2026-2027 Parent & Students Handbook

To accommodate school-aged students whose needs are so unique that local special education teams have determined that their needs cannot be met by the local school district.
To help each student achieve his/her personal, vocational, and/or educational goals.
To assist students and families through their transitions from school to life.
To educate practitioners and parents, through training programs and professional development activities that are in the forefront of research-based best practices.
To provide on-site consultation, demonstrations of best practices, and remain available to ensure transference to the local instructional team.
To work towards a future where all students will be seen as equally valuable, where all students can learn, and where all students benefit when they are educated together.

SEEM Collaborative is a public day school. Students are referred to SEEM Collaborative by both member districts and districts outside our catchment area who wish to access our specialized services for their students. Our Board of Directors consists of the Superintendents from our Member Districts.

Collaborative Member Districts:

Lynnfield, Melrose, North Andover, North Reading, Reading, Saugus, Stoneham, Wakefield, Wilmington, Winchester, Woburn

Director of SEEM Collaborative

Dr. Cathy Lawson

781-279-1361

Email addresses to SEEM staff are first initial, last [email protected] unless otherwise noted.

Distribution of Information

At least once during every school year, SEEM Collaborative will publish and distribute to students and their parents in their primary language a routine information letter (this handbook) informing them of the following:

The standardized testing programs (MCAS) to be conducted during the year and other routine information to be collected or solicited from the student during the year.

The general provisions of 603 CMR 23.00 regarding parent and student rights, and that copies of 603 CMR 23.00 are available to them from the Collaborative.

Information regarding hazing (Section 17, Section 18 and Section 19) will be sent to every student group, student team or student organization which is part of SEEM programming for students grades 9 through age 22 and is recognized by the institution or permitted by the institution to use its name or facilities or is known by the institution to exist as an unaffiliated student group, student team or student organization.

Notification of Rights Under the Protection of Pupil Rights Amendment (PPRA). See Appendix.

School Calendar

Attendance Policy

In order for students to be successful in school, it is essential that students attend school consistently. Missed classroom time hinders a student’s ability to have a full academic experience. If a student accumulates unexcused absences or late arrivals, a meeting with the parent or team may be requested.

If a student will not be attending school, a parent/guardian must call the school the morning of the day the student will not be attending. The parent/guardian may leave a message on the school’s voice mail. If staff does not receive a call or message, a call will be placed to verify the student’s absence.

** A call should also be placed to the transportation company. If a student is driven to school by a parent/guardian, please call the bus company to assure transportation will be arranged for a ride home. The bus company will not transport a student unless confirmed by a parent/guardian. **

Attendance Regulation

If a student accumulates 5 or more unexcused absences in a school year or misses 2 or more periods unexcused for 5 days in a school year, the parent, guardian and student will be contacted and a meeting will be conducted to develop action steps to address the student’s attendance. The action steps shall be developed jointly and agreed upon by the school principal or headmaster, or a designee, the student and the student’s parent or guardian and with input from other relevant school personnel including, where appropriate, a representative from the student’s resident school district, a representative and officials from relevant public safety health and human service, housing and nonprofit agencies.

Dismissal/Tardiness

If a student needs to be released from school early, the parent/guardian must notify the school. Any student arriving late or leaving early must have a parent/guardian check in to the main office to sign the student in or out. All absences and late arrivals are recorded, and your home school district is notified if absences become excessive according to the attendance regulation.

**If a student is driven to school late, please call the transportation company to assure a ride home will be arranged even if your child is on a bus with other students.**

School Cancellation

All school closings will be announced on local, major news stations. We do not have delayed openings; however, please contact your child’s transportation company as they may delay to ensure safe transport to school. We may release early for inclement weather; parents/guardians will be contacted.

IF: THEN:

SEEM location Public Schools are closed due to inclement weather,	SEEM program is closed.
SEEM location Public Schools are delayed due to inclement weather,	SEEM is open at regular time with no delay, however, due to the weather in your area, your district may have a delay. Therefore, your child’s transportation may be delayed. Contact your transportation company for more information.
Your home school district is closed due to inclement weather,	Transportation will not be provided for your child. Parents/Guardians are responsible for transportation if they choose to do so.
Your home school district is delayed due to inclement weather,	SEEM School will open at regular time with no delay. Your child’s transportation may be delayed. Contact your transportation company for more information.

