Chelsea High School

School Turn Around Plan

2016-2017

Chelsea High School

299 Everett Avenue

Chelsea, MA 02150

(617) 466- 5000

chs@chelseaschools.com

Chelsea High School

299 Everett Avenue

Chelsea, MA 02150

(617) 466- 5000

chs@chelseaschools.com

School Site Council 2015-2016

Alfonso Ceciliano

Ana Baeza

Mirian Aguilar

Amparo Zavaleta

Rosa Hercules

Marie Lamour

Ester Piller

Ada Flores

Sylvia Ramirez

School Administration

Priti-Principal

Ron Schmidt, Assisstant Principal Operation and Student Affairs

Linder Barber, Assistant Principal, Grade 10

Sarah Dent, Assistant Principal, Grade 9

Kristen Almquist, Assistant Principal, Grade 11-12

Deidre Collins, Coordinator, Bridge Academy

Christine Myers, Coordinator, Special Education

CHS Turn Around Team

Priti Johari, Principal

Ron Schmidt, Assisstant Principal Operation and Student Affairs

Linder Barber, Assistant Principal, Grade 10

Sarah Dent, Assistant Principal, Grade 9

Kristen Almquist, Assistant Principal, Grade 11-12

Deidre Collins, Coordinator, Bridge Academy

Christine Myers, Coordinator, Special Education

Sam Baker, PLC Coach

Alan Beausoleil, Special Education, History

Description of the Strategic Planning Process

This School Turn Around Plan was developed with the help of the school site council, teachers, and administrators. The team collected and reflected upon

data related to student achievement and demographics, classroom processes and supports, and school management and resources. Additional data was

collected through a Community Needs Assessment and the results were reviewed and analyzed. Schoolworks conducted its annual review and the

information gathered helped to inform our decision making regarding areas of critical need and next steps for improvement. The team met several times,

with support from DSAC to analyze the data collected, formulate goals for the upcoming year, create a thematic goal, theory of action, strategic objectives

and benchmarks. Using the Logic Model template the team was able to articulate problem statements, propose solutions, identify goals resources, and

articulate measures of change for student and teacher growth. Once completed School Turn Around Plan was submitted to the Site Council for final

review, recommendations, and approval. This plan supports district goals and complies with local, state, and federal mandates.

CHS STRATEGIC TURNAROUND PLAN 2016 – 2017

School Vision Chelsea High School Graduates will be self-aware, adaptive, and socially competent community members who are able to apply 21st Century

literacy skills to life, college and career.

This looks like students:

articulating their thinking and learning process;

synthesizing what they have learned and reflecting on how they have grown;

making deep connections in their learning from one classroom to the next and from the classroom to their

world;

discovering who they are as individuals and as part of a community.

School Mission Our school strives to cultivate deeper learning for all students through creating authentic learning experiences rooted in both the academic skills

and social-emotional skills reflected in the CHS Vision of a Graduate.

Thematic Goal Design and implement a comprehensive tiered instructional system in support of our school vision and mission.

Theory of Action IF we want students to experience deep learning and acquire the knowledge and skills to reach our Vision of a Graduate THEN our instructional

practices must include an inquiry-based learning model that is informed and revised based on student needs and understandings.

Analysis of Student Learning Goals 2016-2017 With a daily focus on deeper learning by consistently supporting students to engage in complex texts and tasks, we will make significant gains on

our student outcomes on MCAS in ELA, Math and Science. We will move our SGP in all areas to 50.

Student Learning Goals 2016-2017 Student Learning Goal 1: Students will improve by >.5 in Analysis, Drawing Conclusions, and/or Evaluation and Critique domains as measured

by department rubrics. The Short Answer Questions on the ELA MCAS corresponds to writing arguments and analyzing fiction and non-fiction

texts. Students will improve by >.5 in Problem Solving on the math department rubric. The Math MCAS questions correspond to our Problem

Solving domain where students are asked to apply what they know to solve a new problem. This data will be tracked in MasteryConnect and used

to develop Action Plans on a quarterly basis.

Student Learning Goal 2: Students will improve by >.5 on 60% of Capstone domains from mid-year to end-of-year.

Strategic Initiatives Instructional Habits to foster Deeper Learning

Academic Intervention to support Deeper Learning

Student Support to access Deeper Learning

Cultural Aspirations Community – each person’s actions and inactions impact our community; therefore, improving school culture is everyone’s right and

responsibility.

Continual Learning – students failing is not acceptable; we are a community of learners continually looking for new ways to support students

and, thereby, improve our practice.

Sustainability and Appreciation – we are a community where people recognize challenges and celebrate the efforts put forth to meet those

challenges. Self-care practices are key for professional growth and sustainability.

Benchmarks

Theory of Action IF we want students to experience deep learning and acquire the knowledge and skills to reach our Vision of a Graduate THEN our

instructional practices must include an inquiry-based learning model that is informed and revised based on student needs and understandings.

Strategic

Initiatives

Instructional Habits to foster

Deeper Learning

Academic Intervention to support Deeper

Learning

Student Support to access

Deeper Learning

Student Need Students need academic stamina to enter and

persist in challenging academic tasks in order to

show mastery on the MA Frameworks.

Students need intervention to fill gaps in their

understanding in order to reach mastery of

the MA Frameworks.

Students need to build trusting relationships

with adults and social-emotional awareness

in order to develop future oriented identities.

Goals CHS faculty will design grade level tasks with

complex texts and provide on the spot, criterion-

based coaching.1

CHS faculty will maximize learning time through

effective planning to meet daily three-part

objectives.1

CHS faculty will implement 10-day learning

cycles (formative assessment, analysis,

response).2

CHS faculty will utilize Homework Help to

support students who do not reach mastery on

QPAs as well as use the block periods and co-

teaching model and/or academic tutors to target

academic interventions for Grade 9 and 10

students for MCAS support.

CHS faculty will create trauma sensitive

classroom environments so that all of our

students can engage in learning.3

CHS support staff will provide Tier 2 academic

counseling at least four times a year. Create

Grade 9 Cohort Model for struggling incoming

9th graders.

Benchmark By May 2017 we will see a 85% level of

effectiveness in classroom attaining a 3 or 4 on the

Purposeful Teaching domain on the School Works

Rubric.

By January 2017 we will see a 85% level of

effectiveness in classroom attaining a 3 or 4 on

the In-Class Assessment & Adjustment domain

on the School Works Rubric.

9th grade retention will be reduced by 5%.

Specifically, 90% of 9th graders in the Cohort

will move onto 10th grade.

Contributing

Factors What are the

underlying

problems

contributing to

student need?

SQR data documented that for the domain of

Purposeful Teaching less than 20% of classrooms

observed were judged as effective (4); when the

ratings of 3 and 4 are aggregated approximately 50%

of classrooms were judged effective or partially

effective.

Students are unable to transfer learned knowledge;

therefore, they are struggling to enter academic tasks

and giving up.

Over-scaffolding to create access is preventing

students from engaging in productive struggle and

developing a deeper understanding.4

Students enter with gaps in their learning and

then continue to move forward in high school

without mastery of the MA Frameworks.

There is limited Tier 2 intervention for students.

One reason is we do not have a flexible schedule

which would allow for timely intervention. As a

result, 27% of 9th graders drop out or are retained

in the 9th grade.

Students lack social-emotional awareness and

goal-setting abilities.4

Students struggle to see the long-term impact of

their decisions, both personal and academic.

Trauma impacts brain cognition. Trusting adult

relationships and community can be protective

factors. Grade 9 Cohort provides a community

for the most vulnerable incoming 9th graders.3

Research-based

Look For(s) Identify targeted,

research-based

strategies to meet

student needs.

Educators maximize learning time and minimize

transition time.1

Educators provide grade level appropriate tasks and

texts on a daily basis.1

Educators give clear, descriptive, criterion-based

In co-taught ELA 9 and 10, Algebra 1 and

Geometry classes co-teaching will take place for

the first 60 minutes and, then, there will be daily

pull-out intervention/enrichment sessions for the

last 25 minutes. Interventionist and academic

tutors will support non-co-taught and/or ELL

classes.

Educators are aware of, and responsive to,

students’ learning and emotional needs with the

implementation of trauma-sensitive strategies

(e.g. predictable routines and positive supports

for behavior). 1 & 3

Opportunities exist for learning how to goal set

Establish a

common language

and shared

understanding of

good instruction

and student

support.

feedback tied to the department rubrics to several

students in any given period.5

Educator feedback tells students where they are in

relation to the lesson goal(s), clarifies

misunderstandings, and/or provides specific

guidance regarding improvement.1 & 5

Educators use models and assessment tools (e.g.,

rubrics, worked examples, exemplars) focuses

feedback and assessment on essential skills and

knowledge.1

Educators will use department rubrics for goal

setting at the start of instructional units.5

Students who earn a C or less will have the

option to revise QPAs the last two weeks of a

quarter in Homework Help.

Educators use formative assessments on a 10-day

cycle to gauge the majority of students’ progress

toward clear lesson, unit, and standards-based

learning goals, not directions or procedures and

record the results in Mastery Connect.1 & 2

Educators adjust instructional strategies, content

and/or organization of students based on student

responses or results.1 & 2

and follow through on assignments.3

Small group student and parent sessions with

support staff based on academic and behavioral

data.

Student Look

For(s) and

Measures

Students demonstrate capacity to enter rigorous

academic tasks and texts (e.g., what is everything I

know about X, what do I see in X, when I see X I

think…)

Students revise their work and correct errors in

response to teacher or peer feedback.

Students demonstrate awareness of their progress

toward learning goals (e.g. what they understand,

where they are confused).

The number of special education students failing

Grade 9 or 10 ELA or math will be reduced by

50%. As a result, MCAS SGP will increase to

50 in ELA, Math and Science.

9th grade retention will be reduced by 5%.

At least 50% of students who earn a C or less

will utilize the Homework Help to revise QPAs

the last two weeks of a quarter. As a result, there

will be increased student mastery and the number

of students receiving 2 or more Fs will decrease

by 10%. Students will also improve by >.5 on

60% of department rubric domains by the end-

of-year.

Students will transfer habits and language from

Advisory to classroom and daily life.

Students with failing grades will participate in

academic counseling sessions and Homework

Help.

Students will receive fewer referrals for Tier 1

behaviors and, therefore, will be in class more

and earn passing grades.

Progress

Monitoring

Instructional Rounds in November and March with

Admin, Coaches and Leads (around Look For(s)).

Peer Observations and Lead Walkthroughs.

Review rubric growth on MasteryConnect on a

quarterly basis to predict student outcomes on

MCAS, AP Exams and Capstone.

Analysis and use of quarterly lessons on

academic goal-setting and tracking/reflection.5

MasteryConnect data collection and adjustments

to practice on a 10-day cycle.

Monthly review of student work on common

tasks in PLC.

By the end of Semester 1, the number of students

receiving 2 or more Fs will decrease by 5%.

By the end of Semester 1, support staff will

conduct two small group student and parent

sessions based on academic and behavioral data.

Quarterly Dean, Admin and District

Walkthroughs.

By the end of Semester 1, the number of Tier 1

referrals will decrease by 5%.

Support PLCs, Dept. Meetings, Faculty Meetings, and

through Admin, Coach, Lead Feedback Cycles

PLCs, Dept. Meetings, Faculty Meetings, and

through Admin, Coach, Lead Feedback Cycles

Support Staff PLCs and Meetings, PLCA 101

course, Dean Feedback Cycles, Quarterly

Advisory Meetings, Faculty Meetings

Admin Role Require a culture of ongoing learning and deliberate

practice through modeling, observation, and

feedback in classrooms and PLCs.

