDAY: President’s Day Open House (9:00-11:00 am) Progress reports sent home Academic Fair/Open House (6:30-8:00 p.m.) End of 3rd Quarter (42 days) Spring Break NO SCHOOL: Professional Development HSA testing week (seniors) NO SCHOOL: Professional Development

May 3 May 20-May 22 May 27 June 3 June 7-12 June 13 June 14

Progress reports sent home HSA testing week HOLIDAY: Memorial Day Graduation (2:00); 12:15 Dismissal for students Semester Exams Last day for students; End of 4th Quarter (50 days) Last day for teachers

School will be extended if snow days or emergency days exceed 3

School Closing Policy Chelsea School Inclement Weather Procedures 2012-2013 Monday through Thursday Follow Montgomery County’s Cancellation and Delay Procedures by listening to local television and radio stations (WTOP 103.5 FM-first contacted). Friday (due to Chelsea School half day schedule) If Montgomery County Schools are delayed 1 or 2 hours Chelsea School will be closed.

**NOTE: There may be times in which Chelsea must break from Montgomery County’s decision; in these cases Chelsea will announce our decision to the local stations and post a message on the Chelsea School Emergency #: 301-585-5140. The Emergency number should always have an updated message during inclement weather; messages will be posted by 5:30 am. Another way we will be contacting school staff and families is through our “School Reach” phone service; please make sure that the school has your most recent contact information.

Chelsea School Class Schedule 2012-2013

MONDAY – THURSDAY 8:30 – 8:40 8:43 – 8:58 9:01 – 9:46 9:49 – 10:34 10:34 – 10:44 10:47 – 11:32 11:35 – 12:19 12:22 – 1:06 1:09 – 1:54 1:57 – 2:42 2:45 – 3:30

Morning Assembly Advisory 1st Period 2nd Period Break 3rd Period 4th Period MIDDLE DIVISION LUNCH PERIOD 5th Period UPPER DIVISION LUNCH PERIOD 6th Period 7th Period 8th Period

FRIDAY 8:30 – 8:40 8:43 – 8:58 9:01 – 9:31 9:34 – 10:04 10:07 – 10:37 10:37 – 10:45 10:48 – 11:18 11:21 – 11:51 11:54 – 12:24 12:27 – 1:00

Morning Assembly Advisory 1st Period 2nd Period 3rd Period Break 4th Period/5th Period 6th Period 7th Period 8th Period

Parent Partnership Agreement Successful education requires full parent/guardian involvement and an active partnership with the Chelsea School. As a community of dedicated and highly trained educators, we will do everything possible to ensure your child has a positive learning experience. Our effectiveness depends on your collaboration and support. By signing your name at the end of the handbook, you enter a binding agreement with the Chelsea School and become a fully engaged partner in your child’s education. This agreement requires that parents/guardians:

Attend all parent-teacher meetings involving your child. We are sensitive to the fact that many of our parents/guardians have busy schedules. We will try to be flexible to accommodate you.

Monitor your child’s completion of homework and other required school activities. You may do these one of the following ways. (Parents/Guardians username and passwords will be mailed out during the summer or can be obtained from the Technology Coordinator) Daily Bulletin – Located on PowerSchool Guardians (http://chelseaschool.powerschool.com) Power School – Can view student’s attendance, grades, and future assignments) Chelsea School Website – Provides information and links to PowerSchool, Moodle and other helpful sites. Moodle – Homework assignments can be retrieved and submitted on Moodle.

Ensure that your child comes to school on time every day. You are required to provide written documention as to the reason why your child was late or absent. (See Section II, Student Attendance for a listing of conditions for excused absences).

We wish to maintain a positive environment of mutual respect. With this in mind, please treat all administrators, teachers, and staff with civility, courtesy, and respect. Meetings with faculty or administrators will be made by appointment only. Due to security concerns, we cannot allow nonemployees to enter the building without appointment or notice to our receptionist.

Follow through with recommended outside consultations with pediatricians, counselors, psychologists, psychiatrists, and learning disabilities specialists who can assist our school to better understand the learning and psychological needs of your child.

Volunteer five hours per year per family in assisting in school events, working for the PTO, or helping out with our athletic competitions. Again, we will try to be flexible and accommodate to your schedules. The School encourages fulfilling this requirement through participation in PTO activities. The PTO meets on the 2nd Wednesday of every month. For more information, contact Kimberly McKinley (kmgetexcited@gmail. com).

Use the school’s communication system judiciously. While we invite communication about student work and other important concerns, excessive e-mails or telephone calls to administrators or faculty are discouraged.

Follow the established grievance policy of the school. All concerns with faculty should first be addressed to the Director of Education. If the issue cannot be resolved with the particular faculty member, you may then contact the appropriate administrator. (Director of Education will help direct you to the appropriate administrator.)

Chelsea Staff Parents are encouraged to contact staff. If you wish to share information or concerns about your childâ&#x20AC;&#x2122;s educational program, homework, behavior expectations, etc., please make the Student Advisor your first contact. Contact staff by calling the school office at 301-585-1430. When a staff member is unavailable, the receptionist will take a message to have your call returned. A reference chart for frequently asked questions and the correct point of contact can be found on page 8. Staff names are listed with their major areas of responsibility in the operations of the school and program.

Administration and Support Staff Kate Fedalen Head of School Tameka Jackson Dean of Students/Technology Coordinator Frank Mills Director of Education Jeff Green Director of Finance and Administration Debbie Lourie Director of Admissions Karen Gallo Literacy Coordinator Jason Banks IEP Coordinator Joetta Dennis Receptionist Karen Carlson Nurse/Safety Coordinator Pam McRae MD Coordinator/Licensed Social Worker

Related Services Staff Philip Callahan Jennifer Jackson Krystal Weems-Bradner Chava Katzoff Soledad Labarca Pam McRae

Licensed Social Worker Psychology Associate/Counselor Occupational Therapist Speech and Language Pathologist Speech and Language Pathologist MD Coordinator/Licensed Social Worker

Staff (continued) Teachers Perry Nichols Dawn Robinson Ken Gedling Mark Engel Bob Bolin Richard Goldman Ramon Goings Terri Hendry Gillian Coppock Arelle Rodriguez Brad Brown Thea Burgess Sara Hartwell Sabre Goldman Amy Isaacson David Conklin Carol McFall Kristan Pramak Deb Vitkova

UD/MD Health/Physical Education Career Transition Teacher UD Mathematics/ MD Mathematics UD Social Studies UD English UD English/Technology UD Media/Music UD Science UD Science UD Spanish MD Language/UD English Reading Reading MD/UD Social Studies MD Science/ Math Library/Reading Fine Arts/Computer Graphics PT Sign Language Technology Teacher

Emergency Contacts for Chelsea School Main Telephone Number Chelsea School Emergency Ms. Kate Fedalen, Head of School Ms. Tameka Jackson, Dean of Students Mr. Jeff Green, Dir. of Business and Finance Ms. Debbie Lourie, Director of Admissions Mr. Frank Mills, Director of Education

301-585-1430 301-585-5140 ext. 346 ext. 338 ext 354 ext 303 ext 378

Frequently Asked Questions

The Internet

Where do I go?

What to do? Who to Contact?

Frequently Asked Questions

Contacting School

Call or email school, advisor & school secretary

My child is late for school

Call or email school, advisor & school secretary

My child is to be dismissed early

Calll or email school, advisor & school secretary

I want to share information/concerns about my child's educational program, homework, behavior expectations, etc

The Advisory System is the primary line of communication between the school and parents

I have a concern about a faculty member

I don't understand diploma requirements

Contact the Director of Education for any clarification

Where do I go when I come to school for a meeting?

Ring doorbell at school front door - sign-in

Where do I pick my child up after extracurricular activities

Gym or ring school front door bell

PTO and other group meetings

Gym, unless otherwise noted

Concerns with faculty should be first addressed to the faculty member

Remember to provide a written explanation within (2) school days from the date of an absence to Ms. Dennis

If the issue cannot be resolved with faculty member, contact the Director of Education.

Wait at office for meeting

Where is the School Bulletin?

http://chelseaschool.powerschool.com - enter username and password --> Click on School Bulletin Link

Where can I see my child's grades on the Internet?

http://chelseaschool.powerschool.com - enter username and password - click on Grades &Attendance

Can I see a record of my child's absences on the Internet?

http://chelseaschool.powerschool.com - enter username and password - click on Grades & Attendance

Where can I find homework on the Internet?

My child is sick

http://www.chelseapride.org - log-in by entering username and password - click on Course of Interest

Technology Coordinator will give username and password

Crisis Response Procedures Care, Welfare, Safety and Security for All FIRE DRILL PROCEDURES • Lock Door • Exit the building quietly (follow map) • Students walk with their teacher to Ellsworth Park • Take attendance • Wait for further instructions • Students should be with staff at all times CODE BLUE • Stay in classrooms/offices • Lock classroom and office doors • Calmly announce to students, “We are in CODE BLUE” and take attendance • Continue the learning process • Wait for further instructions • Do not respond to bell system • Students should not leave secured area for any reason unless accompanied by adult CODE RED • Stay in classrooms/offices • Lock all classrooms/office doors • If necessary move to a place where you can secure yourself/students • Calmly announce “We are in CODE RED” and take attendance • Turn lights off • Close all windows and blinds if time allows • Staff and students should be on the floor in an area where they cannot be seen • Staff and students should wait for further instructions POST-CRISIS EMERGENECY PROCEDURES After a Code Blue or Code Red, staff and students will meet in the gym at the end of the event for debriefing. Students should sit with their current classroom teacher at this time.