Transportation

The student’s home school district arranges student transportation to and from school. Transportation arrangements are part of a student’s Individualized Education Plan (IEP). If there are transportation issues, the transportation company, the parent/guardian, and the student’s home school district need to resolve the problem directly with each other. SEEM School considers transportation an extension of the school day. Any behavioral issues brought to the staff’s attention will be addressed according to the school rules and/or in conjunction with the student’s home school district and the transportation company.

Parent Pick-Up/Drop-Off

School buses will pick-up and drop-off in the front of the building. Parents/Guardians who pick up or drop off a student during normal arrival and dismissal times can get in line with the buses. If a parent/guardian needs to pick up or drop off a student outside of normal arrival and dismissal times, please park so as not to block other traffic, and call the front/main office upon arrival.

Idling of Vehicles

Idling of school buses, and personal motor vehicles, including faculty, staff and visitors, is prohibited on school grounds.

Emergency Information

At the start of each school year, parents/guardians are asked to fill out emergency information sheets with important information such as address, telephone numbers, physician information, etc. Please inform the office if any of this information changes during the school year. It is imperative that we are able to reach you given an emergency situation or an unexpected early dismissal.

Medication Policy

SEEM recognizes the importance and benefits of medicine for many of our students. In an effort to ensure that all students receive their medications in a timely manner, we wish to inform you of the following Medication Procedures.

Parents/Guardians should notify the nurse if the student will need medications during the school day. The parents/guardians will need to provide the school with a doctor’s note specifying the medication(s); dosage and time(s) of day the medication should be dispensed. The intake packet includes the forms that need to be completed with this information. The prescription(s) must be in the original marked prescription bottle/container, a 4 (four)-week supply only should be sent to the school. Students are not permitted to take medication without staff supervision.

Students who do not comply with their medication regime will have parents/guardians notified.

We would be happy to be in regular contact with your child’s physician in order to coordinate your child’s medication needs with our school program. Please complete a new Medication Authorization Form every year or any time there is a change to your child’s medication needs which can be found HERE and in the appendix.

Facilities

SEEM Collaborative schools are maintained by both SEEM Collaborative and the property owner. Asbestos management information can be found in the main office of each location.

Food Services

SEEM Collaborative has agreed to participate in the Student Breakfast and Lunch Community Eligibility Provision for June 30, 2024.

The agreement requires that:

 SEEM Collaborative will not collect free and reduced price meal applications while under this agreement

 SEEM Collaborative will serve all students participating in the National School Lunch and School Breakfast Program one breakfast and one lunch each day at no charge/free

Students are welcome and encouraged to bring their own snack or lunch; however, please be sure to label any items that contain nuts if they are not in original packaging. Please check with your program to see if they offer snacks if your child forgets/does not bring one.

We also do not allow caffeinated or athletic beverages such as coffee drinks, Coke, Mountain Dew, Gatorade, energy ‘jolt’ drinks such as Red Bull, power shots, Celsius, Prime Energy etc. Please do not allow your child to bring these types of beverages into school.

Thank you for your cooperation.

Student Information System

SEEM Collaborative uses School Brains, a comprehensive, browser-based student administrative software system. The system organizes our attendance, health and other student records. School Brains, or another communication platform, Talking Points is used to send automated calls (voice), email notifications, and/or SMS (text messages) regarding school closings, early dismissal, special events, attendance notifications and other important communications. Each program will ask for verification of what number(s) automated and emergency messages should be sent to. Please contact the school secretary if you would like to change the phone number or email address where messages are sent.

English Learner (EL) Program

SEEM Collaborative provides EL (English Learner) services to students who are identified as such by either their sending district or by SEEM Collaborative’s licensed EL teacher. Services are either provided within the classroom setting or during pull out sessions which are determined by the EL teacher and the student’s classroom teacher. EL services are in line with DESE’s guidance for EL services for students with disabilities (found HERE).