Align research-based instructional program with

rigorous academic standards to ensure quality

curriculum and high learning expectations for every

student. Coordinate feedback cycles with Coaches

and Leads to support teachers to include the creation

and implementation of grade level tasks and on the

spot criterion-based feedback.

Collect and use data. Establish and implement

routines and processes for collecting, analyzing, and

monitoring data, including leading and lagging

indicators, to inform continuous improvement,

provide feed- back, and make decisions.

Support teachers to review formative assessment

data and implement short-term adjustments to

practice.

Re-imagine the Homework Help structure to

increase student participate and cultivate a

culture of revision so that students reach

mastery.

Lead support staff teams to envision an

integrated approach to student support services

to reach the VOG.

Communicate plan and provide supporting

research to staff.

Support the development and PD of a new

Advisory curriculum aligned to stated student

needs.

Build staff capacity for effective

implementation of positive classroom

management strategies and restorative practices.

The research that informed the development of our goals, identification of contributing factors and, ultimately, our “Look For(s)” is noted below. In many cases we borrowed the

exact language from these sources.

1 School Works School Quality Review (SQR) Criteria and Indicators.

2 William, Dylan. "A Case for Formative Assessment." Embedded Formative Assessment. May 2011.

3 Minahan, Jessica. The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students. April 2012. And professional development from Lesley

University led by Ristuccia June 2016.

4 City, Elizabeth A., Elmore, Richard F., Fiarman, Sarah E., Teitel, Lee. Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning. April

2009.

5 Hattie, John. “Feedback in Schools”. Feedback: The Communication of Praise, Criticism, and Advice. 2011.

CHS Turnaround Plan

CHS is committed to all of our students learning and achieving at high levels. Our school strives to cultivate deeper learning for all students through creating

authentic learning experiences rooted in both the academic skills and social-emotional skills reflected in the CHS Vision of a Graduate. In effort to reach this

vision, at CHS we are looking for annual growth, catch up growth and accelerated growth each year. Last year we went into an Accelerated Improvement Plan

last year. Upon review of the School Works Report and our student outcomes for the 2015-2016 school year we have decided to further push ourselves into a

Turnaround Plan for 2016-2017.

In our Strategic Plan we outlined the following three initiatives:

Instructional Habits to foster Deeper Learning

• CHS faculty will design grade level tasks with complex texts and provide on the spot, criterion-based coaching.1

• CHS faculty will maximize learning time through effective planning to meet daily three-part objectives.1

Academic Intervention to support Deeper Learning

• CHS faculty will implement 10-day learning cycles. 2

• CHS faculty will utilize the block periods and co-teaching model and/or academic tutors to target academic interventions for Grade 9 and 10 students for MCAS support. In addition, Homework Help will be utilized to support students who do not reach mastery on QPAs

Student Support to access Deeper Learning

• CHS faculty will create trauma sensitive classroom environments so that all of our students can engage in learning.3

• CHS support staff will provide Tier 2 academic counseling at least four times a year. Create Grade 9 Cohort Model for struggling incoming 9th graders.

We have further identified four priority areas for the 2016-2017 school year:

Priority Area 1: Improve the quality of core instruction

Priority Area 2: Maximize school structure and time on learning

Priority Area 3: Rapid cycles of formative assessment linked to criterion-based instructional coaching to meet diverse students needs

Priority Area 4: Social emotional supports to develop trauma sensitive classrooms and future oriented student identities and reduce dropouts

These four priorities are directly aligned to the three initiatives outlined in our Strategic Plan. The four aforementioned priorities will direct the focus of each

initiative.

Instructional Habits to foster Deeper Learning

Priority 1

Academic Intervention to support Deeper Learning

Priority 2 Priority 3

Student Support to access Deeper Learning

Priority 4

Priority 1: Instructional Habits to foster Deeper Learning

Our vision for strong core instruction is centered around common expectations, language and understanding of good instruction to support deeper

learning. Our school strives to cultivate deeper learning for all students through creating authentic learning experiences rooted in both the academic

skills and social-emotional skills reflected in the CHS Vision of a Graduate. We will design and implement a comprehensive tiered instructional

system in support of our school vision and mission.

Rationale and Research

During the 2015-2016 school year, SQR data documented that for the domain of Purposeful Teaching less than 20% of classrooms observed were

judged as effective (4); when the ratings of 3 and 4 are aggregated approximately 50% of classrooms were judged effective or partially effective.

Our own classroom observations and evaluations reveal students are unable to transfer learned knowledge; therefore, they are struggling to enter

academic tasks and giving up. We believe over-scaffolding to create access is preventing students from engaging in productive struggle and

developing a deeper understanding.4

As such our students need academic stamina to enter and persist in challenging academic tasks in order to show mastery on the MA Frameworks. To

meet this goal, CHS staff will design grade level tasks with complex texts and require students to produce a written response three times a week.

CHS staff will also provide on the spot, criterion-based instructional coaching. Our research, primarily focused on studies conducted by John Hattie,

suggests teachers and specific teaching moves make a significant difference. He documented that Monitoring Learning and Feedback at the greatest

impact on student learning of the 21 different teacher moves he studied. In a subsequent article, Hattie outlined the criteria of effective feedback. We

have included in our Look For(s) below.

Support and Monitoring

Our school leaders (CHS Administration, PLC Coaches and Department Leads) will provide multiple layers of supports through ongoing

professional development, individual and group coaching, and meaningful, growth oriented evaluations on the research-based Look For(s) described

below.

Teachers will monitor student learning on multiple levels:

Checks for understandings aligned to daily objectives

Formative assessments on 10-day cycles aligned to unit established goals and understandings

Performance assessments aligned to department rubrics/state standards (these also serve as benchmark assessments in preparation for MCAS

in ELA, math and science)

The quality of instruction will be monitored via monthly school learning walks (using the School Works tool) and bi-annually Instructional Rounds

(with our DSAC and Central Office partners). Everyone will be professionally trained by School Works to ensure calibration and fidelity to the

process. The Humanities and STEM Coordinators will also provide the Department Leads in ELA, math, science and history additional coaching to

accelerate their coaching of peers in their respective departments. Our Look Fors during the walkthroughs and rounds will include:

Teacher Actions:

Educators maximize learning time and minimize transition time.1

Educators provide grade level appropriate tasks and texts on a daily basis.1

Educators give clear, descriptive, criterion-based feedback tied to the department rubrics to several students in any given period.5

Educator feedback tells students where they are in relation to the lesson goal(s), clarifies misunderstandings, and/or provides specific

guidance regarding improvement.1 & 5

Educators use models and assessment tools (e.g., rubrics, worked examples, exemplars) to focus feedback and assessment on essential skills

and knowledge.1

Student Actions:

Students demonstrate capacity to enter rigorous academic tasks and texts (e.g., what is everything I know about X, what do I see in X, when I

see X I think…)

Students revise their work and correct errors in response to teacher or peer feedback.

Students demonstrate awareness of their progress toward learning goals (e.g. what they understand, where they are confused).

Area of Critical Need

Math instruction is an area of critical need. Our math MCAS scores are far below the state and the failure rate in Algebra 1 is high. Of our 17 math teachers

(including Bridge teachers), 6 teachers will be new to CHS next year and 8 of them will only be in their second year at CHS. While a couple of the teachers have

1-2 years of teaching experience outside of CHS, they are a very, very novice group. We have redesigned our Intensified Algebra class to include a technology-

based remediation tool and added an Intensified Geometry class. This summer we also spent time revising the Bridge Academy math curriculum. In this area we

have further partnered with DSAC to secure additional professional development support for our math teachers. Math teachers will participate in additional

professional development this summer co-led by DSAC math specialist Leah Tuckman and our Math Department lead Cici Yu. Leah Tuckman will also support

math PLCs weekly and math department meetings monthly. The math department will also be using Dan Myers PARLO system for the 10-day formative

assessment cycle. In order to provide the professional development necessary to meet these expectations, we plan to extend monthly math department meeting

from one hour to two hours. Teachers will receive additional compensation, but this will be a required meeting for them. The district has committed financial

resources to support this initiative.

Key Leadership Elements

The CHS Leadership Team (comprised of administrators, PLC Coaches and Department Lead Teachers) will require a culture of ongoing learning

and deliberate practice through modeling, observation, and feedback in classrooms and PLCs. We will align research-based instructional

programming with rigorous academic standards to ensure quality curriculum and high learning expectations for every student. Administrators will

coordinate feedback cycles with Coaches and Leads to support teachers to include the creation and implementation of grade level tasks and on the

spot criterion-based feedback. The Administration will also collect and use data with individuals and teacher groups. We will establish and

implement routines and processes for collecting, analyzing, and monitoring data, including leading and lagging indicators, to inform continuous

improvement, provide feed- back, and make decisions.

We will also have weekly leadership meeting with Superintendent and monthly meeting with DSAC to monitor progress and discuss action steps.

The district has also created the role of Chief Academic Officer and added a 7-12 STEM Coordinator. Lastly, there will also be a reallocation of

Humanities Coordinator time to CHS. The additional time and support of the district level coordinators allows for both job embedded professional

development as well as one more layer of accountability.

Priority 2 and 3: Academic Intervention to support Deeper Learning

Students enter with gaps in their learning and then continue to move forward in high school without mastery of the MA Frameworks. In turn, students

are not then reaching our goals of deeper learning, high levels of achievement on MCAS/AP Exams and, ultimately, graduation. Given the high

levels of need, we will create Tier 2 intervention for students in the general education setting as well as expand use of before and after school

supports.

Rationale and Research

Explicit focus will be given to intervention in grade 9 and 10. Our data review and analysis showed that 27% of 9th graders drop out or are retained

in the 9th grade. Our teachers need timely assessments and data to design and implement interventions before students reach the point of failure. Our

research shows when teachers use formative assessment as an instructional tool students demonstrate rapid growth.2 Students need intervention to fill

gaps in their understanding in order to reach mastery of the MA Frameworks. All CHS faculty will implement 10-day learning cycles (formative

assessment, analysis, response).

Support and Monitoring

Explicit focus will be given to ELA 9 and 10, Algebra 1 and Geometry. We have also created a new dedicated Interventionist position. The

Interventionist will support non-co-taught and/or ELL classes (9 intervention sessions weekly) as well as the Grade 9 Cohort. We will also be hiring

an additional 6 part-time tutors to support small group, pull-out instruction to support the non-co-taught ELA and math classes. This initiative alone

will impact 50+ classrooms. PLC time will also provide ongoing professional development on student-centered instruction and remediation methods.

To support this initiative on a technical level, the district has adopted MasteryConnect as a data collection platform. MasteryConnect will house our

Year Long Plans, allow for the creation of standards-based formative assessments and easy data collection and analysis.

Teacher Actions:

Educators will use department rubrics for goal setting at the start of instructional units. Educators will use quarterly analysis and action plans

to plan lessons on academic goal-setting, tracking growth, and student reflection.5

Educators use weekly formative assessments to gauge the majority of students’ progress toward clear lesson, unit, and standards-based

learning goals, not directions or procedures and record the results in Mastery Connect.2

Educators will review student work and formative assessment outcomes on a monthly basis in PLC to discuss effective instructional moves

and to identify priority content standards to be re-taught. Educators adjust instructional strategies, content and/or organization of students

based on student responses or results. 2

Educators will design targeted pull out remediation sessions for academic tutors based on their formative assessments.

Educators will recommend students for Homework Help when they earn a C or less on their Quarterly Performance Assessments (QPAs).