Advisory System Purpose: The Advisory System enables staff to establish and maintain a positive relationship between the school and home concerning the student’s academic and social growth. Each student is assigned an advisor who may remain with the student for more than one year. The advisor assists the student in planning and modifying the schedule of classes and with individual, school-related problems. The advisor is the student’s most important contact person in school, and the advisor maintains regular contact with the parents to report on school progress and update school news. Advisor Responsibilities: The following expectations are to be modeled by all staff for the advisory system to be efficient and effective. • Establish positive relations with all advisees • Provide guidance and leadership for advisees • Support students in the development of study skills • Support participation in literacy program • Teach meta-cognition awareness (strengths, weaknesses/learning style) • Teach time-management skills • Ensure that advisees are aware of their accommodations and that they are able to utilize them effectively • Support/Reinforce Attendance policy • Provide procedures and routines, reinforce student expectations and discipline policies • Assist and guide faculty in the best implementation of educational services for the advisee • Maintain consistent communication with advisee and home (calls home with positive information as well as concerns, at least twice a month)

Homework Policy Chelsea School recognizes that homework contributes to academic success, independent and lifelong learning skills, and builds responsibility and self-discipline. Chelsea School defines homework as the commitment students are expected to make outside the classroom to assigned activities to practice, reinforce, and apply acquired skills, concepts, or knowledge and to learn necessary skills of independent study for increased academic achievement. Responsibility of Instructors

It is the responsibility of teachers at Chelsea School to provide homework assignments that are meaningful, accessible, and appropriate to our student body. Teachers post homework assignments in their classrooms and are expected to sign planbooks once students have recorded them. Teachers are expected to design homework assignments based on best-practice for students with languagebased learning disabilities, and adhere to the accommodations specified on students’ IEP’s. Teachers

are also expected to provide meaningful and substantive feedback whenever feedback can affect a student’s performance on assignments. It is also expected that teachers will provide opportunities to clarify expectations, answer questions about assignments, and offer extra help in completing work. Responsibility of Students

Chelsea School expects personal respect and individual dedication to excellence from every student. First, it is expected that homework assignments be completed by all students to the best of their abilities. It is expected that homework assignments are neat, legible, and reflect the student’s best effort. It is also expected that assignments be turned in on-time; work that is rushed and completed at the last minute does not reflect the values of the Chelsea School and its students. Finally, students are ultimately expected to become self-advocates. They are expected to ask for clarification on assignments, seek extra help when needed, and inform teachers when they are struggling or unable to complete an assignment prior to the due date. Students are encouraged to advocate for appropriate accommodations, modifications, and individualization. Responsibility of Parents

Parental involvement is essential to the completion of homework; however, this does not mean that parents are expected to help complete students’ assignments. The Chelsea School expects parents to be facilitators and observers of homework, not instructors or enforcers. When a student struggles to complete an assignment, the expectation is that the parent contacts the teacher. Parents can assist students best by providing structure for completing homework: a quiet study space, prompts for time management, help with organization, and contact with the teacher. Course Policies

Each teacher at Chelsea School is expected to provide a course outline and syllabus that explains that teacher’s homework policy and expectations. These documents are usually given out on Back to School Night and are posted on Moodle (www.chelseapride.org). This syllabus explains how the teacher structures homework in their class, what weight the homework grade carries for their course, and what consequences are given for work that is late or missing. Parents and students should familiarize themselves with these polices at the start of the school year. Homework Consistency

The amount and frequency of homework is determined by individual teachers, but it is the belief of Chelsea School that students should receive some type of homework in literacy and numeracy each and every night. Outside reading assignments are a fixed part of the Reading Department – every student at Chelsea School has an assigned outside reader which they should be reading from every

Homework Policy (continued) night. Students are expected to have homework every night, but as a general rule, students should receive no more than 15-30 minutes of work per class per night. If a student is falling behind, struggling, or overburdened by the homework they receive, it is the duty of the student, parent, and teacher to create a plan that works for the student. Assistive Technology

Many assistive technology programs are available on campus to assist students with their homework assignments. These programs range from screen-readers that can provide audio playback for digital text to word-prediction software. Students should also take advantage of assistive technology at home: there are many free programs such as Read Please (free screen-reader) that can be downloaded to any computer. Chelsea has also upgraded Kurzweil 3000 to allow for internet access from home. Another program that students and parents should take advantage of is Moodle, (www.chelseapride.org) an internet-based program that allows teachers at Chelsea School to post documents and multi-media files. Teachers post their homework assignments, support tools, and enrichment materials on Moodle and update the site weekly. Here are a list of Assistive Technology that is available throughout the school and at home using the Internet. â&#x20AC;˘ Kurzweil is a screen-reader software that allows students to listen to any digital texts. Students can manipulate reading speed, voices, font size, and spacing of any text. Kurzweil software also has embedded features that include study skills, organization, and writing assistance. â&#x20AC;˘ Word Q/Speak Q is a speech recognition and text prediction program designed to assist students who struggle in writing. Word Q uses word prediction to suggest words that the student is typing into his or her document, helping with spelling. It also has the ability to read back text that a student has written, allowing for proofreading and editing. Word Q uses speech recognition to allow the student to dictate into a microphone and have the text appear in the word processor.

Study Hall

When a student fails to complete a homework assignment, they are assigned study hall during the first half of the lunch period to complete their work. The purpose of study hall is to provide a time for students to catch up or for the student to receive extra support. If a student is assigned to study hall for more than three assignments in a given class, they are then assigned to after-school study hall. After-school study hall begins right after the end of the school day, is administered by the studentâ&#x20AC;&#x2122;s advisor, and generally lasts for 45 minutes. Students must arrange for their own transportation.

Parking/Visitor Policies Parking Regulations/Driving Privileges

Students may, with written permission from parents or guardian, drive to school. Please give permission in the form of a letter. Students must provide a valid license and proof of insurance. This privilege may be revoked if driving rules are not strictly obeyed. Juniors/Seniors, when given written parental permission, may ride with listed student drivers. Students who drive are not permitted to transport other students unless permission of the parents of both the driver and passenger are submitted to the office in writing. Riding permission may be specifically denied by parents as well. Be sure to note this in the section on the Parent Permission Form. Chelsea Visitor Parking

The Chelsea School is located in a residential neighborhood with restricted parking. Visitors, students and staff should use the parking lot behind the main school building. There are limited spaces available to visitors in the lot adjacent to the Stone Building. Visitation Policy

It is necessary for the safety, health and welfare of the students, staff and authorized visitors using the schoolâ&#x20AC;&#x2122;s premises and facilities, and for the protection of the grounds, ways and buildings that the activities and conduct of persons be regulated and vehicles and animals controlled on school property. Therefore, all visitors must report to the receptionistâ&#x20AC;&#x2122;s office and obtain written permission to enter and remain upon the school property. Violation of this policy will result in towing of unauthorized vehicles, as well as enforcement of applicable laws or ordinances concerning unauthorized entry onto the Schoolâ&#x20AC;&#x2122;s property. The School shall post appropriate notices to the required procedures and penalties.

Food/Beverage policy Food and beverages are allowed in designated areas only.

Detention Students who have shown behaviors that result in a detention will receive pink slips which should inform the student of the specific steps to be followed; for example, having parents sign the pink slips and returning them to the teachers. Detention begins at 3:30 and ends at 4:15 p.m. in the designated room. It is the student’s responsibility to attend.

After-School Supervision Students remaining after school MUST be in supervised activities with teachers. Students MUST arrange rides/transportation for after school activities, including sporting events. For all alternative transportation, Chelsea School requires parent/guardian permission.

Telephone/Electronic Devices Students are NOT allowed to use staff office phones without permission. CELL PHONE USE is allowed during break and lunch. NO CELL PHONE USE is allowed during class time, unless permission has been given by school personnel. Students are advised to turn cell phones in to their advisor during advisory or when they at school to avoid any conflict with the School’s policy. *Students may not access the internet through cell phones during school hours as all internet access must be through Chelsea’s Network. Any violation of this policy will result in: • Phone confiscation

• Second offense, parent/guardian will be required to pick-up phone from the school

IPods/Mp3 players etc:

Electronic equipment should be turned into advisors for safe keeping. Chelsea School is not responsible for any lost or damaged equipment. iPod’s or MP3 players are not to be worn or used in the hallway or during class time (teacher will dictate special exceptions for class usage). Violation of this rule will result in: • Equipment confiscation

• Second offense, parent/guardian will be required to pick up device from the school

Off-Campus Lunch Juniors and seniors have permission to leave school grounds during lunch period Monday through Thursday. Once off campus, neither the school nor any of its employees assume liability for injury to the student or responsibility for damages which may be caused by the student. No student will be allowed to leave school grounds without written permission from a parent.

Service Learning The school encourages all students to become involved in community service activities to develop an interest, awareness, and commitment to helping our community become a better place for everyone to live, work, and become educated. As part of the school program, some classes, advisory groups, and student activities make community service a goal. Some students, on their own, have become involved in community service projects. Along with the intrinsic benefits of involvement in community service, each local school system requires a minimum amount of service learning hours for graduation. The Chelsea School requires a minimum of 60 hours of service learning for graduation. In order to receive a local school system diploma, you must meet your school system’s requirement if it is more than Chelsea School’s minimum standard of 60 hours (i.e. Washington DC requires 100 hours).

Lockers/Lunch Middle and Upper Division students at Chelsea will be provided lockers to store personal items and school related articles. These lockers will be assigned and locks are to be supplied by each student. Each student will supply his/her advisor and Dean of Students with an extra key or combination. To ensure school safety, lockers are subject to random searches and administration must be able to access all lockers at any time. Please see “Search and Seizure” section of handbook. Lunch

Students may bring their lunches and eat in the school cafeteria. Vending machines are available for snacks and beverages. On Monday-Thursday students may purchase lunch and eat in the school. Various classes often serve lunch to raise funds. Families should check the PowerSchool Daily Bulletin for a weekly listing of available lunch and pricing for purchase. With written permission from parents, seniors and juniors may eat off-campus.