Massachusetts Comprehensive Assessment System (MCAS)

Students at SEEM Collaborative participate in MCAS starting in 3rd grade following the state determined testing schedule. Students can participate in the standard MCAS or if necessary, can complete a MCAS Alternative assessment (MCAS ALT). SEEM Collaborative follows DESE guidance and regulations for MCAS which can be found HERE.

Guidelines for Service Animals and Animal Assisted Therapy

Service Animals

SEEM Collaborative acknowledges its responsibility, within certain limitations, to permit students and/or adults with disabilities to be accompanied by a “service animal” in its school buildings, in classrooms, and at school functions, as required by the Title II of the Americans with Disabilities Act and its implementing regulations found at 28 CFR Part 35, subject to the following:

All requests for an individual with a disability to be accompanied by a service animal must be addressed in writing to the Executive Director and must contain required documentation of vaccinations. This written request must be delivered to the Executive Director’s Office at least 10 business days prior to bringing the service animal to school or to a school function.

Only a dog or a miniature horse may qualify as a service animal pursuant to Title II of the ADA. No other species of animal, whether wild or domestic, will be permitted in schools as a “service animal”.

Owners of a service animal must provide annual proof that the animal is up to date on all of its required vaccinations as determined by the animal’s veterinarian, or, if such proof is not available, then as determined by the school district’s veterinarian of choice. In order to provide the required proof, the animal’s veterinarian must certify in writing, signed by him/her, that all vaccinations are current.
All service animals must be spayed or neutered.

All service animals must be treated for, and kept free of, fleas and ticks.

All service animals must be kept clean and groomed to avoid shedding and dander.

Owners of service animals are liable for any harm or injury caused by the animal to other students, staff, visitors, and/or property.

The animal must do a task for the individual with a disability.

SEEM is responsible for providing a safe learning environment for students, teachers and staff. If the presence of a service animal poses a health or safety risk to another member of the SEEM community, as documented by a physician, SEEM will weigh the needs of all parties and will put forth a plan to provide reasonable accommodations. This scenario is most likely to be raised in the context of a severe, life threatening allergies. SEEM will assess each situation on a case by case basis.

Removal of a Service Animal: An administrator may ask an individual with a disability to remove a service animal from a collaborative building, a classroom, or from a SEEM function if any one of the following circumstances occurs:

The animal is out of control and the animal’s handler does not take effective action to control it.
The animal is not housebroken.
The animal’s presence would “fundamentally alter” the nature of the service, program, or activity.

A service animal must have a harness, leash, or other tether, unless either the handler is unable because of a disability to use a harness, leash, or other tether, or the use of a harness, leash, or other tether would interfere with the service animal’s safe, effective performance of work or tasks, in which case the service animal must be otherwise under the handler’s control.

SEEM is not responsible for the care or supervision of a service animal, including walking the animal or responding to the animal’s need to relieve itself.

SEEM is not responsible for providing a staff member to walk the service animal or to provide any other care or assistance to the animal.
SEEM staff with service animals are expected to care and supervise their animal. Issues related to the care and supervision of service animals will be addressed on a case-by-case basis in the discretion of the program administrator.

Reference: ADA Regulations, 28 CFR Part 35 (as amended, 2010)

Animal Assisted Therapy

Although “therapy animals” are not legally defined or protected, SEEM recognizes the many benefits of animal assisted therapy in helping children with disabilities build self-esteem, reduce anxiety, and develop self-regulation.