Teachers will re-evaluate work after students attend Homework Help. Student progress and impact of Homework Help will be monitored by

the after school program coordinator.

Student Actions:

Students who earn a C or less will have the option to revise QPAs the last two weeks of a quarter in Homework Help.

Students will track their progress on department rubrics on a quarterly basis.

Students will participate in targeted pull-out remediation sessions with academic tutors.

Area of Critical Need

Our Special Education and ELL students are passing MCAS at significantly lower rates than general education students. As such, we are adding

additional structure to the co-teaching model to ensure students are getting the appropriate and necessary additional support to access the grade level

content. In co-taught ELA 9 and 10, Algebra 1, Geometry classes co-teaching will take place for the first 60 minutes and then there will be daily

pull-out intervention sessions for the last 25 minutes led by the special educator. Co-Teachers were also invited a two day summer workshop focused

on developing effective co-teaching strategies. The goal is to fully transform the co-teaching model. We have also created the position of Education

Team Leader (ETL) to develop systems to monitor students progress on IEP goals in a more timely manner so that we are not waiting until annual

IEP meeting to highlight student struggles. We have also added a co-taught sections to the Bridge Academy math classes. The bilingual

Interventionist’s time will also be prioritized for academic remediation in the Bridge Academy math classes. The Bridge Academy math department

will also participate in the additional math professional development and adopt the PARLO formative assessment system from the mainstream math

classes.

Key Leadership Elements

The CHS Leadership Team (comprised of administrators, PLC Coaches and Department Lead Teachers) will support teachers to review formative

assessment data and implement short-term adjustments to practice. We will monitor that the 10-day learning cycles will happen with fidelity and are

recorded in MasteryConnect. The student outcome data will be analyzed and used for adjustments to lessons as well as on quarterly lessons focused

on academic goal-setting and student reflection. We will additionally, coordinate the development of Homework Help structure to build a culture of

revision so that students reach mastery.

Priority 4: Student Support to Access Deeper Learning

Many of our students come to school having experienced emotional and/or physical trauma, which can hinder their ability to engage in deep

learning.3 CHS faculty will create trauma sensitive classroom environments so that all of our students can engage in learning. Students need to build

trusting relationships with adults and social-emotional awareness in order to develop future oriented identities. In addition to our ongoing and

developing Advisory program, we are making three major structural shifts to address the needs of our students.

Given the high level of need in Grade 9 we created a Grade 9 Cohort. The cohort model is building from the success of the college and career

pathways cohort model in Grade 12. We will also be reorganizing the structure of the guidance department so that counselors can develop expertise

in grade level and student needs. The guidance department will now be able to provide intensive Tier 2 academic counseling at all grade levels, in

particular at grade 9 and 12. Lastly, we will be working more closely with our community-based partner, Roca to add an additional youth worker

meet the needs of our gang involved students. We believe these initiatives in concert with each other will support students to engage in school and,

ultimately, graduate with the college and career ready skills to be successful in their next steps.

Research and Rationale

As noted above in Priorities 2 and 3 we have incoming freshmen coming in with larges gaps in content mastery. The transition for these students is

often very difficult and they end with multiple Fs in grade 9. This ultimately contributes to student retention at Grade 9 or a drop out. We have

worked with the three feeder middle schools to identity students entering high school with 2 or more Fs in core academic classes and created a Grade

9 Cohort. The students in this cohort will benefit from consistency in teacher instructional practices and routines, shared behavioral expectations as

well as an additional intervention period (taught by the new Interventionist). The intervention period will provide academic and study skills support

as well as focus on increasing student motivation and engagement. Trauma and anxiety impact brain cognition. Trusting adult relationships and

community can be protective factors. Grade 9 Cohort provides a community for the most vulnerable incoming 9th graders. The Cohort teachers will

be adopting practices from Minahan’s book The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students.

There will also be a dedicated guidance counselor working with these students and the parents’ of these students.

Support and Monitoring

CHS staff will create trauma sensitive classroom using CASEL standards. These standards are already represented in our revised Advisory

curriculum. The monthly Advisory curriculum adapted from Step It Up to Thrive. Educators and students will transfer practices developed in

Advisory to their other classes.

Educator Actions:

Educators will be responsive to, students’ learning and emotional needs with the implementation of trauma-sensitive strategies (e.g.

predictable routines and positive supports for behavior).3

Provide class time for learning how to goal set and follow through on assignments.

Small group student and parent sessions with support staff based on academic and behavioral data.

Student Actions:

Students will transfer habits and language from Advisory to classroom and daily life.

Students with failing grades will participate in academic counseling sessions and Homework Help.

Students will receive fewer referrals for Tier 1 behaviors and, therefore, will be in class more and earn passing grades.

Area of Critical Need

A data dive into our drop out numbers reveals that unaccompanied minors, specifically overage, male, ELL students are at the highest risk of

dropping out of high school before completion. Roca will work with CHS to design specific dropout prevention and school retention strategies. The

target population will be MS-13 and 18th Street gang affiliated students. Roca will also work with CHS to develop a strategy for working with young

people participating in this initiative who drop out from school. Roca will undertake supplemental research to establish an evidence base for its work

with a younger target population (ages 15-16 years). Roca offers an evidence-based intervention model for high risk young men ages 17-24years.

With the increasing understanding of brain development and its impact on emotional regulation and behavior, this supplemental research is needed to

confirm the design and dosage of program components for this age group given developmental patterns and the unique challenges facing the targeted

youth (complex trauma, undocumented status, cultural isolation).

Key Leadership Elements

The CHS Leadership Team (comprised of administrators, PLC Coaches and Department Lead Teachers) will lead support staff teams to envision an

integrated approach to student support services to reach the CHS Vision of a Graduate. The leadership team will also support the development and

PD of a new Advisory curriculum aligned to stated student needs. Included in this is providing supporting research to staff. Ultimately, we will

build staff capacity for effective implementation of positive classroom management strategies and restorative practices.

Turn Around Plan – Progress Monitoring Score Card

Priority

Area

Planned Action How Will We

Progress Monitor Progress?

Benchmark and Evidence and

Analysis of Patterns/Trends

Progress Comment

Discussion

Action

Pri

ori

ty A

rea

1:

Impro

ve

the

qual

ity o

f co

re i

nst

ruct

ion.

CHS faculty will design grade level

appropriate tasks with complex texts.

CVT tool indicators 1a, 1b, 7 and 8

Monthly every classroom observed

Weekly

Monthly Quarterly

By the end of November we will see a 65% level

of effectiveness, by January 76%, by March

85%, and by June 100% effectiveness in

classrooms attaining a 3 or 4 in indicators 1a, 1b,

7 & 8 of the CVT tool

1a BL: 54

1b BL: 66

7BL: 44

8BL: 27

(BL=baseline)

CHS faculty will provide on the spot

criterion-based coaching. Feedback will

be focused on essential skills and

knowledge.

CVT tool indicator 11

Monthly every classroom observed

Weekly

Monthly Quarterly

By the end of Novemeber we will see a 65%

level of effectiveness, by January 75%, by

March 85%, and by June 100% effectiveness in

classrooms attaining a 3 or 4 in indicator 11 of

the CVT tool.

11BL: 22

CHS faculty will provide opportunities for

students to experience deep learning and

acquire the knowledge and skills to reach

our Vision of a Graduate.

Data entered into MasteryConnect

on rubric domains.

Weekly

Monthly Quarterly

By January, students will improve by .5% in

Analysis, Drawing Conclusions, and/or

Evaluation and Critique.

By January, students will improve by .5 in

Problem Solving on the math department rubric.

The Math MCAS questions correspond to our

Problem Solving domain where students are

asked to apply what they know to solve a new

problem

Priority

Area

Planned Action How Will We

Progress Monitor Progress?

Benchmark and Evidence and Analysis

of Patterns/Trends

Progress Comment

Discussion

Action

Pri

ori

ty A

rea

2:

Max

imiz

e sc

hool

stru

cture

and t

ime

on l

earn

ing.

CHS faculty will maximize learning time

through effective planning to meet daily

three-part objectives. .

CVT tool indicators 5

Monthly every classroom observed

Weekly

Monthly Quarterly

By the end of November we will see a 65% level

of effectiveness, by January 76%, by March 85%,

and by June 100% effectiveness in classrooms

attaining a 3 or 4 in indicators 5 of the CVT tool

5 BL: 54

CHS faculty will utilize the block periods

and co-teaching model and/or academic

tutors to target academic interventions for

Grade 9 and 10. IN c0-taught ELA 9 and

10, Algebra 1 and Geometry there will be a

daily 25 minute intervention session. .

CVT indicators 5 and 6

Monthly every classroom observed.

Percentage of ELL and special

education students failing grade 9

or 10 ELA or math.

Weekly

Monthly Quarterly

By the end of Novemeber we will see a 65% level

of effectiveness, by January 75%, by March 85%,

and by June 100% effectiveness in classrooms

attaining a 3 or 4 in indicator 5 and 6 of the CVT

tool.

The number of ELL and special education

students failing Grade 9 or 10 ELA or math will

be reduced by 50% as measured quarterly

As a result, MCAS SGP will increase to 50 in

ELA and Math.

5 BL: 54

6 BL: 44

Educators will recommend students for

Homework Help when they earn a C or less

on their QPA. Students will have the option

to revise QPA’s the last two weeks of the

quarter in Homework Help.

Comparison of Homework Help

attendance with students receiving

a C or less.

Percentage of students receiving 2

or more Fs

Improvement on rubric domains.

Weekly

Monthly Quarterly

At least 80% or students who earn a C or less will

utilize the Homework Help to revise QPAs the

last two weeks of a quarter.

As a result, there will be increased student

mastery and the number of students receiving 2 or

more Fs will decrease by 5% by January and 10%

by the end of the year. This will also hold true for

ELL and Special Education students.

Students will also improve by ≥.5 on 60% of

department rubric domains by the end-of-year.

Priority

Area

Planned Action How Will We

Progress Monitor Progress?

Benchmark and Evidence and Analysis

of Patterns/Trends

Progress Comment

Discussion

Action

Pri

ori

ty A

rea

3:

Rap

id c

ycl

es o

f fo

rmat

ive

asse

ssm

ent

linked

to

crit

erio

n-b

ased

inst

ruct

ional

coac

hin

g t

o m

eet

div

erse

nee

ds.

CHS faculty will implement 10-day

learning cycles and record results in

MasteryConnect.

Bi-weekly review of reports in

Mastery Connect

CVT tool indicators 9

Monthly every classroom observed

Bi-

Weekly

Monthly Quarterly

By the end of October, 75%,of teachers will be

implementing 10-day learning cycle. By January,

90% of teachers and by June 100% of teachers as

shown by bi-weekly review of MasteryConnect

reports.

By the end of November, we will see a 65% level

of effectiveness, By January 75% by March 85%,

and by June 100% effectiveness in classrooms

attaining a 3 or 4 in indicator 9 of the CVT tool.

9 BL: 33

CHS faculty will give clear, descriptive,

criterion-based feedback to the department

rubrics to several students in any given

period. This feedback tells students where

they are in relation to the lesson goal(s),

clarifies misunderstandings, and/or provides

specific guidance regarding improvement.

CVT indicator 11

Monthly every classroom observed.

Weekly

Monthly Quarterly

By the end of November we will see a 65% level

of effectiveness, by January 75%, by March 85%,

and by June 100% effectiveness in classrooms

attaining a 3 or 4 in indicator 11 of the CVT tool.