Health, Illness, Medication Policies Health Information Each student must have a copy of these documents on file in order to attend school and participate in sports: • An updated Health and Mental Hygiene Immunization Certificate • A Health and Insurance information form • Non-prescription medication form (Unless this is submitted and medication is brought from home, students will not be given any medication at school, i.e. aspirin) • Physician’s authorized Medication Administration Permission Form • When necessary, a physician’s Authorized Participation on Sports Teams Form Student Illness Parents/guardians will be contacted when a student has a fever, has vomited, or has sustained an injury warranting attention. Parents/guardians will be asked to pick-up a student if he/she is still complaining of symptoms after 20 minutes in the health area. Medication Administration Policy • Only in cases where medications are critical and necessary during school will Chelsea School administer medication. • No medication will be administered in the school or during school-sponsored activities without the parent/guardian’s written authorization and a physician’s order. • The parent/guardian is responsible for obtaining the physician’s signature and instructions on the Medication Administration Form. The school nurse will ensure that all items on the form are completed. • A physician may use office stationery/prescription pad in lieu of completing Chelsea’s Medication Administration Form. Information necessary includes: student’s name, diagnosis, medication name, dosage, time of administration, duration of medication, side effects, physician signature and date. • The medication must be hand-delivered to the school by the parent/guardian or, under special circumstances, an adult designated by the parent. It should be properly labeled by a pharmacist and be consistent with the physician’s orders. • In no circumstances will the school personnel administer medication brought to school by the student. • The physician must appropriately label physician samples. • No emergency medication will be continued beyond the school year in which it is ordered. • The parent/guardian is responsible for submitting a new form to the school each time there is a change of dosage or time of administration. • For all new medications, the initial dose must be administered by the parent at home. For more information about Chelsea’s medication policy, please contact the School Nurse, ext 334.

Graduation Requirements This section describes the graduation requirements for students graduating with a Chelsea School Diploma. English Credits- 4 credits History/Social Studies- 3 credits Math (Algebra and Geometry required)- 3 credits Science (Biology required) 3 credits Technology Education: 1 credit Fine Arts: 1 credit Health: ½ credit PE: 1 credit Careers: 1 credit Elective: 2.5 credits Foreign Language: 2 credits or Complete Technology Program for alternate completed pathway: 2 advanced technology classes. Total of 22 credit hours 60 hours of service learning are also required *NOTE: Most local school system’s require funded students to obtain a diploma from the students’ system’s home district, in this case students will be required to fulfill the local school systems graduation requirements. Please check Chelsea’s website for different district requirements or contact the Director of Education for any clarification. High School Grading and Reporting Information regarding high school grading and reporting shall be communicated annually to all students, parents and staff. The grading system for high school consists of letter grades. Letter grades will be given in all courses taken for credit except where other means of evaluation have been authorized by the Head of School. A 19 letter (A+, A, A-,B+, B, B-, C+, C, C-, D+, D, D-, F, I, P, LC, W, NG,NC) grading system will be used. I – Incomplete P – Passing LC – Loss of Credit

W – Withdrawal NG – No grade NC- No credit

In computing numerical averages from letter grades, the following equivalents will be used: A+, A = 4, A- = 3.7, B+ = 3.3, B = 3, B- = 2.7, C+ = 2.3, C = 2, C- = 1.7, D+ = 1.3, D = 1, D- = .7, F=0

Make-up Work A. A student may make up work and receive a recorded grade when an excused absence(s) is documented by a note from a parent or physician. B. A student may make up work but will not receive full credit for an unexcused absence. Reporting • School staff shall communicate to students and parents on a regular basis the student’s level of academic performance in the essential curriculum. • The mid-term grade/progress report reflects the progress of the student through the date of issuance and does not represent the marking period or final grade. • Students who are in danger of failing or receiving less than a “C” at the mid-term or quarter, will be given a Warning Notice, sent home as part of the mid-term report. • Report cards are issued to parents at the conclusion of each marking period. • The Advisor System is the primary line of communication between the school and parents. Unit of Credit Defined to meet a minimum of 120 clock hours with a minimum grade of D and 60% of curricular objectives met. Credit by exam: If a student passes an examination that assesses student demonstration of curricular objectives for a specific course, Chelsea School may grant a unit of credit. A minimum of 70% is required.

Transfer credit: Chelsea School will accept transfer credit from a regionally or state accredited institution.

High School Assessments Each year Maryland and District of Columbia students, who are publicly funded, are required to take their respective state assessment regime. Maryland students are required to take the High School Assessment (HSA) upon completion of English 10, Algebra, Biology and National State & Local Government. DC 10th graders are required to take the District of Columbia Comprehensive Assessment System (DC – CAS). The respective assessments provide data to districts on their Annual Yearly Progress (AYP) goals. Additionally they provide information on how students are responding to both the curriculum and the remediation occurring within the Chelsea School classrooms. In the case of Maryland students, passage of the HSA assessment areas is a requirement for graduation. Courses are designed to follow the standards appropriate to the student’s academic grade levels.

High School Assessment (HSA):

The Maryland High School Assessments (HSA’s) are four tests—one each in Algebra/Data Analysis, Biology, Government and English. All Maryland students are required to take and pass the HSA to receive a Maryland High School Diploma, including students in special education, English language learners (ELLs), and students with 504 plans. Testing Students with Special Needs:

All students with special needs—regardless of the test they take—are entitled to accommodations during instruction and testing. The accommodations your child needs are indicated in his or her Individualized Education Program (IEP) or Limited English Proficiency (LEP) plan. If you have a child with special needs and have questions about his or her program of study or participation on state tests, contact your child’s advisor or the Director of Education. Passing the HSA’s

• Students can earn a passing score on all three exams; or

• Students can use the combined-score option, which requires earning a total score of at least 1602. The combined-score option allows students to offset lower performance on one exam with higher performance on another. Topic Area

Passing Score

English

396

Algebra/Data Analysis

412

Biology

400

Government

394

Students can retake the HSA’s as many times as necessary to pass. Students who do not pass an HSA should talk to their teachers or school counselors to find out how to get extra help before retaking the exam. Once students have gotten help, they can retake the exam the next time it is given. Academic Validation Projects (AVP)

MSDE recognizes that there will be some students who will struggle on the HSAs, even after they take the tests several times and take advantage of academic remediation. The Academic Validation Project (AVP) will provide another way for students to meet the HSA graduation requirement and earn a high school diploma, while meeting the same standards as those students passing the HSAs. The AVP’s are for students failing to meet the passing score on any one HSA at least twice. Eligible students would have to meet additional local and state criteria such as minimum GPA, satisfactory

High School Assessments (continued) attendance, passing grades in all HSA subjects, and participation in academic remediation. Students meeting the eligibility criteria would be permitted to complete an Academic Validation project that demonstrates the content and skills of each HSA they failed to pass. Mod-HSA

While Maryland began developing the HSAs 10 years before the passage of the federal No Child Left Behind (NCLB) Act, the HSAs do fulfill NCLB’s high school testing requirements. In May 2004, the U.S. Department of Education (USDE) permitted states to develop modified tests for a small number of students with disabilities. These students are able to make progress toward grade-level standards but not in the same timeframe as other students. Students who pass the Mod-HSAs will be eligible to earn a Maryland High School Diploma. To find out whether your child is eligible to take the Mod-HSAs, contact the Director of Education. Additionally please visit the state HSA website at: http://hsaexam.org District of Columbia Comprehensive Assessment System (DC – CAS):

The District of Columbia Comprehensive Assessment System (DC-CAS) is taken each April by DCPS students to measure their Knowledge and Skills in math, reading, science and writing. The DC-CAS is taken by all DC students in grades 3 through 8 and grade 10. No Child Left Behind legislation requires that states administer a test to assess students’ math and reading proficiency. The scores help schools and teachers identify areas in which students need more help or practice, as well as areas where they excel and need additional challenges. DC-CAS is NOT used to label students and will not keep a student from graduating or moving to the next grade. The DC – CAS assesses students in the following areas: • 3-8 & 10 reading and math • 4,7,&10 Composition • 5,8 Science • Students in grades 9-12 who take Biology I at any time.

P.R.I.D.E.

(PERSONAL RESPONSIBILITY AND INDIVIDUAL DEDICATION TO EXCELLENCE) Daily Rules and Procedures Summary

The philosophy of Chelsea School is to maximize the academic and social potential of each of our students. In providing a professional faculty and staff that dedicates itself to teaching our bright students who learn differently, it is our goal that they will achieve all the benefits of our individualized program. To this end, all rules and regulations regarding learning and school behavior will be thoroughly explained to the students with fairness and consistency. Disciplining our students at Chelsea School requires a positive, caring and prudent effort by administration, students, advisors and parents. Discipline is the means of experiencing the pain of problems we have created in a constructive way and in an effort to learn from these problems. The goals of school discipline are: • For all students to feel cared for, safe, and secure in their school community. • To teach students the natural and logical consequences of their actions.

Guidelines of discipline are provided so that students will know the standards to which they are held. Understanding the rules gives students the tools to maximize their potential both as students and as good citizens in the community at large. Through this understanding, they will learn to do their best and they will understand the consequences of their behavior. At Chelsea School, students will be required to follow all school rules put forth in the Student/Parent handbook, also including three major rules: 1. There is to be no:

◊ Verbal Abuse: Anything that is said to hurt another on the inside is prohibited. ◊ Physical Abuse: Any action that hurts another on the outside is prohibited.

◊ Destruction of Property: Action that wrongly destroys property is prohibited. 2. Students must follow The Honor Code: No lying, cheating, or stealing.

3. The use of drugs, alcohol, or other controlled substances will not be tolerated at any time, on or off campus. 4. Bringing a weapon to school will result in the school’s recommendation of expulsion.

If any of the rules are broken, there will be immediate consequences leading to detention, suspension or expulsion. Consequences will be fair and equitable for all students at Chelsea School. At Chelsea School we adhere to the discipline policy put forth by COMAR (Code of Maryland Regulations, which sets out state laws governing state agencies). The following pages further specify our Student Code of Conduct, giving reference to COMAR where appropriate.

Section I. Student Code of Conduct The purpose of the Chelsea School Code of Conduct is to provide a unified set of behavioral expectations for students at all grade levels. The expected student behaviors in the Code of Conduct will be an integral part of a positive school climate that is responsible, caring, sensitive, and highly supportive. STUDENT BEHAVIORAL EXPECTATIONS

Students must consistently strive to:

• Respect the personal, civil, and property rights of others

• Take responsibility for their choices (decisions & actions) • Attend school regularly, on time and prepared to learn • Respond in a positive manner to reasonable requests

• Demonstrate cooperation with all school personnel and peers • Engage in learning activities and take school work seriously

• Demonstrate ability to solve problems or de-escalate intense situations (student or staff) • Model caring and helpful attitudes • Demonstrate self-control

• Demonstrate student progress or improvement academically and socially

Section II. Student Attendance This section describes students’ rights and responsibilities regarding attendance. It also describes policies and procedures regarding lawful and unlawful absences and minimum attendance requirements.