SEEM will allow Therapy Animals in our school programs under the following conditions:

The animal must be certified by a recognized organization such as Therapy Dog International.
The animal must be owned by an employee or volunteer who takes full responsibility for the care of that animal. This includes walking, feeding, or any expenses related to care of the animal.
The owner of the animal must provide annual proof that the animal is up to date on all of its required vaccinations and certifications.
All animals must be treated for, and kept free of, fleas and ticks.
All animals must be kept clean and groomed to avoid shedding and dander.
Owners of animals are liable for any harm or injury caused by the animal to other students, staff, visitors, and/or property.
SEEM is not liable for any harm to the animal while on SEEM premises.
The animal will not interact directly with any students unless the parent/guardian has provided written permission.
If the presence of the therapy animal poses a health or safety risk to another member of the SEEM community, as documented by a physician, most likely to be raised in the context of a severe, life threatening allergies, SEEM may need to discontinue the animal assisted therapy in that location.

Crisis Intervention

All staff complete and obtain a certification in Safety Care™ or Therapeutic Crisis Intervention™ (TCI) at Hurd/Ripley. The use of physical restraint (direct physical contact that prevents or significantly restricts a student’s freedom of movement) shall be considered an emergency procedure and is only initiated when:

A student’s behavior poses a threat of assault, or imminent, serious, physical harm to self or others and
The student is not responsive to verbal directives or other lawful and less intrusive behavior interventions or
Such interventions are deemed inappropriate under the circumstances 603 CMR 46.03(c)

The student’s parent or guardian will be notified of any restraint within 24 hours of the incident. Additionally, parents will receive a written report within 3 school days.

Behavior Supports and Procedures

All of the SEEM Collaborative programs have significant and individualized behavioral supports in place, based upon the needs of their student population.

Due to the complex profiles of our student population, some of our students have an Individualized Behavior Intervention Plan (BIP) to address behaviors that may interfere with or prohibit their educational programming. A focus is placed on using proactive, preventative strategies, addressing the underlying cause of the behavior and reinforcing positive alternative behaviors. Behavior Intervention Plans identify specific behaviors for decrease, as well as positive alternative behaviors for reinforcement. Interventions selected for each child are the least intrusive interventions possible. Plans are reviewed and amended as needed by your child’s classroom staff and clinical providers based on ongoing data analysis.

SEEM Collaborative’s restraint procedures can be found HERE and in the Appendix.

Mandated Reporting Policy

Under Massachusetts General Law, all SEEM Collaborative staff are mandated reporters and are required by law to report any reasonable suspicion of abuse or neglect to the Massachusetts Department of Children and Families (or, in the case of students who are over 18, to the Disabled Persons Protection Commission). A full description of SEEM Collaborative’s mandated reporting policy is contained in SEEM Collaborative’s Policies and Procedures Manual; parents may request a copy of the complete policy.

Homework

The purpose of homework is to enhance students’ achievement. Homework varies from program to program, and can consist of

Practice and Review: to help students reinforce specific content and skills

presented in class.

Preparation: to help students gain the maximum benefits from future

lessons or to prepare for tests and quizzes.

Extension: to provide students with opportunities to transfer specific processes or concepts to new situations.

Dress Code

The responsibility for the dress and appearance of the students will rest with individual students and parents/guardians..

They have the right to determine how the student will dress providing that attire is not destructive to school property, complies with requirements for health and safety, and does not cause disorder or disruption. The administration is authorized to take action in instances where individual dress does not meet the stated requirements.

The school administration and teachers reserve the right to determine whether the student’s attire is within the policy standards. Any student’s attire not in line with the policy shall be given the opportunity to change or borrow appropriate clothing.

This does not mean that student, faculty, or parent groups may not recommend appropriate dress for school or special occasions. It means that students will not be prevented from attending school or a school function, or otherwise be discriminated against, so long as their dress and appearance meet the requirements set forth above.

Physical Contact (P.C.) Policy

The physical contact policy is designed to teach and reinforce healthy physical boundaries that are not threatening or intrusive. Physical contact (P.C.) that would be considered problematic is:

Wrestling
Play –fighting
Throwing/flinging objects (including snow balls)
Hugging/cuddling
Kissing
Poking, pushing, grabbing, hitting, etc.
Taunting/posturing/threatening/bullying (verbal and/or physical)
Being in another student/staff’s personal space.