11 BL: 22

Educators will review student work and

formative assessment outcomes in PLC to

discuss effective instructional moves and to

identify priority content standards to be re-

taught.

Each month at least one agenda per

PLC will demonstrate LASW and

discussion protocol.

CVT tool indicator 10

Monthly every classroom observed

.

Weekly

Monthly Quarterly

By the end of November 85% of PLCs will be

looking at student work and discussing it monthly

as shown by a review of agendas. By January,

100% of PLCs will be LASW.

By the end of November we will see a 65% level

of effectiveness, by January 75%, by March 85%,

and by June 100% effectiveness in classrooms

attaining a 3 or 4 in indicator 10 of the CVT tool.

10 BL: 5

Priority

Area

Planned Action How Will We

Progress Monitor

Progress?

Benchmark and Evidence and Analysis

of Patterns/Trends

Progress Comment

Discussion

Action

Pri

ori

ty A

rea

4:

Soci

al e

moti

onal

support

s to

dev

elop t

raum

a se

nsi

tive

clas

sroom

and f

utu

re o

rien

ted s

tuden

t id

enti

ties

and r

educe

dro

pouts

.

CHS Staff will create trauma sensitive classrooms

using CASEL standards in our Advisory

Curriculum adapted from Step it Up to Thrive.

Number of Tier I referrals

CVT tool indicators 2,3, and 4

Monthly every classroom observed.

Bi-

Weekly

Monthly Quarterly

Students will transfer habits and language from

Advisory to classroom and daily life as demonstrated by

the end of quarter 1, the number of Tier 1 referrals will

decrease by 3% by the end semester 1 referrals will

decrease by 5%, by end of quarter 3 by 7%, by end of

year by 10%.

By the end of November, we will see a 65% level of

effectiveness, By January 75% by March 85%, and by

June 100% effectiveness in classrooms attaining a 3 or 4

in indicators 2, 3, 4 of the CVT tool.

2 BL: 73

3BL: 48

4BL: 70

Students with failing grades will participate in

academic counseling sessions and Homework

Help.

.Comparison of attendance log of

academic counseling sessions with

students receiving a C or less.

Comparison of Homework Help

attendance with students receiving a

C or less.

Percentage of students receiving 2 or

more Fs

Percentage of ELL and Special

Education Students receiving 2 or

more Fs

Improvement on rubric domains.

Weekly

Monthly Quarterly

At least 80% of students who earn a C or less will utilize

academic counseling sessions.

At least 80% of students who earn a C or less will utilize

the Homework Help to revise QPAs the last two weeks

of a quarter.

As a result, there will be increased student mastery and

the number of students receiving 2 or more Fs will

decrease by 5% by January and 10% by June. This rate

will also hold true for ELL and Special Education

students.

Increase of Students demonstrating awareness of their

progress toward learning goals (e.g. what they

understand, where they are confused), student will

improve by ≥.5 on reflection domain of capstone rubrics

by the end of year.

Do grades

correlate to

student

outcomes on

MCAS? Need

to watch.

Students will receive fewer referrals tor Tier I

behaviors, will be in class more and earn passing

grades.

Number of Tier 1 referrals.

Percentage of grade 9 students

receiving 2 or more Fs

Weekly

Monthly Quarterly

By the end of quarter 1, the number of Tier 1 referrals

will decrease by 3%, by the end of semester 1 referrals

will decrease by 5%, by end of quarter 3 by 7%, by end

of year by 10%.

9th grade retention will be reduced by 5% and 90% of 9th

graders in the Cohort will move onto 10th grade

including ELL and Special Education students.

Data to gather baseline on and collect throughout the year:

Bi-weekly:

- Bi-weekly review of 10-day formative assessment reports in MasteryConnect

Monthly:

- Monthly CVT observations on all 11 indicators, every classroom observed.

- At least one agenda per PLC will demonstrate LASW and demonstrate LASW and discussion protocol

Quarterly:

- Improvement on all rubric domains (capstone and department)

o ELA: Analysis, Drawing Conclusions, and/or Evaluation and Critique

o Math: Problem Solving

o Capstone: reflection

- Percentage of all student failing Grade 9 or 10 ELA or math

o Percentage of Special Education students failing grade 9 or 10 ELA or math

o Percentage of ELL students failing grade 9 or 10 ELA or math

- Percentage of all students receiving 2 or more Fs by grade

o Percentage of Special Education students receiving 2 or more Fs by grade

o Percentage of ELL students receiving 2 or more Fs by grade

- Comparison of Homework Help attendance with students receiving a C or less

- Comparison of attendance log of Academic Counseling sessions with students receiving a C or less

- Number of Tier 1 referrals

Annually:

- MCAS SGP

Appendices

Data

School Achievement Analysis

Demographic Background

Attendance

Teacher Qualifications

Community Needs Assessment

Program and Support Services

Special Education

English Language Learners Program

Title I

After School

Procedures for Homeless/Mobile/Migratory Students

Transition Plans

Accommodations for Diverse Learners (DCAP)

Student Safety

Student Outreach

Safe and Drug Free Schools

Anti-Bullying Policy

Parent Involvement

Parent Involvement Plan

Home-School Compact

Parent Involvement Calendar

Professional Development

Chelsea Professional Learning Academy

DATA

MCAS

On MCAS, ELA achievement declined slightly but student growth improved at CHS.

0

10

20

30

40

50

60

70

80

90

100

ELA CPI 2015 ELA CPI 2016 ELA SGP 2015 ELA SGP 2016

Chelsea High School

On MCAS both math Achievement and student growth need to improve at CHS

0

10

20

30

40

50

60

70

80

90

100

Math CPI 2015 Math CPI 2016 Math SGP 2015 Math SGP 2016

Chelsea High School

On MCAS, science achievement declined.

Subgroup CPI Achievement Results

ELA

CPI

2016

ELA

CPI

Math

CPI

2016

Math

CPI

2015

Science

CPI

2016

Science

CPI

2015 2015

Ell and

Former

ELL

59.4 66.1 31.1 46.5 62.3 72.5

Students

with

Disabilities

76.5 -- 43.3 46.3 45.4 54.6

58

60

62

64

66

68

70

72

74

76

78

80

CPI 2015 CPI 2016

CHS Science

MCAS 2016

ACCESS

0 10 20 30 40 50 60

91-100

81-90

71-80

61-70

51-60

41-50

31-40

21-30

11-20

0-10

Number of Students at Each SGP Range on ACCESS 2016

Demographic Background

Enrollment Data

Enrollment by Race/Ethnicity

Race % of School % of District % of State

African American 6.8 5.8 8.8

Asian 2.2 1.5 6.5

Hispanic 84.2 84.6 18.6

Native American 0.1 0.2 0.2

White 6.3 6.9 62.7

Native Hawaiian, Pacific Islander 0.0 0.0 0.1

Multi-Race, Non-Hispanic 0.3 0.9 3.2

Enrollment by Gender

School District State

Male 779 3,321 488,472

Female 742 2,998 464,957

Total 1521 6,319 953,429

Enrollment by Grade (2011-12)

PK K 1 2 3 4 5 6 7 8 9 10 11 12 SP Total

District 276 528 641 637 560 568 401 389 385 413 492 447 310 268 4 6,319

Chelsea High 0 0 0 0 0 0 0 0 0 0 492 447 310 268 4 1,521

Selected Populations

% of School % of District % of State

First Language Not English 83.6 79.6 19.0

English language Learner 28.1 26.6 9.0

Economically Disadvantaged 37.5 49.5 27.4

Students with Disabilities 9.7 13.0 17.2

High Needs 67.9 71.8 43.5

Indicators

School District State

Grade 9-12 Dropout Rate 6.4 6.4

Attendance Rate 90.1 93.9 94.9

Average # of days absent 15.8 10.0 8.8

In-School Suspension Rate 0.4

Out-of-School Suspension Rate 7.7

Retention Rate 12.1 3.9 1.5

Graduation Rate 65.5 65.5

Mobility Rate

22.8

Attendance Summary

2012-2013 91.5.%

2013-2014 90.6%

2014-2015 90.5%

2015-2016 90.1%

Teacher Data

2014-2015 99% Teachers Licensed in Teaching Assignment

2015-2016 100% Teachers Licensed in Teaching Assignment

It is our goal that 100% of the teachers meet Highly Qualified Status. Outreach to perspective employees is accomplished through career fairs,

internet sites, local universities, and networking. In addition a partnership exists with Teach for America to review and hire qualified candidates.

New teachers attend a three day orientation prior to the beginning of school year, and are assigned a building based mentor. The mentor and

mentee meet routinely throughout the school year to discuss issues related to curriculum, instructional practices, classroom management, and

organization. Teachers in their second year also have a mentor teacher and attend monthly meetings.

All teachers working in the Chelsea Public Schools are offered numerous and extensive professional development and tuition reimbursement

opportunities. Workshops are offered throughout the year after school and at the June Professional Development Seminar. In addition, all

teaching staff and administrators participate in Professional Learning Communities.

There are coaches and/or lead teachers assigned to every school. Coaches and lead teachers are available to assist teachers with curriculum,

materials, instructional practice, data collection, and analysis.

Teachers have the opportunity to observe in another teachers classroom. Peer Observations provides an opportunity to observe a

lesson, instructional strategy, transitions, management, or any aspect of teachers’ interest of need.

Community Needs Assessment

Students 5

Very

Satisfied

4 3

2

1

Very

Unsatisfied

Total

Number of

Students

On a scale of 1-5, overall, how satisfied with your Advisory experience were you 78 96 105 38 17 334

On a scale to 1-5, how meaningful was Capstone in helping you reflect on your growth

over the course of the year?

64 116 91 33 30 334

Yes No

Did you complete your Capstone Midterm? 300 34

Dis you complete your Capstone Final? If no Why?

292 35 My Capstone Project was incomplete

7 I did not finish my Capstone Project

What aspects of advisory helped you complete your Capstone Task? 32 student and teacher feedback

220 the Capstone outline packet

6 watching videos or observing other students present

51 work time in Advisory

26 work time in Advisory, student and teacher feedback

What were you most proud of in completing your Capstone? 209 reflecting on a year of learning and growth

62 verbal defense

2 verbal defense, reflecting on the bridge to the future

16 verbal defense, written defense

42 written defense

4 Written defense, reflecting on the bridge to the

future

When thinking about your future , your goals include: 244 4 year college

35 2 year college

7 Military

25 Work

24 Other

Students’ additional written comments available in school

Teachers

1

Strongly

Disagree

2

Disagree

3

Agree

4

Strongly Agree

The 75-85 minute blocks allow me to provide

more effective, deeper content instruction for

students than would the 47-minute blocks

7% 11.3% 25.4% 56.3%

The long blocks (75 to 86 minutes) allow me an

appropriate pace to cover the year-long-plan

and/or cover the grade level content

16.9% 28.2% 29.6% 25.4%

I am able to engage student for the entire length of

the long block

0% 21.4% 25.7% 42.9%

The limited number of transitions for students

(and teachers) associated with the longer 75 to 86

minute blocks results in a calmer school

environment than would the more numerous

transitions associated with 47 minute blocks.

11% 15.1% 32.9% 41.1%

I need more training in the Social-Emotional and

College & Career Readiness curriculum in order

to be effective in delivering it.

19.4% 29.2% 26.4% 25%

The Social-Emotional and College & Career

Readiness curriculum for advisory needs

significant revision in order to be effective.

5.4% 12.2% 25.7% 56.8%

Having a co-teacher to support students during

Social-Emotional and College & Career Readiness

instruction greatly increases its effectiveness.