There is a direct relationship between academic achievement and regular school attendance. Students who attend class every day develop a sense of continuity in the curriculum of instruction that is being taught, in the problem-solving techniques used by the teacher, and in the academic and behavioral expectations. Right:

All students are expected to attend school regularly in accordance with the Laws of the State of Maryland, Sections 7-301, 7-302, and 3-804 of Courts and Judicial Proceedings Article, and may be excused from class or school only for reasons as specified in the Code of Maryland Regulations, 13A.08.01.02, 13A.08.01.03, 13A.08.01.06, and 13AA.10.01.04 (A-B).

Student Responsibilities:

• Students shall have the responsibility to take advantage of the educational opportunities offered to them • Students shall have the responsibility to attend regularly scheduled classes unless officially excused

• Students shall have the responsibility to know and fulfill the specific required objectives set by the teacher in each course taken

Regulations:

Failing Grade: Students who accumulate 10 (5 for semester length classes) unexcused absences per academic year will receive an “F” and no credit for the course. Discipline: The Chelsea School recognizes that unlawful (unexcused) absences of students require discipline in accordance with the policies, regulations and procedures as outlined in the disciplinary policy. Possible consequences for students who regularly miss school: • Behavioral contract

• Lunch and PM detention • Parent conference

• In-School Suspension • Saturday School

• Removal of school privileges

• Reduction in grade or loss of credit

• Restriction of extra-curricular activities

• Possible referral to Child and Family services

• Possible referral to court for violation of the compulsory attendance law

Make-up Work/Time:

• A student may make-up work and receive a recorded grade when an excused absence(s) is documented by a note from the parent or physician. • A student may make-up work but will not receive full credit for an unexcused absence.

• A student may make-up work during Saturday school or after school for excused absences and receive a recorded grade.

• Mandatory Make-up Time is required if a student has accumulated more than 10 excused absences or the accumulation of excused and unexcused absences exceeds 10 days in an academic year.

School-sponsored activities: Students who participate during the school day in a school-sponsored activity which is approved by the administration of the Chelsea School, shall be considered in attendance at school. This means that when a student is involved in an approved school-sponsored activity during the day, he or she is to be counted “present” and not coded as lawfully absent.

Lawful (excused) Absence: Students presently enrolled in the Chelsea School are considered lawfully absent from school, including absence for any portion of the day, under the following conditions: Absences for Death

Immediate family-The number of days absent for a death in the “immediate family” is not to exceed five. “Immediate family” is defined as parents, (step) brother, (step) sister, grandparents or anyone who has lived regularly in the household of the student Other-One day of absence will be allowed for the death of an aunt, uncle, or classmate.

Illness of the Student-Doctor’s certification may be required for chronic illness. This includes, but is not limited to medical appointments. Weather Conditions-This shall be interpreted to mean only those conditions of the weather which would endanger the health or safety of the student when in transit to and from school as determined by the superintendent. Work Release Program-A program approved or sponsored by the school and accepted by the Chelsea School administration as reason for excusing students. Observance of Religious Holiday-A student’s attendance at school conflicts with his/her participation in traditional and customary religious observances. Suspension-Denial of a student’s right to attend regular classes or school for a specified period of time for cause. Note: Suspension is a lawful (excused) absence and the days of suspension status cannot be used when determining “habitual truancy.” Court Summons Unlawful (unexcused) Absence: An absence for any reason other than those cited as lawful are presumed as unlawful and may constitute truancy. (COMAR 13A.08.01.04) Truancy – A truant is a student who is absent without lawful cause as defined in COMAR 13A.08.01.03 from such attendance for a school day or portion thereof. Habitual Truancy – A student is a habitual truant if he or she is unlawfully absent from school for a number of days or portion of days in excess of 15% of the school days within any marking period, semester, or year.

NOTE: Unlawful (unexcused) absence (e.g. skipping class or school, truancy, habitual truancy and leaving school grounds without permission) of students who are beyond the compulsory school attendance age shall be treated as a disciplinary matter and handled accordingly.

Chelsea Truancy Protocol Day 1

Owner

Relevant Documentation

Follow up on non-functioning phone numbers; update student contact info

Attendance Counselor or Designee

PowerSchool

Follow up calls for students whose calls did not go through or went unanswered; document these calls in PowerSchool

Attendance Counselor or Designee

PowerSchool

Advisor calls home: Documents attempt, information regarding whereabouts of student in PowerSchool (if known). Teacher follows up with attendance counselor on non-working phone numbers.

Advisor

PowerSchool

Advisor a) makes contact with parent via phone or b) sends form letter home. Advisors document in PowerSchool as: “Day 3 – Absence Investigation.”

Advisor

PowerSchool; letter in student file

Dean of Students mails certified letter to the student’s home arranging a conference at the school for the student, parent/guardian and appropriate school officials (Head of School/ Dean of Students, attendance/guidance counselor, teacher[s]. Participants identify the problem and any prior interventions, and make recommendations for next steps.

Dean of Students Student, Parent, appropriate school staff (advisor)

Certified letter, Truancy Conference Report documentation, intervention plan. All efforts logged in PowerSchool

Dean of Students

Certified Letter

Attendance Secretary Routinely

Day 3

Day 5

Parent/guardian should be notified at this stage if the student will receive a reduced grade for the subject or class Days 6-9 Continue to document absences in PowerSchool the same day the student is absent. Attendance Secretary continues to call home.

Attendance Secretary

Track student’s progress on next steps identified in truancy conference. Follow up with programs/resources identified for support during Truancy Conference (i.e. mentors, after-school programs, etc.) to see if student is participating.

Attendance Secretary, Dean of Students, Advisor

Truancy Conference Report Document

Day 10 (School has maxed out resources)

Chelsea Truancy Protocol (continued) Middle school students:

If all interventions listed above have been executed and documented in PowerSchool, Dean of Students and Director of Education will decide whether to refer child to the Child and Family Services Agency (CFSA) at 671-SAFE. The Student’s Local School System Representative is notified.

Dean of Students, Director of Education

If the attendance counselor and attendance specialist determine that a referral to CFSA is not appropriate for the case, the child is referred to IEP Team which creates an Attendance Intervention Plan to connect the family with city agencies and resources outside of the school.

IEP Team

Attendance Intervention Plan

Attendance secretary refers student to IEP team. The team meets to create an Attendance Intervention Plan and connects the student with city agencies and resources outside of the school.

IEP team

Attendance Intervention Plan

If the student will receive a failing grade for the course, teacher must notify parent by certified letter.

Advisor

Certified letter

Continue to document absences in PowerSchool, Attendance Secretary continues to call home.

Attendance Secretary

Secondary school students:

Days 11-14

Track student’s progress on Attendance Intervention Plan. Follow up with programs/resources identified for support.

Dean of Students /IEP Team

Attendance Intervention Plan

If all interventions have been executed and documented in PowerSchool Dean of Students will refer student/family to Court Social Services in conjunction with Director of Education and Local School System Representative

Dean of Students, Director of Ed and LSR

Court Referral and all supporting documentation

Day 15

Tardiness – Students must consistently arrive on time for all scheduled events, including the start of school. Late minutes are accrued towards absences. Late minutes due to verified late bus arrival will not be counted toward tardies or absences. Students must receive passes from the receptionist indicating that late arrivals were due to the school bus. All students will attend Tardy Hall each day they are late unlawfully. Students are required to bring a written note explaining the reasons for their lateness. 1. If a student has (1) unexcused tardy, he/she will receive a written and/or a verbal warning 2. If a student has (2) unexcused tardy, he/she will receive a lunch Tardy Hall 3. If a student receives (3) unexcused tardy, he/she will receive a PM Tardy Hall to be served on the following day of the offense notification Please note: Juniors and Seniors that are tardy are not allowed to go out to lunch.

Parent Responsibilities

By law, parents/guardians must ensure regular attendance for their school-aged children. If a student has excessive unexcused absences, the parent/guardian may be charged with a misdemeanor and imprisoned or fined by the courts.

Parents must provide a written explanation within 2 school days from the date of an absence.

Early Dismissal Arrival/Dismissal

Students should arrive at school between 8:15 a.m. and 8:25 a.m. and report directly to Morning Meeting in the Gymnasium. Unless the student is being supervised by an adult staff member, the other parts of the building are off limits until 8:43 a.m., when students should report to advisory. Dismissal is at 3:30 p.m. except on Friday when dismissal will be at 1:00 p.m. for students ONLY. Students must leave the building for buses or other transportation at that time unless attending study hall, detention, or supervised after-school activities. Staying on Campus

Once a student has arrived to Chelsea via bus, metro or car, he or she must remain at the school or supervised areas of the grounds until dismissal. Field trips and supervised excursions are considered part of the school day. Early Dismissal

Students needing to leave school early for appointments (e.g., doctorâ&#x20AC;&#x2122;s or dentistâ&#x20AC;&#x2122;s appointment), must supply a note by a parent/guardian. The student must sign out when he/she leaves school after parent/guardian authorization has been received. Failure to do so constitutes an absence. Time missed from school will accrue as absences, so parents/guardians are encouraged to make appointments for students after school hours.

Section III. Student Expression Introduction:

This section describes studentsâ&#x20AC;&#x2122; rights and responsibilities regarding student expression. It also describes policies and procedures regarding appropriate and inappropriate speech, distribution of literature, assembly and petition, symbolic expression and physical appearance.

All students have the individual right to communicate their ideas on various issues. In the interest of all individuals and in the interest of the education process, student expression may not infringe upon the guaranteed rights of others.

Right:

The First Amendment of the United States Constitution prohibits laws “abridging the freedom of speech or the press” and guarantees “the rights of the people peaceably to assemble and to petition the government for a redress of grievances.” The protections of the First Amendment apply to the Chelsea School. Student Responsibilities:

• Students shall recognize that expression must not infringe upon the rights of others nor disrupt classroom or school procedures • Students shall recognize the rights of others to have individual views which may differ from their own

• Students shall be responsible for controlling their conduct in order to avoid disruption of the education process • Students’ physical appearance should not disrupt nor contradict the Chelsea School dress code policy Regulations:

Disruptive Speech and Activities – Certain types of speech and behavior are considered so disruptive that they may be prohibited outright. The willful disturbance of school activities or other actions that prevent the orderly conduct of educational functions are forbidden. Similarly, persons may not threaten with bodily harm nor otherwise molest individuals in the immediate vicinity of the Chelsea School. The free speech right that students have in the school environment is governed by a rule of reason applied to specific facts.

Distribution of Literature – Written communication by students in school-sponsored publications is subject to the reasonable restrictions of school officials so long as their actions are reasonably related to legitimate pedagogical concerns. Assembly and Petition – The First Amendment provides students with the fundamental right to assemble and to circulate petitions; however, the Head of School may, at her discretion, restrict the use of school facilities for group activities. Schools may set reasonable limits as to the time, place, and manner in which students and student groups may assemble, as long as those restrictions advance legitimate educational goals.

School Sponsored Publications

• These publications are encouraged by the school and are sponsored by faculty advisors. • Every student shall have the right to submit articles to school-sponsored publications. • School-sponsored publications shall convey information with accuracy and insight.

• School-sponsored publications are intended to develop the journalistic skills of student participants and impart information to recipients in a responsible manner.

• School-sponsored publications shall not distribute material which is defamatory, obscene, or which might reasonably lead to substantial disruption of or interference with school activities, or which would clearly endanger the health or safety of students, or which advocates illegal activities. • Students who express viewpoints which are controversial, unpopular, or critical of faculty, administration or school policies shall not be disciplined or harassed based solely on expression of such opinions. • School-sponsored publications shall not be forced or thrust upon students.

• Symbolic Expression-Buttons and Armbands – It is well established that students may display buttons and armbands or other symbolic forms of expression in school as long as the display does not materially and substantially interfere with discipline and class work. Physical Appearance – Student dress and appearance shall not disrupt nor contradict the Chelsea School dress code policy. • Clothing considered to be disruptive, dangerous or provocative shall not be permitted to be worn during school hours or school activities. • Clothing should be worn in a tasteful, appropriate manner. Sexually suggestive or inappropriate dress is not allowed. • Shirts should cover from shoulder area to waist with no midriff showing. Asymmetrical, or spaghetti strings tops are not permitted, no undergarments should be visible. • Pants should completely cover undergarments. • All clothing and accessories must be free of drug or alcohol related, sexual, violent images or connotations. • Students are to dress neatly. Cut-off clothing, clothing with holes or tears are not allowed. • Special clothing needs to be documented in the student’s IEP, or supported by a note from a physician. • All students must wear shoes at all times. • Head gear is NOT allowed during the school day unless special exceptions have been granted, i.e. spirit week. Students who wear hats or other head gear to school will be required to have these items held by their advisor until the end of the school day. Students may wear barrettes, hair bands, head scarves, or ponytail holders. • Unless school climate is uncomfortably cold, winter jackets should be kept in lockers or student advisory classrooms. • The Head of School and Dean of Students have the authority to send a student home for inappropriate dress. Repeat offenders will receive discipline determined by the circumstances. • Special exceptions to the dress code (for example religious attire) will be granted on a case by case basis.

Section IV: Disciplinary Action Introduction:

This section describes students’ rights and responsibilities concerning discipline. It also describes policies and procedures regarding behaviors which detract from the orderly and safe operation of the school and outlines types of disciplinary action which will be taken when behavior is in violation of an established policy. All disciplinary policies are in effect during regularly scheduled school hours as well as other times and places where school administrators have authority over students. These times may include, but are not limited to, school-sponsored events, field trips, foreign study trips, athletic functions and the like. Disciplinary Policy Chelsea School recognizes the need to ensure that the school environment is safe for both students and adults, and conducive to teaching and learning. Discipline is intended to foster responsibility and encourage appropriate behavior on the part of those students whose actions or presence in school disrupt its administration or represent a danger to themselves or others. Chelsea School recognizes that student behavior is the shared responsibility of the school, the student and the student’s parent/guardian. Discipline is to be administered using a continuum model that includes positive feedback, contracts, conferences, detention, Behavior Intervention Plans (BIP), exclusion from class (time away), student reassignment, suspension and expulsion. Using the Chelsea School Code of Conduct and Course of Disciplinary Action, school personnel are responsible for taking appropriate action when a student’s actions or presence in school is not conducive to a safe and orderly environment. The student has the right to be informed of the reasons for disciplinary action. All students, parents, and local school system representatives will be notified and/or oriented on the school’s revised behavioral management policies and procedures, by way of dissemination of the document (s) to the constituents and/or facilitation of school group policy and procedural meetings (e.g. scheduled parent meetings, staff & professional development meetings, student meetings & local school system representative meetings). Students with IEPs may be disciplined in the same manner as non-disabled peers for up to ten (10) cumulative days. When suspension of a publicly funded student will accumulate to more than ten (10) days in a school year (including expulsion or removal to a 45 day interim placement) Chelsea School must comply with the regulations attached. These regulations require that the appropriate designees meet to conduct a Manifestation Determination meeting within ten school days of the incident to determine whether the misconduct is a manifestation of the student’s disability. In making this determination the team must consider the following: • If the IEP and placement are appropriate • If special education services are being provided as specified in the IEP • If the disability impaired the ability of the student to understand and/or control the impact, and the consequences of the behavior The results of the meetings should be available to the administrator conducting the disciplinary hearing. A representative from the meeting must be present at the hearing to present their findings. If the administrative designees decided the misconduct was related to the students disability (i.e. the

misconduct resulted from an inappropriate placement or IEP, or there was failure to provide services specified in the IEP, or the disability impaired the students ability to understand and/or control the impact, and consequences of the behavior) the student may not be expelled or suspended for more than ten (10) school days. If the administrative designees determine that the misconduct is not a manifestation of the child’s disability, the disciplinary process may proceed and the student is subject to the same disciplinary proceedings as a non-disabled peer. However, special education services must be provided during the period of suspensions or expulsion. In all cases involving a change in placement which occurs as a result of a disciplinary procedure, a functional behavioral assessment (FBA) must take place. This assessment should take place immediately and in no case later than ten (10) business days after the decision to impose a disciplinary action. The administrative designees should assess the student’s behavior and develop a behavioral intervention plan (BIP) or review and modify any existing plan as necessary. Please note that if the parents do not agree to a change of placement and request a Bureau of Special Education Appeals hearing, the student may invoke right to stay and cannot be moved from the original school placement during the appeals process. In certain instances the Individual with Disabilities Education Act (IDEA) amendments of 1997 (IDEA97) allows for a change in placement without parent permission. This placement is to an Interim Alternative Education Setting (IAES) for a period up to but not to exceed 45 calendar days. However, a Free Appropriate Education (FAPE) must be provided at interim site. A 45 day placement can occur in the following circumstances: A student carries a weapon to school A student brings a dangerous substance to school A student is a danger to themselves or others Definitions Warning – may be oral or written for minor offenses. Detention – is a direct consequence of unacceptable behavior as defined by teachers or administrators. A 24-hour notice is given to inform parents and to make transportation arrangements. Students must report for detention at 3:30 p.m. to the Dean of Students’ office and leave promptly when time is up (generally 4:15). Alternative Educational Placement – An alternative classroom setting used to improve classroom behavior and address needs that cannot be met in a regular classroom setting Suspension – the denial of a student’s right to attend regular classes or school for a specified period of time for cause. An administrator may suspend a student for up to ten (10) school days. Suspensions exceeding ten (10) school days must be issued by the Head of School or Dean of Students. Expulsion – the removal of a student from school permanently, as determined by the Head of School and Dean of Students and/or Multi-Disciplinary Team. Restricted Access – restriction of student presence on school property only during the academic school day.

Behavioral Intervention Plan (BIP) – is an objective plan that communicates specific student behavioral objective(s) a student must model to be productive in a learning environment (point sheets, contracts, progress reports) Functional Behavioral Assessment (FBA) – is a procedure designed to assess a student’s behavior, determine the relationship between the behavior and the student’s disability(s), and provide options for interventions. (The information obtained could be used for any of the following: Change of Placement, Special Education IEP, Academic Deficiency Student Learning Plan, SuspensionExpulsion, Section 504 Plans, and Pre-referral Intervention) CPI (Crisis Prevention Intervention)– techniques used to verbally or physically de-escalate a student in case of dangerous situations that may cause harm to him or her and others. Examples of inappropriate behaviors that may warrant a warning may include but not be limited to the following: Eating in restricted areas Use of electronic devices in restricted areas Horseplay Dress code violations Tardiness Examples of inappropriate behaviors that may warrant a detention may include but not be limited to the following: Truancy Non-compliance to a reasonable request Disruptive behavior Repeated use of electronic devices in restricted areas Repeated dress code offender Repeated tardiness(3) Repeated horseplay Possession of tobacco products Smoking on school grounds Examples of inappropriate behaviors that may warrant a suspension may include but not be limited to the following: Repeated offender of possession of tobacco products Cutting class Destruction of private or public property Reckless driving on school premises Disrespecting staff Physical or verbal harassment (teasing or intimidation) Cheating and plagiarism Fighting Inappropriate use of language Theft Leaving school premises without permission Skipping school Habitual Truancy

Examples of inappropriate behaviors that may warrant an expulsion may include but not limited to the following: Possession of drugs* or alcohol** Possession of weapons * Theft* Extortion Arson, explosive device threats* Assault and battery on a staff member or student* *The Montgomery County Police will be notified to intervene in such offenses. **Students will be required to attend an alcohol or drug anonymous program and could be recommended to be drug tested. Procedures for Disciplinary Actions will be administered by the Chelsea School Staff Parents will be notified via telephone conference and Discipline Notice, the “Pink Slip.” Warnings will be administered orally or written by the staff of the Chelsea School. Chelsea staff will use “Discipline Notice” form for all discipline infractions. In the case of behaviors that require after-school detention, suspensions and/or significant intervention, a staff referral form will also be completed by staff. In cases of suspension(s) parents will be notified by telephone conference immediately and a letter will be written and mailed home within 24 hours of the incident. The local school system of that student will be notified in writing within two (2) business days. When using the Discipline Notice, staff members should execute the following procedures 1. Staff completes the form. 2. Staff sends the pink copy of the form to the parent by way of the student. 3. Staff distributes the yellow copy of the form to the student’s advisor. 4. Staff distributes the white copy of the form to the Dean of Students. 5. Staff should notify parents by conference call. Calls will be made by advisor or by staff involved, when appropriate. 6. Staff will receive a response from the Head of School, Dean of Students or Safety Coordinator in all cases except for warnings. When using the Staff Referral Form, staff members should execute the following procedures: 1. Staff complete the form. 2. Staff should make 2 copies of the form to disperse to the student’s advisor and the Dean of Students. 3. The Dean of Students will either contact home or direct the appropriate staff to contact home as to the nature of the referral. When warranted the referral form will be sent home.