6.8% 9.5% 31.1% 52.7%

Scheduling advisory two times per week is

sufficient to address the Social-Emotional and

College & Career Readiness curriculum

23.6% 19.4% 20.8% 36.1%

Assigning me to provide Social-Emotional and

College & Career Readiness curriculum to a group

of students I already have in a content instruction

class would be more effective than assigning me

to provide advisory to a different group of

students

8.6% 20% 20% 51.4%

Students have benefitted from heterogeneous

groupings in Social-Emotional and College &

Career Readiness instruction (e.g., ELL with non-

ELL, Special Education with general education)

29.6% 31% 29.6% 9.9%

1 2 3 4

The Capstone curriculum needs significant

revision in order to be effective.

9.6% 15.1% 23.3% 52.1%

Having a co-teacher to support students during

Capstone instruction increases its effectiveness

6.9% 6.9% 20.8% 65.3%

Scheduling advisory two times per week is

sufficient to address the Capstone Curriculum

22.5% 18.3% 18.3% 40.8%

Assigning me to provide Capstone curriculum to a

group of students I already have in a content

instruction class would be more effective than

assigning me to provide advisory to a different

group of students.

8.5% 18.3% 19.7% 53.5%

Students have benefitted from heterogeneous

groupings in Capstone instruction (e.g., ELL with

non-ELL, Special Education with general

education)

33.8% 25.4% 29.6% 11.3%

PLC goals and rationale were effectively

communicated

2.6% 10.5% 36.8% 50%

My PLC coach effectively held my team and me

accountable to PLC goals.

2.6% 13.2% 36.8% 47.4%

Collaboration in PLC led to experiences that

expanded my instructional practice

0% 15.8% 22.4% 61.8%

Collaboration in PLC led to experiences that

expanded my instructional practice.

5.3% 9.2% 38.2% 47.4%

Coaching cycles with my PLC coach were

valuable to me.

14% 18.4% 34.2% 34.2%

I took action based on feedback from coaching

cycles with my PLC coach

7.9% 9.2% 40.8% 42.1%

Creating quarterly Action Plans led to student

growth

23.7% 18.4% 38.2% 19.7%

Teacher Survey Continue:

The PLC activities that were most useful to my learning and led to changes in my classroom were:

Rehearsals of Lessons 13.2%

Modeling of Instructional strategies by PLC coach 21%

Prototyping Lessons 52.6%

Peer Observations 21.1%

Deconstructing a Recorded Lesson in PLC 14.5%

Looking at Student Work 34.2%

Research Based Articles or Strategies 27.6%

Developing Common Performance Assessments 51.3%

Looking ahead to next year, what topics would you like PLC to focus on?

Academically Productive Talk 21.1%

Inquiry Based Learning 50%

Formative Assessment and Student Feedback 55.5%

Trauma Sensitive Classroom 32.9%

Teachers’ additional written comments available in the school.

Parent Survey

1

Strongly

Disagree

2

Disagree

3

Neutral

4

Agree

5

Strongly

Agree

I have opportunities to be involved in important

decisions made at the high school

14 8 29 60 33

The high school provides information about available

student support services (guidance, library/media, and

special education) to all parents.

8 1 13 70 43

My community provides dependable funding for

programs and services and for staffing at the high

school

4 4 32 71 19

The professional staff actively engages my family as

partners in my son’s/daughter’s education

3 3 17 76 30

The topics parents requested to hear more about in the future are:

How to motivate students to graduate from high school and pursue higher education.

After school programs/activities and how to motivate students to get involved.

How to teach students to balance school and work

Programs and Support Services

Special Education Services In accordance with the Individuals with Disabilities Education Act (IDEA) and Massachusetts State regulations for children with disabilities, Chelsea

High School currently offers programs for students eligible for special education and related services. In order to be eligible for special education

services, a student must have a disability that meets the eligibility criteria for Special Education.

At Chelsea High School, the special education program offers a spectrum of services from inclusion classes, learning center classes and substantially

separate classes. In the inclusion program, students participate in general education classes that are co-taught with a special education teacher.

Special education and general education teachers work together to provide IEP support in these classes to provide accommodations and adaptations,

so that the students can access the general curriculum. In the substantially separate programs, (Learning Center -LC classes and Basic Skills-BS,

Functional Academics-FA or Post Graduate-PG classes), students with more significant learning difficulties have a modified curriculum. The classes

are taught by a special education teacher in a small-group setting and supported by a paraprofessional(s) when the classes exceed 8 students. In the

Learning Center program, students follow a modified curriculum that is aligned with the general curriculum; a Basic Skills program that focuses on

the development of foundational academic and vocational skills; a Functional Academics program that focuses on functional academic skills and

development of vocational, daily living, and community skills; and a Post-Graduate program for students in the FA and BS program once they

receive their certificate of completion. The special education program also receives support from the school social workers for students with

emotional disabilities.

Second Language Learners

The Bridge Academy (BA), at Chelsea High School, is a program that addresses the social, emotional, and academic needs of ELL students attending

CHS and works to improve the graduation rates and decrease the drop out rates among these students. The Bridge Academy serves all of the Limited

English Proficient(LEP) students at Chelsea High School. The program coordinator is responsible for daily operations and academic affairs, as well

as program and curriculum development, and reports directly to the principal. There is a dedicated guidance counselor and a dedicated social worker

for Bridge Academy students. The BA program content and curriculum is structured around intensive, accelerated literacy and numeracy

development using a flexible grouping model, and content-based ESL instruction. The BA curriculum fosters a demanding, yet supportive, school

culture centered on student mastery of high levels of academic achievement while simultaneously emphasizing social and cultural acclimation and

wrap-around student and family support services.

Five core principles drive the Bridge Academy.

1. Cultural and language differences are respected, valued, and celebrated

2. Collaboration informs every aspect of classroom instruction and daily operation for students, faculty, and staff

3. Integration of content-based ESL instruction occurs across a curriculum tailored to students’ diverse and changing needs

4. Accountability and high expectations guide all aspects of programming, instruction, and operation

5. The social and emotional needs of students and families are considered in concert with classroom instruction

Title 1

The reading program is an intervention/remediation program. We enroll high school students based on middle school teacher recommendations, and

high school teachers’ including reading teachers, recommendations. These students are then tested in September on the GRADE (Group Reading

Assessment and Diagnostic Evaluation) to establish initial reading levels. We then administer the Torc-3 for comprehension, the SRA Corrective

Reading for fluency, and the Morrison-McCall Spelling Scale for Spelling to further assess them. If additional testing is warranted, the reading

teachers administer individual tests such as the SRI.

We use this information to place students in reading classes. Reading Lab I addresses the needs of students reading from the 1st through the 10th

percentiles or below the 4th grade level. Reading Lab II and Read 180 address the needs of students reading from the 11th through the 24th

percentiles or students reading from the 4th through the 5th grade level. Students testing below these levels may be placed in the System 44 classes for

phonics support. Students are placed in one of these programs based their need for a high level of teacher guidance or on their ability to work

independently.

The Title I Reading Department monitors and assesses the effectiveness of interventions to determine practices that should be retained and/ or

modified to address identified areas of need. In addition, students are moved in and out of the program based on reading achievement. Given

schedule issues the changes generally occur at the semester break and at the end of the year.

Educational Proficiency Plans

Chelsea High School Counselors are responsible for developing and overseeing Educational Proficiency Plans. Proficiency Plans are developed for

all students scoring below 240 on ELA and Math MCAS. The plan identifies the supports being put into place so that the students are performing at a

proficient level by the time the graduate from CHS.

After School/Before School/Summer School Vacation School

School year: Credit courses are offered in weight training, “Stay in Shape” (for girls only) to help students meet the district requirements in health,

physical education and earn credits. The Homework Help Center is staffed three days a week by teachers from the major subject areas of English,

math, history, and science to assist students with homework and the earning of extra credits for the year. This club is consistently full. ELL students

also have access to ELL instructors two days a week for extra help and credits. The library is opened four days a week for students to work on class

assignments and to conduct research. In addition many students participate in sports and/or clubs.

Summer School: Classes at the high school level are mainly for credit recovery. While most students attend to remediate failed courses in math,

English, history, or science. Policies and procedures have been developed over the years for students that include strict attendance requirements for

credit. For seniors who are short credits, it is the last chance to graduate “with their class.” Special education students in the functional academic

classes attend a summer program as well. Students work with teachers, paraprofessionals, physical, occupational, and speech therapists.

Reach: A program that began in 2006 using private foundation funds, starts recruiting at grade seven and continues through the high school years.

The program includes a mix of at-risk students as well as well adjusted students and runs after school until 6:00 p.m. Monday through Thursday, and

during the summer from 1:00 until 5:00 p.m. Students in small groups with a group leader and student workers, attend classes, participate in

recreation, work on homework, and have field trips on school vacations and in the summer. More information is located below.

Procedures for Homeless/Migratory/Mobile Students

All New & Mobile Students: Within the first couple of weeks into the district, new students are assessed in literacy, and math to determine skill

levels. If necessary, students are assigned to the tiered level of support suitable for their needs. Office staff contacts the previous school requesting

the student’s records. Records are reviewed by appropriate staff and changes are made to the students schedule as needed. Students entering with

an IEP, receive services per the IEP. In order to ensure continuation of services an amendment to the IEP is promptly developed by the Team

members. Non-English speaking, or limited English speaking students entering the district are screened and assessed at PIC by trained

professionals to determine level of English proficiency and assigned to the appropriate program. Students and parents receive a copy of the Student

Handbook to ensure an understanding of the policies, procedures, and expectations for academic excellence and behavior in the Chelsea Public

Schools.

Homeless Students: A homeless student can attend either the local school or continue in the school of origin, if this is in their best interest.

The students have access to the same programs and services that are available to all Chelsea students including, but not limited to, transportation to

and from the school of origin, supplemental programs, special education services, school nutrition program, Title I services, school nurse services,

before and after school, and summer enrichment programs.

In determining the type of transportation to be offered, the homeless liaison for the Chelsea Public Schools will take into account the best interest of

the student, the student’s age, the distance to be traveled, access to public transportation, and the parent’s circumstances.

Migratory Students: The Massachusetts Migrant Education Program provides supplemental educational opportunities to the children of migratory

agricultural workers, migratory fisherman and out of school youth. The program’s major components include regional Family Support Projects that

provide migrant students with extended learning opportunities such as homework assistance and tutoring; educational programs for out of school

youth; parent empowerment and family literacy services; student and family advocacy; outreach and recruitment services; and summer services that

provide language development instruction and academic enrichment during a six week summer program. The District Mass Migrant Liaison is

available to provide information and assistance for migrant students and families.

Transitions

In the winter of each year, the high school guidance counselors meet with every eighth grade homeroom to talk about the high school, expectations,

and courses. In the spring, students walk to the high school with their teachers and guidance counselor to tour the school and join in on some high

school classes. During the summer an Introduction to High School Week is offered to incoming freshmen. This is a weeklong voluntary program

with a variety of activities and ends with a barbeque. Finally, the week before school starts there is a mandatory orientation week for the students.

Programs are available for parents. In the spring, the high school offers a Parent Breakfast. CHS staff share information about CHS and parents have

an opportunity to share information about their children. Visits for parents and students are encouraged and arranged over the summer.

Guidance and Social workers meet in May at the eighth-ninth grade levels in an effort to ensure a smooth transition for students.