Right: Students at Chelsea will have the right to appeal discipline actions. The student must complete a Student Discipline Appeal Form no later than the morning following the discipline notice. A parent or staff member may assist the student in filling out the form. Note: The Discipline Notice is to be used in every student discipline offense. For immediate suspensions or expulsions, parents must be contacted by administration immediately.

Section V: Suspensions Procedures Suspensions Procedures 1) All regular procedures for discipline apply 2) For all suspensions parents will be notified immediately. A letter is written to further document suspensions, a copy of this letter is given to the Program Director to forward to the childâ&#x20AC;&#x2122;s LSS representative. 3) A re-entry meeting with the student, parent and administrator is mandatory for all suspensions 4) Students with multiple suspensions will be highly recommended to be placed on a Behavior Modification Plan until improvement is demonstrated Suspensions Procedures Under the IDEA Law A student with a disability under IDEA may be removed from school for not more than 10 consecutive school days for any violation of Chelsea Schoolâ&#x20AC;&#x2122;s Code of Conduct. An in-school suspension shall be considered a suspension unless the student receives all of his or her IEP services. To determine if a removal in excess of 10 cumulative school days constitutes a change of placement, the Multidisciplinary Team (MDT) must meet to consider: 1.

The length of time of each removal.

The total amount of time the student is removed.

The proximity of the removals to one another.

If the MDT team determines that a removal in excess of 10 cumulative school days constitutes a change of placement, the following procedures will occur when a student is subject to: a removal in excess of 10 consecutive days; a removal for more than 10 cumulative days, which constitutes a change in placement; removal to a 45-day interim placement, or d. expulsion

The program director will, as part of the process, contact the student’s LSS representative and submit all documentation relevant to the case. The school will hold a Manifestation Determination Review. The parents will be sent a copy of procedural safeguards: Parental Rights document along with a letter of suspension or notification for expulsion on the date the decision was made to take the disciplinary action. The MDT must hold a manifestation meeting immediately, but not more than 10 school days after the date the decision to take the disciplinary action is made. At the manifestation determination meeting, the MDT must determine whether the conduct that prompted the student’s behavior was a manifestation of the student’s disability. The MDT will consider: • Diagnostic results • Observations • Information from parents • The IEP • The appropriateness of the student’s placement at Chelsea The behavior will not be considered a manifestation of the student’s disability if the: IEP is appropriate, behavior intervention strategies were consistent with IEP, the student’s current placement is appropriate, and the student’s disability did not alter the student’s ability to control the behavior in question. If the behavior is determined to be due to a manifestation of the student’s disability, the MDT shall: • Revise the IEP to address needed services. • Revise the student’s BIP. • Review student placement. • Implement new service as soon as possible. • Discontinue suspension/expulsion unless an emergency interim placement is warranted: dangerous substance, bringing a weapon to school, student is a danger to themselves or others.

Section VI: Search and Seizure Introduction: This section describes students’ rights and responsibilities regarding search and seizure. It also describes policies and procedures for searches by school officials, searches by the police and arrest and questioning of students. Right: The environment in the Chelsea School should be safe and orderly. Students are protected against unreasonable search and seizure by school officials by the Fourth Amendment. However, school officials do not need a warrant to conduct a search of a student, and the level of suspicion required to justify a search is not “probable cause” as it is in most circumstances, but rather a standard of “reasonable belief.” Both the inception of the search and its scope must be justified by this standard, and the privacy interests of the students may be invaded “no more than is necessary to achieve the legitimate end of preserving order in the school.”

Student Responsibilities: • Students have the responsibility not to bring lethal or dangerous substances into school • Students have the responsibility not to bring weapons into school • Students have the responsibility to obey all State and Federal laws • Students have the responsibility to cooperate with school officials who conduct reasonable searches and seizures under the guidelines established by State and Federal law • Students have the responsibility to cooperate with police officers engaged in searches and seizures, questioning, and arrests on school premises under the guidelines established by State and Federal laws Regulations: Searches by School Officials – Administrators may make a reasonable search of a student on school premises or on a school sponsored trip, upon reasonable belief that the student is in possession of an item, the possession of which is a criminal offense under Maryland law or a violation of any other State law or a rule or regulation or the school system. A third party shall be present during the search. The same school officials may also search the school’s physical premises, including appurtenances such as lockers. Searches by Police Officers – Police officers, upon the authority of a search warrant, may search any part of school premises described in the search warrant. COMAR 13A.08.01.14(A). Police may also conduct an investigative search of school premises including vehicles without a warrant provided that the search is essential to prevent imminent danger to the safety and welfare of the students, other persons or school property. COMAR 13A.08.01.14(B). Police officers may not search the person of a student who is not under arrest, unless the officers have a reasonable suspicion that the student is concealing a weapon that poses a danger to others. School officials may not conduct such searches upon the request of police officers. COMAR 13A.08.01.14(D). School officials are to cooperate with police searching school premises. Every effort should be made to perform searches of school premises in a manner which minimizes disruption of normal school activities and embarrassment to affected students. COMAR 13A.08.01.14(C). Arrest and Questioning of Students – Whenever possible, the arrest of a student should be made away from school premises and after school hours. COMAR 13A.08.01.12(A). If it is necessary to arrest a student during school hours, school officials shall ascertain the facts surrounding the arrest and should make every effort to inform the child’s parent or guardian immediately. COMAR 13A.08.01.12(A). An arrest on school premises should be accomplished in a manner that minimizes embarrassment to the arrested student and avoids jeopardizing the safety and welfare of other students. COMAR 13A.08.01.12(D). An arrested student may not be questioned by police on school premises, and should be removed from the premises as soon as practicable after the arrest. COMAR 13A.08.01.12(E). During a police investigation, students may not be questioned on school premises unless the ques-

tioning concerns a crime committed on the premises or unless the failure to question the student immediately would threaten the success of the investigation or endanger the safety of students or other persons. A school official should be present during the questioning of any student, COMAR 13A.08.01.13(A), and except for child abuse or neglect investigations, should promptly advise the student’s parents or guardians of the nature of the investigation. COMAR 13A.08.01.13(C). In the absence of an arrest, a student may not be removed from school premises for questioning without the consent of the child’s parent or guardian. The above restrictions do not apply in investigations of suspected child abuse or neglect. When child abuse or neglect is suspected, police officers or local social services workers may question pupils on school premises. School officials are not required to notify parents or guardians of such investigations and may allow removal of any child who is a suspected victim of child abuse or neglect from school premises without parental consent, provided that the local Department of Social Services have the legal authority to remove the child. Parent(s) or guardians should be promptly notified after a child’s removal under these circumstances. COMAR 13A.08.01.13(D). Records and reports regarding child abuse and neglect are confidential, and their unauthorized disclosure is a criminal offense. COMAR 13A.08.01.13(B)(2).

Section VII: Student Records (Behavior Management Data) Introduction: This section describes students’ rights and responsibilities regarding school records. It also describes policies and procedures regarding the changing of records, student grading, reporting, deficiencies, behavior management data and final educational documents. Student records are kept so that student progress in various areas may be noted and viewed by concerned individuals. In essence, this ensures appropriate support for the individual student in regards to his/her educational tenure and records. Student Records and Behavioral Management data are reviewed for the following purpose(s) • Student programming, staffing meetings • Possible change of student placement • Possible change in school schedule for Academic Support • Possible implementation of a Behavior Intervention Plan (BIP) • Executing a Functional Behavioral Assessment (FBA) for Manifestation Determination • Other student requirements (e.g. graduation, college admission, job prospects, etc.) Behavioral Management data is reviewed periodically, but no less than quarterly, on an aggregate school-wide basis as well as on an individual student basis to ensure the uniformity of discipline applied, appropriateness of discipline and to recognize/identify any particular trends in the student(s) behavior. The Behavioral Management data is reviewed by the Head of School, the Dean of Students, the Director of Education and IEP Coordinator. Procedures for Reviewing Student Records / Behavior Management Data Note: Student records and Behavior Management Data are available only to students and their parents/guardians, adult students, and designated school officials and personnel, who have legitimate

educational interest in the information. In situations in which a student has both a custodial and a non-custodial parent, both shall have access to the student’s records unless stated otherwise by court order. In the case of adult students (eighteen (18) and older), parents will be allowed access to the records without the student’s consent, providing the student is considered a dependent under section 152 of the Internal Revenue Code and has not graduated from the Chelsea School. “Legitimate educational interest” shall be defined as a “direct or delegated responsibility for helping the student achieve one (1) or more of the educational goals of the Chelsea School” including, but not limited to, those school officials with legitimate educational interests as defined by the school. (e.g. graduation requirements, college admission requirements, job requirements, etc.). The following procedures must be followed in order for student records/ behavior management data to be reviewed. Other than student or parent, the school official must have a “legitimate educational interest” of the student. A written consent of the parent is required, or if the student is eighteen (18) years of age or older, the written consent of the student is required, except those persons or parties stipulated by the Chelsea School’s policy and procedural guidelines and/or those authorized by the law. The Chelsea School will comply with a request for access to a student’s records within a reasonable period of time. Requests to review these records can be made either in writing or by telephone through the office of the Dean of Students or Director of Education. To the greatest extent possible, all requests will be honored the next school day/working day during normal school hours. The written requests should be typed on letterhead stationery specifying the reason(s) for requesting a student’s records to be reviewed. Release of a student’s records will be granted by Chelsea School if and only if the four (4) procedures above have been met. If a request to review a student’s records has been denied, the school will send a denial letter and state the reason(s) for denial. Chelsea School will maintain a written access log inside the front cover of every file to record requests for and disclosure of personally identifiable information from the student’s record that include the: ◊ Name of reviewer ◊ Month, year and date of the review ◊ Purpose of review Right: Federal and State laws give students and their parents the right to inspect and review the student’s educational and disciplinary records; and to have school record inaccuracies corrected. Student Responsibilities: • Students shall recognize the necessity of school records and should cooperate with the reasonable collection of data • Students shall have the responsibility to utilize those guidance and related services available to them

Section VIII:

Non-Discriminatory Practices, Bullying, Harassment or Intimidation Introduction: This section describes students’ rights and responsibilities as well as policies and procedures regarding bullying, harassment and intimidation. Right:

All people have a right to be treated respectfully. Chelsea School is committed to encouraging and maintaining a respectful and supportive learning environment. The Chelsea School prohibits bullying, harassment or intimidation based on illegal categories and recognizes that all students have the right to environments that are: A. Safe; B. Appropriate for academic achievement; and, C. Free from any form of harassment. Responsibility:

Each student shall respect the rights of others, including students, teachers and other staff members. Regulations:

It is the policy of Chelsea School to prohibit bullying, harassment or intimidation of any person on school property or at school-sponsored functions or by the use of electronic technology. It is also in violation of Chelsea School policy to retaliate against individuals who report acts in violation of this policy or who were victims, witnesses, bystanders, or others with reliable information about an act of discrimination, bullying, harassment or intimidation. Acts that violate this policy include the verbal, physical, or written conduct or an intentional electronic communication that creates a hostile educational environment by substantially interfering with a student’s educational benefits, opportunities, or performance, or with a student’s physical or psychological well being and is motivated by: Race, cultural identity, national origin, religion, marital status, sex, gender identity, sexual orientation, religion, ancestry, physical attributes, socioeconomic status, familial status, or physical or mental disability.

Sexual Harassment: In addition to the type of behavior and conduct described above, sexual harassment may include the following: • Threats and/or demands to submit to sexual requests in order to maintain a student’s educational status, or avoid some other loss, and offers of benefits in return for sexual favors. • Unwanted sexual attention on a continuing and pervasive basis from peers, or anyone with whom the student must interact in order to fulfill educational responsibilities where the individual’s responses are restrained by fear of reprisals. Unwanted sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature when: 1. Submission to such conduct is made explicitly or implicitly a term or condition of a student’s education, or extra-curricular activities. 2. Submission to or rejection of such conduct is used as the basis for decisions regarding education or extra-curricular activities. 3. Such conduct has the purpose or effect of unreasonably interfering with a student’s educational or extra-curricular performance, or creating an intimidating, hostile or offensive educational environment.

A student who believes that he or she is being, or has been subjected to, discrimination or harassing acts or conduct should bring such information to the prompt attention of a teacher, counselor, or administrator. Reporting and Investigation: The following are procedures for reporting and investigating acts of discrimination, bullying, harassment or intimidation. • If a student complains that he/she is currently the victim of discrimination, bullying, harassment, or intimidation, the staff will respond quickly and appropriately to investigate and intervene, as safety permits. • If a student expresses a desire to discuss an incident of bullying, harassment, or intimidation with a staff member, the staff member will make an effort to provide the student with a practical, safe, private, and age-appropriate way of doing so. • Reporting forms are included in this handbook and can be obtained from the School’s website. The forms may be submitted by a student, parent, close adult relative or staff member to the Dean of Students. A student may request assistance from a staff member to complete the form of the student wishes. • All reports will be documented on the Bullying, Harassment, or Intimidation Reporting Form (BHI Form). The allegation (s) will promptly be investigated by the Head of School, Dean of Students or administrative designee, consistent with due process rights, using the BHI form within two days after receipt of a reporting form or as timely as possible. • Administration will: Attempt to confirm or deny each fact alleged Verify who committed the act (s) • Neither victim nor witnesses should be promised confidentiality at the onset of an investigation. It can not be predicted what will be discovered or if a hearing may result from the ultimate outcome of the investigation. Efforts will be made to increase the confidence and trust of the victim and any witnesses. They will be informed that any information discussed and recorded will be confined to “need to know” status. • School administration or designee will immediately notify the parents or guardians of the victim and offender of the incident as well as the local school system representative of each child (when appropriate). The School will apply consequences and/or remedial actions consistent with due process rights using consequences the range from student conference, student warning, letter of apology, mediation, counseling, parent letter, parent phone call, parent conference, detention, in-school suspension, out-of-school suspension/expulsion or other identified appropriate consequence or support measure.

• Acts that violate this policy and are also delinquent acts shall be reported to the responsible law enforcement agency according to COMAR 13A.08.01.15.

Section IX: Grievance Policy Introduction: This section describes the grievance process. The Chelsea School shall have a forum for mediation between student/student, student/staff, staff/staff and parent/staff. Rights: All members of the Chelsea School community have an opportunity to present their concerns regarding an act, practice, or decision which they believe is discriminatory. Procedures: Minimum procedures for grievances: • Each grievance will be submitted to the Head of School, signed and dated by the complainant. Grievances submitted must be supported with specific factual data, including dates and circumstances. • After hearing the grievance, the Head of School will investigate and take action that is appropriate to resolving the grievance. • A formal written response by the Head of School will be made to all parties involved in each grievance within ten school days after filing the complaint. • A written record of each meeting and the response to each grievance will be maintained in a confidential manner. These will be in the care of the Head of School and will remain on file for three years in the administrative office. • The Head of School’s notes or responses shall not be a part of the student’s or staff member’s cumulative record. • Written records of all meetings and responses to grievances will be reviewed periodically by the Head of School.

Section X: Student Transportation Introduction: The Chelsea School administration recognizes its responsibility to monitor transportation for students who ride school buses to and from school and to provide transportation for sports/activity trips. It is the responsibility of the school bus driver to guarantee that students behave in a safe and responsible manner. Behavior that interferes with the safe transportation of students will be taken care of by Chelsea School administration. Regulations: Students are expected to be at their bus stops at least five minutes prior to the established pick-up time. Students are permitted to ride only their assigned buses. Permission to ride a bus other than the student’s assigned bus will be granted for emergency reasons only.

In the absence of a teacher or school administrator, it will be the responsibility of the school bus driver/attendant to report student behavior to the appropriate school-based administrator. Inappropriate behaviors may result in the student losing his/her bus transportation privileges. Any suspension/expulsion from school automatically includes suspension or elimination of school bus privileges. Students who drive their own vehicles to school must provide the following to the Dean of Students: • Valid license • Letter of permission from parent • Valid insurance Note: If student drivers do not provide all information required, privileges of driving to and from school will be denied. Students without permission to do so will be driving at their own risk and their vehicles may be towed if parked on Chelsea School property.

Section XI: Extracurricular Activities Introduction: This section describes students’ privileges regarding extracurricular activities. It also describes policies, procedures and expectations necessary for personal development and growth of students. Rights: Student Governance Students have the right to form organizations within the school through which they may communicate their interests, ideas and suggestions to the school administration. Participation in such organizations shall be governed by procedures agreed upon by the school administration and students but not exclude participation based on sex, race, disability, religion, ethnic background, or program of study. Academic eligibility for participation in such organizations shall be determined by the Chelsea School. Student Organizations Student organizations may conduct activities on school premises upon the authorization of school officials and subject to the supervision of the school administration and faculty. However, membership in student organizations must be open to all students qualified to fulfill the objectives of the organizations. Secret, exclusive, or self-perpetuating organizations which otherwise limit membership may not conduct activities on school premises. COMAR 13A.08.01.09.

National Honor Society The National Honor Society (NHS) is one of the nation’s premier organizations established to recognize outstanding high school students. More than just an honor roll, NHS serves to honor those students who have demonstrated excellence in the areas of Scholarship, Leadership, Service, and Character. Students must have a Chelsea G.P.A of 3.0 (on a 4.0 scale), no more than (2) unexcused absences and no pink slips. Eligible students must also get recommended by their teachers and commit to 15 hours of community service learning hours in an academic school year. Academic Eligibility for Extracurricular Activities The following rules will govern academic eligibility for student participation in all voluntary extracurricular activities except student self-help groups. The following is a representative listing of this type of student activity (this listing is not exclusive): athletic teams, school clubs, running for elective office (Student Government Association or class), non-required trips by performing groups (band, choirs, etc.). Earning Academic Eligibility Except entering ninth graders, a full-time student earns academic eligibility to participate in voluntary extracurricular activities by passing all authorized courses for the marking period which governs the student’s specific activity and maintaining a 2.0 grade-point average for that grading period. Since grades earned in the eighth grade are not computed in determining high school grade-point average, all entering ninth graders are eligible to participate in the fall extra curricular activity season. Grading Period Criteria Each voluntary extracurricular activity is governed by only one marking period. A student must have earned academic eligibility prior to the start of the activity (as determined by the last report card). Once academic eligibility has been earned for a particular activity, the student will remain academically eligible for the duration of that activity season (e.g. basketball season) or in the case of yearlong activities or those which do not have a particular time frame; eligibility will be reviewed at the end of each successive quarter. Likewise, a student who has not earned academic eligibility prior to the start of the activity may not become eligible during the course of the activity. Interscholastic Athletics Marking Periods: Fall eligibility – determined by final marking period grades of the preceding June Winter eligibility – determined by the grades earned at the end of the first quarter Spring eligibility – determined by the grades earned at the end of the first semester Interscholastic Sports Student Eligibility Student eligibility for high school athletics is governed by state regulations. COMAR 13A.06.03. These regulations are implemented by Maryland Independent Schools League Association, which establishes procedures for regular season sports programs and postseason tournaments. In addition, each school may adopt more restrictive rules for their

programs, including participation standards, to ensure that student athletes are making satisfactory progress toward graduation. COMAR 13A.06.03.01-02. In general, high school students may participate in interscholastic sports upon the consent of their parents and guardians and after being found physically fit by a qualified physician. Participants must be registered at the MISLA member high school where they play, and may participate in a maximum of three seasons in any one sport in grades 10, 11, 12 or 4 seasons if the student began participating in the sport in grade 9. Students 19 years old or older and high school graduates are ineligible. COMAR 13A.06.03.02. NOTE: Middle Division students are allowed to participate in varsity sports that are not offered on the junior high school level (ex. 6th, 7th or 8th grades). Student Responsibilities: • Students have the responsibility to maintain good academic status (2.0 or above) to participate in interscholastic sports • Students participating in an interscholastic sport must attend mandatory study halls • Students must exemplify good citizenship on a consistent basis • Students have the responsibility to exemplify sportsmanship in all competitive activities • Students must abide by all school rules and procedures • Students must encourage activities that are open to all students • Students shall recognize that activities sponsored by the school must be authorized by the Director of Education, Dean of Students or Head of School and must have staff supervision

Section XII: Computer/Internet Technology Acceptable Use Policy

Introduction: The following policy for acceptable use of computers and networks, including the Internet, shall apply to all students, administrators, faculty and staff. While it is impossible to document all appropriate conduct and use of computer facilities, the following guidelines are provided to help users to determine appropriate use and conduct, (They are not intended to be all-inclusive, but should serve as a guide for appropriate use of computer facilities).