Accommodations for Diverse Learners (DCAP)

Purpose

General education is the door to learning through which all students are expected to enter; it is the goal of Chelsea Public Schools to make the general

education environment the appropriate placement for all students. The plan encompasses efforts as follows:

· Analysis of diverse learning styles within the regular classroom;

· Accommodations to meet needs of the diverse learning styles within a regular education class;

· Provision of appropriate services and support within the regular education classroom;

· Services to address the needs of children whose behavior may interfere with learning;

· Encouragement of parental involvement in their children’s education;

· Encouragement of teacher mentoring and collaboration;

· Assistance to regular education staff through professional development and collaboration.

Instructional Support Team (IST)

IST is a regular education initiative designed to allow teachers to receive support from professional peers when they have questions about a

student’s progress. Members of the IST include the Principal/Assistant Principal or designee, a regular education teacher, a special education

teacher, guidance counselor, and other building personnel determined by the principal. Parents may be invited to join IST meetings to participate

in the process.

Instructional Support and Intervention Process

1. Any teacher, counselor, administrator, or other staff member who recognizes difficulties a student is experiencing may initiate a referral to

IST. The goal of this referral is to initiate a process to develop accommodations/interventions that will allow the student to be successful in

the regular education setting. An “IST Referral Form” is completed by the referring professional and forwarded to the IST chair.

2. The IST is convened and the referred student’s teacher is included in the meeting. Discussion focuses on the needs and lack of progress

demonstrated by the student. The IST process is one of confidentiality and respect. The IST acts in a collaborative and supportive manner.

Instructional strategies are offered through a brainstorming format. Because of the varied expertise of the IST members, instructional

strategies often reflect alternative methods of instruction not yet explored by the classroom teacher. A written plan for instructional support

and intervention, including a summary of the discussion of the meeting(s) is completed.

3. Within 4 to 6 weeks, the IST reconvenes to assess the student’s progress. The classroom teacher keeps careful documentation of progress and

presents the information. Thorough documentation is a critical component of this process.

4. After careful review of the documentation and teacher’s reports of the student’s progress, the IST determines if the student is demonstrating

improved achievement.

If improvement is demonstrated, the accommodations and strategies that have been implemented will continue as needed to sustain

improvement.

If improvement has not been demonstrated, the IST determines if a referral for additional assessments and/or interventions is

recommended.

If improvement has not been made and a disability is suspected, a referral for a special education evaluation is initiated. If student is

found “not eligible” the IST should reassess and intervene.

DCAP General Overview

Assistance to regular education classroom teachers, such as professional development that will help them to analyze and accommodate various

students’ learning needs.

New Teacher Training Grade Level and Department

Meetings

Individual Student Success

Plans

Math Training

Mentoring Program Coffee with the Principal Data Analysis Training Differentiated Instruction

training

Professional Development

Plans

Professional Learning

Communities

Curriculum Committees Professional Development

Activities

Instructional Support Teams

(IST

Common Planning/Co-teaching Literacy Training

Support Services available to students through regular education, including services to address the needs of students whose behavior may interfere

with learning.

ELA and Math Coaches &

Leads

Alternative Program (5-12) School Adjustment Counselors Technology Resources

Reading Specialists Behavior Support Program

(PK-4)

Individual and group

Counseling

After School Programs

Reading and/or Math

Workshop

School Psychologists Guidance Counselors/ Career

Counseling

REACH Program (7-10)

Encouragement of Parental Involvement in student’s education.

School Councils School Tours Newsletters Special Education PAC

Open Houses Parent Conferences Class/Grade Level

Events/Activities

District Website Parent Surveys Monthly Calendars

Curriculum/Instruction/ Assessment Strategies (This list is representative of suggested strategies and is not inclusive of all strategies that may be

successful with individual students)

Provide Multi-modal

Presentations

Provide Individual Help in the

Classroom

Offer Oral Testing Provide Wait Time

Utilize Differentiated

Instruction & Assignments

Arrange Small Group

Instruction

Offer un-time testing Provide Study Guides

Develop Alternative

Assessments

Utilize Transition Cues Develop Integrated curriculum

Projects

Provide Strategies to Parents

Repeat or re-teach concepts

with a different approach

Incorporate Incentives Provide Visual Cues Provide Manipulatives

Offer Peer Teaching/group

Activities

Use Technology Assisted

Instruction

Break Down Tasks into

Manageable Steps

Provide home copies of

reference tools/textbooks

Model Content Reading

Strategies

Model Use of Graphic

Organizers

Shorten Assignments Provide ESL Supports

Behavioral Intervention Strategies

Individual and Small Group

Counseling

Use Charts & Graphs to

Monitor Expectations

Experiment with Use of Space Consult with School

Psychologists, Social Workers,

Special Needs Staff

Arrange Seating

Accommodations

Adjust Classroom Management

Strategies

Remove Distractions Include Positive

Reinforcements/incentives

Develop Behavior Plans Facilitate Parent

Support/Communication

Provide Strategies to Parents

Organizational Strategies

Provide Daily Agenda Use flexible Grouping Use Cooperative learning

strategies

Provide strategies to Parents

Implement a frequent Progress

reporting System

Use Team Teaching Co-plan by grade level teams

Student Safety and Support

Student Outreach

Teachers, Support Staff and Administrators work together to provide students comprehensive support.

After School Clubs and Activities: The Chelsea high school students have numerous afterschool clubs to participate. For example, there is the

drama club, language clubs, cultural clubs, chess clubs. The clubs are all students generated and there are approximately 30 different clubs. Students

find a home in the high school and spend a significant amount of time at school outside of the academic day. There is a very strong athletic program:

basketball, soccer, baseball, football, track and field, and volleyball, and all with expectations for academic achievement. The clubs also host several

events like dances, lip sync night or talent shows.

When students are having difficulties in school the social workers are advocates for students regarding their educational needs and collaborate with

school staff in implementing strategies to promote student learning. They participate as members of school based teams such as the IST to develop

interventions for promoting students’ academic success. They provide individual therapeutic counseling services to students and case management

services to students and their families. They also serve as a liaison between families and the school by encouraging parent participation in the school

setting and providing psycho-education when necessary. They make referrals for students and their families to Community Based Agencies as

needed.

Attendance: The School Attendance Officer provides the students and parents with many different layers of intervention - student conferences,

parent conferences, phone contacts, home visits, court intervention, soon to be 3 day letter notifications, 7 day letters notifications. The attendance

officer documents all contacts as well as interventions.

Nursing Staff: A full time nurse is assigned to the school and is on hand to manage medical emergencies and to dispense doctor and parent

authorized medication to students.

Peer Tutoring Program: Select Seniors and Juniors are trained in Peer Tutoring and provide support for assigned students from the Sophomore and

Freshman classes. Folders are available for teachers to contribute to the work the students work on during the tutoring period.

Safe and Drug Free Schools Programs

Guidance, Deans and Social Workers: When students are having difficulties in school the members of the student support team are advocates for

students regarding their educational needs and collaborate with school staff in implementing strategies to promote student learning. They participate

as members of school based teams such as the IST to develop interventions for promoting students’ academic success. They provide individual

therapeutic counseling services to students and case management services to students and their families. They also serve as a liaison between

families and the school by encouraging parent participation in the school setting and providing psycho-education when necessary. They make

referrals for students and their families to Community Based Agencies as needed.

SRO: Our school safety office, from the Chelsea police department, is very familiar with the Chelsea community and spends hours at the school

establishing relationships with the student population. He formally and informally guides the students in their personal and academic lives.

Crisis Prevention Institute: Annually, as per the DESE state regulations, faculty are provided with Crisis prevention and de-escalation techniques at

the beginning of every year.

Community Based Organizations: There are many community based agencies in Chelsea and the school crisis counselors communicate regularly

with them including the Department of Children and Families, Shore Educational Collaborative, Chelsea ASAP, ROCA, Inc., Choice of Education,

LARE, Massachusetts General Hospital, North Suffolk Mental Health Association and the juvenile justice system.

High School Data Collection System: X2 is our new Student Information System and it can track safe and drug free school violations, suspensions,

expulsions, and truancy. The high school personnel have been trained on how to enter information on an infraction into the District’s SIS. It has

been fully operational with regard to this data collection as of September 2009.

Violence Prevention and Intervention: The health teacher continues to use the curriculum of “Aggressors, Victims and Bystanders” curriculum. The

director of outreach organizes a parent workshop on violence prevention and intervention. There is ongoing Mental Health Training for Social

Workers, School Counselors, and School Psychologists. Annually there is a staff presentation to the entire faculty regarding the crisis protocol and

social services referral process Crisis Counselors.

Student and Parent Handbook Policy: The Chelsea High School Action Plan has been fully implemented and is ongoing. There is a yearly policy

review of student and parent handbook. The handbook delineates school policies and codes of conduct. Parents and students receive, read, and sign

off on the Student and Parent/Guardian acknowledgement form found in the handbook. Upon receiving the handbook students will discuss policies

within the first week of school (grades 9-12) and subsequently at the beginning of each quarter. Policies for code of conduct violations are

consistently enforced as described in the student handbooks. The auto dialer is used to inform parents both in Spanish and English of upcoming news

and events

School Security: All visitors to Chelsea High School must enter through the community entrance were they must sign in and out of the building.

The community entrance is staffed by full time security personnel.

Anti-Bullying Policy

The Chelsea Public School System is committed to maintaining a school environment where students are free from bullying and cyber-bullying and

the effects thereof. A copy of the complete anti-bullying policy is available in the school office and is included in the student handbook. The policy

outlines expectations and procedures for reporting obligations, investigation procedures, determination, and disciplinary action. Acts of bullying and

cyber-bullying are prohibited including:

(i) on school grounds, property immediately adjacent to school grounds, at a school-sponsored or school-related activity, function or program

whether on or off school grounds, at a school bus stop, on a school bus or other vehicle owned, leased or used by the school district; or through the

use of technology or an electronic device owned, leased or used by the school district and

(ii) at a location, activity, function or program that is not school-related, or through the use of technology or an electronic device that is not owned,

leased or used by the school district, if the acts create a hostile environment at school for the target, infringes on the rights of the target at school or

materially and substantially disrupts the education process or the orderly operation of a school.

Retaliation against a person who reports bullying, provides information during an investigation of bullying, or witnesses or has reliable information

about bullying also is prohibited.

Parent Involvement

Parent Involvement Plan

Chelsea High School, in consultation with teachers, building administrators, program administrators, and parents of participating children, have

developed and agreed upon this parent involvement policy.

The Chelsea High School welcomes the participation of parents in support of student learning and recognizes that parental involvement increases the

opportunities for student success. It is the policy of the Chelsea High School to foster and maintain ongoing communications with parents

concerning their opportunities for involvement, their children’s eligibility for special programs, their children’s educational progress, the professional

qualifications of their children’s teachers, and the status of their children’s schools. The Chelsea High School strives to provide such information in

an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language that parents can

understand. To the extent practicable, the Chelsea High School also provides full opportunities for the participation of parents with limited English

proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required under section

1118 in a format and, to the extent practicable, in a language such parents understand. Communications with parents shall, at all times, respect the

privacy of students and their families.