Student Laptops: While instructional and assistive technology are emphasized at Chelsea, students who bring laptops from home must follow the following guidelines: • Classroom use may only be for instructional purposes, • Internet access is only allowed through Chelsea’s network. • Students may only use their laptops for game use during break or lunch • In the event that damage occurs to a student’s laptop, Chelsea assumes no liability as all electronic equipment brought on campus is at the family/student’s own risk. Regulations: 1. Users shall not erase, rename, or make unusable anyone else’s computer files, programs or disks. 2. Users shall not let other persons use their names, logons, passwords, or files for any reason (except authorized staff members). 3. Users shall not use or try to discover another user’s password. Users shall not gain or attempt to gain authorized access privileges. 4. Users shall not use Chelsea School computers or networks for any non-educational or nonadministrative purposes (e.g. activities for personal profit, or games). 5. Users shall not use a computer for unlawful purposes, such as the illegal copying or installation of software. 6. Users shall respect and uphold copyright laws. 7. Users shall not copy, change or transfer any software or documentation provided by the school, teachers, or another student without permission. 8. Users shall not write, produce, generate, copy, propagate, or attempt to introduce any computer code designed to self-replicate, damage, or otherwise hinder the performance of any computer’s memory, file system, or software. Such software is often called a bug, virus, worm, Trojan Horse, or similar name. 9. Users shall not use the computer to annoy or harass others with language, images, or threats. 10. Users shall not deliberately access or create any obscene, vulgar, or abusive information, language, or images. 11. Users shall not intentionally damage the system, damage information belonging to others, misuse system resources, or allow others to misuse system resources. 12. Users shall not tamper with computers, networks, printers or other associated equipment. 13. Users shall not take home technology equipment (hardware or software) without written permission of their supervisors. Consequences for computer use violations include but are not limited to: • Warning-parent contact • Loss of computer use for a designated period of time • Loss of computer use for remainder of year • Detention • Suspension *****Computer access is only given to students who have signed/initialed acceptance of the computer use policy, found on this handbook’s signage page.***************

Section XIII: Drug Free School Policy Policy Statement • It is the policy of Chelsea School to maintain age-appropriate developmentally based drug and alcohol education and preventions programs. • The programs shall convey to students that the use of illicit drugs and the unlawful possession and use of alcohol is harmful and wrongful. • That the standards of conduct in school clearly prohibit, at a minimum, the unlawful possession, use and distribution of illegal drugs and alcohol.

Section XIV: Infractions Chart Please note, this chart provides staff with guidelines; student consequences and support will be decided based on individual circumstances.

Infraction

1st Offense

2nd Offense

3rd Offense

LATE TO CLASS

Warning

Lunch detention

Detention

DRESS CODE VIOLATION

Change of Clothes

CoC/parent call

CoC/detention

UNWILLINGNESS TO LEARN

Warning

Detention

ISS/BIP

INAPPROPRIATE LANGUAGE

Lunch detention

Detention

ISS

NOT FOLLOWING CLASS EXPECTATIONS

Warning

Lunch detention

Detention

LEAVING CLASS WITHOUT PERMISSION

Lunch detention

Detention

ISS/BIP

CELL PHONE USE Confiscation FIGHTING Suspension

Confiscation No phone Parent pick-up in school Suspension *BIP

Suspension *Rec. Alt. Pl.

PUT-DOWNS*

Lunch detention

Detention

Warning

*(if this becomes excessive, the multi-disciplinary team will meet to determine consequence)

Infraction

1st Offense

2nd Offense

3rd Offense

A) Physical Suspension

Suspension *BIP

Suspension *Rec. Alt. Pl.

B) Verbal In-School Suspension INAPPROPRIATE PHYSICAL CONTACT Suspension/BIP

Suspension *BIP

Suspension *Rec. Alt. Pl.

*Rec. Alt Pl.

*Rec Expul

Suspension Risk Assess. Poss. Alt Pl.

Suspension *Rec. Alt. Pl.

*Rec. Expul.

B) Verbal P.C./ISS

Suspension/ BIP

Suspension Rec. Alt Pl.

HORSEPLAY Warning Detention/ Parent Call.

In School Susp./ Parent conference

DESTRUCTION OF PROPERTY

ISS Pay Fine

Suspension Pay Fine/Rec. Alt. Pl.

Suspension *Rec. Alt. Pl.

SKIPPING CLASS

Parent Call/ Detention

Parent Call/ ISS

Suspension BIP

SKIPPING DETENTION

Parent Call/ In-School Suspension

Parent Call/ Suspension

Suspension BIP/Rec.Alt.Pl.

SKIPPING SCHOOL

Parent Call/ BIP In-School Suspension

HABITUAL TRUANCY

Call social services-see Chelsea Protocol

POSSESSION OF DRUGS/ALCOHOL

Suspension Program eval Police referral

HARASSMENT/DISCRIMINATION

DISRESPECTING TEACHERS A) Physical

Rec. Alt pl.

BIP *Rec.Alt.Pl.

Rec Expul

Infraction

1st Offense

POSSESSION OF WEAPON

Suspension/ Rec. Expul.

2nd Offense

3rd Offense

IN RESTRICTED AREAS A) Gym Unattended Warning Loss of Privileges

Parent Conf./ Detention

B) Music Room Warning Loss of Privileges

Parent Conf./ Detention

C) Outdoors w/o Supervision Warning Loss of Privileges

Parent Conf./ Detention

D) Leaving Campus

Suspension *Rec. Alt.Pl.

P.C./In School Susp. Suspension Loss of priv.

*Rec.Alt.Pl. – Recommended Alternative Placement *P.C. – Parent Call *Susp. – Suspension *Conf. – Conference *Rec.Expul – Recommend Expulsion *BIP – Behavioral Intervention Plan *COC-Change of clothes ISS- In-school suspension OSS-Out-of-suspension

BULLYING, HARASSMENT, OR INTIMIDATION INCIDENT SCHOOL INVESTIGATION FORM School Personnel Completing Form: _________________________Position: __________________ Today’s date: _________ / _________ / ___________ _______________________ Month Day Year

School: ____________________

School System: ___________________________________

Person Reporting Incident (From reporting form) Name: ____________________________________ Telephone: ___________________________ E-mail: ________________________________ Place an X in the appropriate box:  Student  Parent/guardian  Close adult relative  School Staff 1. Name of student victim: _______________________Age: _____ Days absent as a result of the incident: ______ (Please print) Name(s) of alleged offender(s) (If known): Age ,School,Days absent due to incident: Is he/she a student? _____________________________________ _______ __________________  Yes  No _____________________________________ _______ __________________  Yes  No _____________________________________ _______ __________________  Yes  No _____________________________________ _______ __________________  Yes  No (Please print) Total number of alleged offenders: ______________ INVESTIGATION 3. What actions were taken to investigate this incident? (choose all that apply)  Interviewed student victim  Interviewed alleged offender(s)  Interviewed witnesses  Witness statements collected in writing

 Interviewed school nurse  Reviewed any medical information available  Interviewed teachers and/or school staff  Interviewed student victim’s parent/guardian  Interviewed alleged offender’s parent/guardian  Examined physical evidence  Conducted student record review  Obtained copy of police report  Other (specify) _____________________________ 4. Why did the harassment or intimidation (bullying) occur (alleged motives)? (choose all that apply)  Because of race  Because of national origin  Because of marital status  Because of sex  Because of sexual orientation  Because of gender identity  Because of religion  Because of disability  Because of physical appearance  To impress others  Just to be mean  Because of another reason (specify) ___________________________________________  The reason is unknown 5. What corrective actions were taken in this case (choose all that apply)?  None were required, this was a false allegation  None, the incident did not warrant any corrective action  Student conference  Student warning  Letter of apology  Mediation  Counseling  Parent letter  Parent phone call  Parent conference  Detention  In-school suspension  Out-of-school suspension/expulsion  Other (specify) ______________________________

6. Additional pertinent information gained during the interview : ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ______________________________ (Attach a separate sheet if necessary) 7. Investigator notes: _______________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ _______________________________________________(Attach a separate sheet if necessary)

Signature: _______________________________________ Date: __________________________

Chelsea School Student Discipline Appeal An appeal must be submitted to your advisor or the Dean of Students within 24 hours of receiving a discipline notice â&#x20AC;&#x153;Pink Slipâ&#x20AC;?.

Date of discipline notice___________________________________ Student Name__________________________________________ I am requesting a discussion with the following staff: _______my advisor (name:_________________________________) _______staff (name:______________________________________) _______administrator (name:_______________________________) This discussion will be held the day following the disciplinary notice or as soon as it is possible for all required meeting members to attend. Check the time you request this: ______before school (8:00) ______during morning break ______during lunch ______after school (3:30) Explain briefly what your point of view is about the discipline issue. You may work with staff or a parent to write this brief explanation.

Are you planning to have your parents come in for the meeting? _____yes _____no

Parent/Student Signature Page Please return signed during your childâ&#x20AC;&#x2122;s first week of school, to Dean of Students. Your signature indicates that you have read and understand the information given in the Student Hand Book and Student Code of Conduct. Parent/Guardian Signature:________________________________________ Date:_______________ Student Signature:_______________________________________________ Date:________________

Please initial and date your acceptance of the computer use policy: __________________________________Parent/Guardian _________________________________Student

The Chelsea School 711 Pershing Drive Silver Spring, MD 20910 301-585-1430