The following policies are intended to specifically address parts A-F of section 1118 (a) of the No Child Left Behind Act of 2001:

(A) It is the policy of the Chelsea High School to consult parents, teachers, principals, and program administrators of federally funded programs

in the development and revision of the district’s consolidated application for federal funds under section 1112 and in the process of school

review and improvement under section 1116 of the No Child Left Behind Act of 2001. The process of school review includes timely

publication and dissemination of the results of its annual progress report to parents, teachers, principals, and the school community. It is the

intent of the Chelsea High School that parents of participating children understand the process by which schools are identified for

improvement, corrective action, or restructuring, and that parents of children attending such schools are provided promptly with the

following information:

1. An explanation of what the identification means, and how the school compares in terms of academic achievement to other elementary schools or

secondary schools served by the local educational agency (Chelsea Public Schools) and the State educational agency (Massachusetts Department of

Education) involved;

CHS 2013 Accountability

Level 3

2. The reasons for the identification;

Chelsea High School 2016 cumulative progress and performance index (PPI) of 49 for all students and 48 for high needs

students did not meet the target of 75 for both groups. The cumulative PPI is based on improvement over the last four years.

Based on 2016 MCAS progress and performance results, Chelsea High School is ranked as a Level 3 school placing CHS

among the lowest performing 20% of Massachusetts schools with a need to focus on ELL and former ELL students and High

Needs students; a persistently low graduation rate for Ell and Former Ell students, Students with Disabilities, and Hispanic/Latino students; Less than 95% student participation for Students with Disabilities.

3. An explanation of how the parents can become involved in addressing the academic issues that caused the school to be identified for school

improvement;

Parents can become involved in addressing academic issues by keeping informed about their child’s academic progress and

ways they can support their child’s education. Attending school related functions including Open House and Parent

Workshops, reading and responding to student report cards, and Individualized Education Programs. Parents need to ensure

that their child maintains an excellent attendance record, completes homework every night, and is enrolled in summer and

vacation school if recommended. Parents are invited to attend a variety of parent workshops designed to inform parents about

curriculum and grade level expectations. Parents are encouraged to answer parent surveys, participate in the School Site

Council meetings to advise school staff regarding educational issues of school policy. Parents should contact the school, speak

to teachers, or meet with administrators if they have any questions, concerns, or suggestions about their child’s education. The

Chelsea High School parent liaison assists with parent outreach.

4. An explanation of the parents' option to transfer their child to another public school, including the provision of transportation to the new school,

and information on the academic achievement of the school or schools to which the child may transfer.

Not Applicable. Massachusetts received a waiver for this NCLB provision in February 2012.

1. If the school is in its second year of improvement or subject to corrective action or restructuring, a notice explaining how parents can obtain

supplemental education services for their child, including:

(a) The identity of approved providers of those services available within the Chelsea Public Schools:

(b) A brief description of the services, qualification, and demonstrated effectiveness of the providers; and,

(c) If requested, assistance in choosing a provider.

Not Applicable. Massachusetts received a waiver for this NCLB provision in February 2012.

Chelsea Public Schools also publishes and disseminates to parents and to the public, information regarding any actions taken by the Chelsea High

School or the Chelsea Public Schools to address the problems that led to the identification of a school for improvement, corrective action, or

restructuring, including:

(1) an explanation of what the school and district is doing to address the problem of low achievement; and

Chelsea High School will publish a School Strategic Plan with three key initiatives. The 2016-2017 initiatives focus on:

Instruction Habits to foster Deeper Learning, Academic Intervention to support Deeper Learning, and Student Support to

access Deeper Learning. The plan will be presented to the faculty who will implement the strategies. The plan will also be

presented to parents attending the School Site Council Meeting and a letter explaining the year’s strategic initiatives will be

sent home to all parents. Copies of the will be available on the school web site and in the principal’s and superintendent’s

office for parents to review.

(2) A description of corrective actions or restructuring plans.

Chelsea High School proactively created a Turnaround Plan in renewed and we are continuing our efforts to improve

instruction. The plan provides more detail and supports for accelerated growth in targeted areas. Areas of focus include drop

out prevention with Grade 9 and Bridge Academy students, MCAS math in both the mainstream and Bridge Academy,

academic intervention for special education students in ELA and math.

In order to address section 200.61 Parents’ Right to Know of the Final Regulations of the No Child Left Behind Act, it is the policy of the Chelsea

High School to notify parents of participating children each school year that parents may request and the district will provide information on the

professional qualifications of the student’s classroom teachers and whether the child is provided services by paraprofessionals and, if so, their

qualifications.

A School Report Card is sent home annually indicating the percentage of teachers who are highly qualified in their school

along with a letter from the Superintendent notifying parents of their rights to request their child’s teacher qualifications.

Information regarding professional qualifications of students’ teachers will be sent in written form, within a week of parent’s

request for information.

(B) It is the policy of the Chelsea Public Schools to partner with federally-funded Parent Information Resource Centers (PIRCs) and other expert

service providers to provide technical assistance and other support necessary to assist participating schools in planning and implementing effective

parent involvement activities to improve student academic achievement and school performance.

(C) Chelsea Public Schools in order to build the capacity of schools and parents for strong parental performance, partners with local PIRCs and other

expert providers to:

(1) provide assistance to parents of children served by the Chelsea High School or local educational agency, as appropriate, in understanding

such topics as the State's academic content standards and State student academic achievement standards, State and local academic

assessments, the requirements of this part, and how to monitor a child's progress and work with educators to improve the achievement of their

children;

Examples: Chelsea High School conducts a Freshman Orientation session for parents and students prior to the start of the

school year in addition to Eighth Grade Parent Information sessions during the previous school year. The programming

includes presentations by administrators, guidance counselors and our grade 9 outreach worker. They share information about

academic programming and supports at CHS. Eighth grade parents and students are also invited to an after school curriculum

fair to make informed course selections for the upcoming year.

Chelsea High School will also hold three Open House/Parent-Teacher sessions during the year where teachers discuss the

Massachusetts Curriculum Frameworks and local and state academic standards as well as student academic performance.

Series of workshops for parents on college search and application as well as the financial aid process. These workshops are

differentiated by grade level. The workshops are collaboratively planned by support staff and CBOs.

Letters are also sent home to parents of students earning an F at the progress report and/or Q1 or Q3 marking period informing

parents and students of the academic support available through Homework Help. At the end of the Q1 there are parent

involvement meetings to support students who fail to demonstrate progress.

(2) provide materials and training to help parents to work with their children to improve their children's achievement, such as literacy training

and using technology, as appropriate, to foster parental involvement;

Example: The Parent Liaison has offered parenting strategies in both Spanish and English at parent council sessions. He has

increased parent involvement and fostered an open-door policy with parents. An annual Parents’ Activities Calendar is created

to inform parents of the training opportunities and informational sessions that are offered at CHS.

(3) educate teachers, pupil services personnel, principals, and other staff, with the assistance of parents, in the value and utility of

contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate

parent programs, and build ties between parents and the school;

Examples: The Chelsea High School Site Council discusses parent outreach strategies. Teachers are encouraged to call

children’s home. The work of the Parent Liaison continues to be expanded to reach out to parents through workshops, personal

telephone calls, distribution of brochures, and bulk mailings resulting in better coordination and communication of parent

programs and in building stronger ties between the parent and the school. Additionally, the Chelsea High School Attendance

Officer is available to work with parents and students as an added outreach opportunity.

(4) ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children

in a format and, to the extent practicable, in a language the parents can understand; and

Examples: Notices and Guidance newsletters are sent home to parents regarding upcoming school events, school site council

meetings, parent-teacher conferences and helpful parenting tips. A Chelsea High School web site became available during the

2009-2010 school year as an additional means of parent outreach and communication. Since then we have also added a parent

portal to our online student management system for parents to check student grades and/or contact teachers. A Calendar of

exam dates, report card dates, progress reports, school/guidance calendars is available on the web. All of these items will be

available in both English and Spanish. Additionally, the school auto-dialer is programmed daily to include pertinent messages

for parents and students.

(5) provide such other reasonable support for parental involvement activities under this section as parents may request.

Example: Individual P/T conferences are coordinated by the Parent Liaison upon parent request. Interpreters are

recruited/hired for many parent events and meetings (Parent-teacher conferences, workshops, IEP meetings, discipline

hearings, etc). A Spanish bilingual parent liaison is housed at Chelsea High School.

(6) may train parents to enhance the involvement of other parents;

Example: The parent liaison provides parent training and contacts parents to increase their involvement in the school. Parent

training topics include, but are not limited to Active Parenting, Positive Parent Involvement, High School Curriculum, School

Safety, and College Readiness. Teachers are also invited to visit the parenting classes and talk to parents about the subjects

they teach and to encourage parents to support their children’s learning.

(7) may adopt and implement model approaches to improving parental involvement; and

(8) may develop appropriate roles for community-based organizations and businesses in parent involvement activities.

Chelsea High Public Schools partners with organizations such as; the Chelsea Community Schools, The Chelsea Unidos en

Defensa de la Educacion (CUDE), ROCA, Chelsea Collaborative, Boys and Girls Club, and other community organizations to

increase parental involvement and educational activities in the city. ROCA’s after-school program staff communicates with

teacher, parents, and students regarding behavior and student progress. Chelsea High School also partners with the Youth

Build/Just A Start organization, ILP, and Jobs for Life.

(D) The Chelsea High School to the extent feasible and appropriate, coordinates and integrates parent involvement programs and activities with other

federally-funded educational programs, and conducts other activities, such as parent resource centers, that encourage and support parents in more

fully participating in the education of their children.

Example: Chelsea High School integrates Title I and locally-funded parent involvement programs.

(E) To ensure the effectiveness of this parent involvement policy, The Chelsea High School conducts, with the involvement of parents, an

evaluation of its parent involvement policy in improving the academic quality of the schools served, including identifying barriers to greater

participation by parents in activities authorized under the parent involvement section on the No Child Left Behind Act of 2001. This

evaluation will focus particular attention on parents who are economically disadvantaged, are disabled, have limited English proficiency, have

limited literacy, or are of any racial or ethnic minority background. The Chelsea High School uses the findings of this evaluation to design

strategies for more effective parental involvement, and to revise, if necessary, the parental involvement policies described herein.

Explain how your school will evaluate its parent involvement policy and how the findings will be used to revise/develop new strategies for more

effective parent involvement.

Parents complete feedback forms to evaluate the effectiveness of parental involvement activities. Results from these surveys are analyzed and

incorporated into the planning for the next meeting and annually in the school improvement plan.

(F) It is the policy of the Chelsea Public Schools to involve parents in the activities served under this part by monitoring local schools to assure that

participating schools:

(1) convene an annual meeting, at a convenient time, to which all parents of participating children shall be invited and encouraged to attend,

to inform parents of their school's participation under this part and to explain the requirements of this part, and the right of the parents to be

involved;

(2) offer a flexible number of meetings, such as meetings in the morning or evening, and may provide, with funds provided under this part,

transportation, child care, or home visits, as such services relate to parental involvement;

(3) carry out capacity-building activities for parents listed in (C) above;

(4) involve parents, in an organized, ongoing, and timely way, in the planning, review, and improvement of programs under this part,

including the planning, review, and improvement of the school parental involvement policy and the joint development of the school wide

program plan under section 1114(b)(2), except that if a school has in place a process for involving parents in the joint planning and design of

the school's programs, the school may use that process, if such process includes an adequate representation of parents of participating

children;

(5) provide parents of participating children —

(A) timely information about programs under this part;

(B) a description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure

student progress, and the proficiency levels students are expected to meet; and

(C) if requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in

decisions relating to the education of their children, and respond to any such suggestions as soon as practicably possible; and

(6) if the school wide program plan under section 1114(b)(2) is not satisfactory to the parents of participating children, submit any parent

comments on the plan when the school makes the plan available to the local educational agency. Provide an explanation of how your school

will meet with requirements listed in part F.

Provide an explanation of how your school will meet with requirements listed in part F.

An Annual Meeting will be conducted as part of the Fall Open House to inform parents of Title I programming and participation. Parent

educational and information meetings, Parent-teacher conferences, Open Houses, and parent workshops are scheduled at a variety of times,

morning, afternoon, and the evening to accommodate parents’ schedules. The parent liaison is available at the high school for parents to

drop-in and visit during the school day and after-school. School site councils review and make recommendations for the school improvement

plans. Parents are provided a description of the curriculum and assessments used in the student handbook, on the web, and on the student

syllabus given by teachers to parents each fall. A curriculum and assessment description is part of the NEASC Report and is available at

Chelsea High, Superintendent’s Office, and the Chelsea Public Library for parent review. The School encourages parents to call and set up

meetings with teachers and administration to discuss student progress.

As a component of the school-level parental involvement policy, each school served under this part jointly develops a school-parent compact that

outlines how parents, the entire school staff, and students share the responsibility for improved student academic achievement and the means by

which the school and parents will build and develop a partnership to help children achieve the State's high standards. These compacts —

(1) describe the school's responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment

that enables the children served under this part to meet the State's student academic achievement standards, and the ways in which each parent

will be responsible for supporting their children's learning, such as monitoring attendance, homework completion, and television watching;

volunteering in their child's classroom; and participating, as appropriate, in decisions relating to the education of their children and positive

use of extracurricular time; and

See attached sample school-parent compact

(2) address the importance of communication between teachers and parents on an ongoing basis through, at a minimum —

(A) parent-teacher conferences in the High school, at least annually, during which the compact shall be discussed as the compact

relates to the individual child's achievement;

Teachers explain the compact to parents and students during the Fall Open House. The parent liaison and school staff reviews the compact

with parents throughout the school year.

(B) frequent reports to parents on their children's progress; and

Indicate the type of reports and dates when they are sent to parents.

Chelsea High School sends home reports on student progress throughout the school year. Reports sent to parents include: mid-quarter reports,

quarterly school report cards with written comments, quarterly special education progress reports, annually a letter is sent with individual

MCAS scores and an explanation from the state. Students’ Success Plans are sent home at the end of the first quarter for identified students.

Individual progress reports are issued throughout the school year at parent or student’s request. Teachers call parents and send notes home

frequently. The parent liaison is always available to intercede for and assist parents on an as needed basis.

(C) reasonable access to staff, opportunities to volunteer and participate in their child's class, and observation of classroom activities.

Examples: Parents are encouraged to call anytime during the year to set up an appointment to meet with the teacher or school administration.

Each classroom has a phone line with voicemail so parents can leave messages to contact teachers directly. Attendance officer and outreach

workers are available to make home visits. The Principal invites parents to volunteer in the child’s classroom, for school wide activities

and/or attend student presentations. Parents are encouraged to chaperone school field trips. The improved auto-dialer is used daily to inform

parents of attendance, events, school closings, MCAS dates and other pertinent information.

For schools identified for improvement, corrective action, or restructuring, the Chelsea High School ensures that: (1) Parents are consulted in the development or revision of the required two-year school improvement plan;

See section A 5:

(2) The plan includes a description of how the school will provide written notice about the identification to parents of each student

enrolled in the school; and

See section A 4

(3) The plan includes strategies to promote effective parental involvement at the school.

See section C

Chelsea High School and the parents/guardians of the students participating in activities, services, and programs funded by Title I, Part A of the Elementary and

Secondary Act (ESEA) (participating children, agree that this compact ourlines how parents/guardians, the entire school staff, and students will share the

responsibility for improved student academic achievement and the means by which the school and parents/guardians will buil and develop a partnership that will

help children achieve the State’s high standards.

This compact is in effect during 2016-2017 school year.

School Responsibilities:

1. Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the participating children to meet the State’s

student academic achievement standards by offering a range of core and elective courses on for=stering deeper learning. Additionally, we will implement a social-

emotional and college/career preparednes curriculum through weekly Advisory classes.

2. Hold parent guardian-teacher conferences three times a year. Specifiacally, the next conference will be held on October 20, 2016, 5:30 to 7:30.

3. Provide parents/guardians with frequent reports on their children’s progress. Specifically, the school will quarterly progress reports and quarter report cards.

Quarter 1 report cards are enclosed. Interim grades are also available on My Track through the parent portal.

4. Provide parents/guardians reasonable access to staff. Specifically, staff will be available for consultation with parents/guardians as follows on parent conference

nights, via email and by appointment. A full time parent liaison is also on staff to help coordinate meetgs and communication.

5. Provide parents/guardians opportunities to volunteer and participate in their child’s class, and to observe classroom activities. In particular, we encourage you

to come observe your child’s Capstone presentation in January or May.

Parent/Guardian Responsibilities

We, as parents/guardians, will support our children’s learning in the following ways:

Monitoring attendance, homework completion, as well as televison, phone and social media use.

Promoting positive use of my child’s extracurricular time. Staying informed about my child’s education and communicating with the

school by promptly reading all notices from the school or the school district either received by y child or by mail and responding as

appropriate, in decisions relating to my children’s education.

Serving, to the extent possible, on policy advisory groups, such as being the Title I, Part A parent/guardian representative on the school’s

School Improvement Team, the Title I Policy Advisory Committee, the District-wide Policy Advisory Council, the State’s Committee of

Practioners, the School Support Team or other school advisory or policy groups.

___________________________________________________________________________ __________________________

Signatur of School Representative Date

___________________________________________________________________________ __________________________

Signature of Parent/Guardian Date

__________________________________________________________________________ ________________________

Signature of Student Date

Parent Involvement Calendar

August 20 Back to School Celebration

September 10 School Site Council Meeting

October 4 Ride, Run, Roll or Stroll for Reach

October 7 School Site Council Meeting

October 8 Parent Teacher Conferences

November 12 Parent Teacher Conferences

November 16 School Site Council Meeting

December 10 School Site Council Meeting

December 14 Gang Awareness Education

December 15 Annual Winter Concert

December 23 Student Appreciation Day

January 14 School Site Council Meeting

January 14 FEMA Night

February 10 Parent Teacher Conferences

February 18 School Site Council Meeting

March 10 School Site Council Meeting

April 14 School Site Council Meeting

April 14 After the Acceptance Financial Aid Night

April 29 CHS Multicultural Night

May 3 Teacher Appreciation Day

May 3 Arts Night Out

May 12 School Cite Council Meeting

May 14 Parent Breakfast (For incoming freshman)

May 24 Pathway Recognition Night

Professional Development

In addition to the Professional Development that is conducted at the school level during PLT and Faculty Meetings, the district offers extensive Professional

Development for faculty and Staff.

Chelsea Professional Learning Academy

Courses are offered at three levels each month:

101 level courses-Induction Series

201 level courses- Intermediate Series

Chelsea Professional Learning Academy

Courses are offered at three levels each month:

101 level courses-Induction Series

201 level courses- Intermediate Series

301 Level Courses-Advanced Series

Month Level Title Description

Sep. 14

101 Flexible topic A topic will be designed to meet teachers’ needs

Sep. 28

101 Social-Emotional

Creating a Trauma-Sensitive

Classroom

Providing a safe and supportive environment is essential for learning to take place. Teachers will

understand the impact of trauma on learning and gain insight into the importance of developing positive

relationships with students as well as providing them with a classroom environment where they feel safe to

take academic risks.

Oct. 26

101 Social-Emotional

Strategies for implementing a

Trauma-Sensitive Classroom

Teachers will understand the impact of trauma on learning and gain insight into the importance of

developing positive relationships with students as well as providing them with a classroom environment

where they feel safe to take academic risks

Nov. 30 101 Social-Emotional

The Use of Self” Within Your

Classroom-Building Strong

Relationships with Students

This session will focus on building the educator’s self-awareness as well as the development of both non-

verbal and verbal interaction and response strategies to build stronger relationships with our students.

Dec. 4 101 Flexible Topic

A topic will be designed to meet teachers’ needs

Jan, 25 101 Social-Emotional

Fostering Resiliency in Your

Students

Teachers will explore different ways to foster resiliency into their classroom environment through explicit

skill-building, modeling, and classroom structures.

Feb 8 101 Flexible Topic

A topic will be designed to meet teachers’ needs

Mar. 22 101 Social-Emotional

Working with Resistance –

Strategies for Engaging Students

Presenting with Oppositional

Behaviors

Teachers will explore different reasons that may cause students to present with challenging behaviors in the

classroom. Teachers will learn interaction and response strategies that can help support the student while

also decreasing the negative behaviors and/or preventing them from escalating

Apr 26 101 Social-Emotional

Reaching Out – Strategies for

Working with Students Presenting

with Withdrawn and/or Depressive

Behaviors

Teachers will explore different underlying reasons that may result in a student “shutting down” in class.

Teachers will learn strategies and skills to interact with students that may be withdrawn from learning to

promote positive feelings in the student, assist the student in coping with stressors, and help students

engage/re-engage in their academics.

May 24 101 Social-Emotional

Promoting Hope and Belief within

Ourselves and Our Students

Educators will explore their own beliefs and how that impacts their presentation in the classroom.

Educators will reflect on the past year of learning and how the learning will impact their teaching practices

for the next year.

Special Education and Sheltered English Immersion

Month Level Title Description

Sep 14 101 SEI SEI Overview Participants will learn the components of Sheltered Content Instruction

Oct 12

101 IEP Meetings: Process &

Eligibility Determination

The training will focus on the process of an IEP meeting, as well as, an interpreting evaluation data for

the purpose of determining if a child is a child with a disability and in need of special education.

201 SEI Culture Participants will learn how culture impacts language acquisition.

Nov 9 101 IEP Writing This training will help you learn more about IEPs—what the law requires, what information a typical IEP

contains how IEPs are developed.

201 SEI Vocabulary part 1 Participants will learn the four pronged approach to vocabulary instruction

Dec 14 101 Disability Types The Federal and Massachusetts special education disability types definitions for each of the disability categories,

and resources for each disability.

201 SEI Vocabulary part 2 Participants will learn specific vocabulary strategies to support ELLS

Jan. 11 101 Assessments The evaluation process is guided by requirements in our nation’s special education law, the individuals with

Disabilities Education Act (IDEA)

201 SEI Reading part 1 Participants will learn specific reading strategies to support ELLS

Feb. 8 101 SPED Law/History of SPED Review the History of Special Education and the Massachusetts Special Education Regulations

201 SEI Reading Part 2 Participants will learn specific reading strategies to support ELLS

Mar 8 101 Parent Communication How to assist the parent in understanding the special education process.

201 SEI Writing Part 1 Participants will learn specific strategies to support the writing cycle

Apr 12 101 Service Delivery Models/Related

Service Providers/Programming

All considerations for services are made along a continuum of placement options ensuring that students

with disabilities are to the reasonable extent appropriate, educated with non-disabled peers.

201 SEI Writing part 2 Participants will learn specific strategies to support the writing cycle

May 10 101 Supporting Classroom Teachers Related Service Providers and/or Special Education Teachers Support Services may be all direct,

or a combination of direct and indirect.

201 SEI WIDA and Differentiation Participants will learn how to use the WIDA support tools to differentiate for ELLS

June 14 101 Reflection on the Year How will you describe this school year? What will you try and what will you do differently next year?

201 SEI Putting it all together and SEI

MTEL

Participants will learn and share a complete SEI lesson and prepare for the SEI MTEL

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Consolidation of Programs

All state, local, and federal programs are consolidated to meet the needs of all of the students attending Chelsea High School. Funding from these resources support professional development, parent involvement, reduced class size, free and reduced lunch, purchasing of materials, after school

classes, and summer school programming.