Physical contact can either be overt or a judgment-call by staff. These situations may result in either:

Additional teaching on proper boundaries

A warning to maintain proper boundaries
Clinician being called to meet with the student
Parent/Guardian being called
Possible in-school or out of school suspension depending upon the seriousness of the offense

Smoking/Vaping Policy

Smoking of tobacco, the use of smokeless/chewing tobacco, e-cigarettes, vape pens and all similar devices, including lighters/matches, are not allowed in school, on school property, on the bus, or during school hours. Students who violate this policy are also in violation of state and federal laws that we must enforce.

If there is a reasonable suspicion that a student has smoking or vaping products, a search will be conducted and students will be required to surrender cigarettes/electronic cigarettes or other tobacco products and lighters. A Parent/Guardian is called and the student may be sent home.

Additionally, it is prohibited for a student to be outside of the school building without permission and unsupervised. Both smoking/vaping and being unsupervised creates potential safety issues.

Illegal Substance / Weapons Policy

Illegal drugs, alcohol or weapons are not allowed on school grounds. Any violations will be considered a serious school offense and a threat to our community and will have appropriate consequences. If a student is found in the possession of any illegal or dangerous item, the proper authorities will be contacted. If a student is believed to be under the influence of an illegal substance or if a student makes a drug reference, a drug observance form will be filled out and a parent/guardian will be notified immediately. Further action will be taken as necessary.

Search Policy

Our goal is for the School to be a safe environment for all students, and we respect the right for all students to maintain a reasonable level of privacy for their person, clothing and belongings.

To ensure the safety of the school, we reserve the right to search a student’s belongings or person under situations where there is reasonable suspicion that someone has a contraband item or there is a safety risk posed to an individual or the school community. Student searches are considered to be a ‘soft’ search and consist of emptying pockets, having backpacks, hats, jackets and/or shoes checked and then doing jumping jacks. The student will be brought to an office or other private area with his/her belongings and two staff will be present for the search. School lockers and desks are considered school property; therefore, subject to search by school staff at any time for any reason.

A student who refuses a search may result in a parent/guardian being called and/or the local authorities if deemed necessary by administration. In those cases, the student will be presumed to have the contraband item or safety risk.

Electronic Equipment/Cell Phones

Each program has specific rules around cell phones/ipads that are brought from home. Please see your child’s specific program handbook for details.

If the program permits, and you allow it, you may want to advise your child that cyber bullying or harassing pictures may be a criminal offense or any related behavior that causes a person to suffer emotional distress. Taking pictures of fellow students or staff secretly will not be tolerated and will also result in a suspension of privileges. See “Acceptable Computer Use for Students” for more.)

If you are aware of any threats or inappropriate behavior, please contact us immediately or if necessary, local law enforcement.

Students who are not able to follow individual classroom guidelines may lose the privilege of bringing this equipment into school. Any music or games that are considered by the school community to be inappropriate will not be allowed.

Trading, buying, or selling devices is prohibited and the school staff will not be responsible for lost, stolen or traded items. We recommend that you label all items with a permanent marker and review guidelines with your child. Although these items still may be used, our goal is to encourage students to utilize other forms of socialization and engage in more “active” interaction.

Computer/Internet Policy

The purpose of Internet access is to further the student’s education. When a student is using a computer, chromebook or iPad in a classroom, the student must follow the policy and procedures set by their classroom teacher and SEEM. Students may only access school appropriate websites. Students are not allowed access to websites that may include pornography, weapons, or chat rooms, nor are they allowed to use any type of instant messaging program. Students that attempt to bypass security features may receive a restriction or consequence for such action.

SEEM Collaborative

Acceptable Computer Use for Students

Rationale

SEEM Collaborative is pleased to offer our students’ access to the World Wide Web and other electronic networks. The advantages afforded by the rich, digital resources available today through the World Wide Web outweigh any disadvantage. However, it is important to remember that access is a privilege, not a right, and carries with it responsibilities for all involved.

This Acceptable Use Policy provides direction for students and parents on the expectations for computer and internet use at SEEM Collaborative. In addition, this policy defines Cyberbullying and explains the consequences for Cyberbullying under the SEEM Collaborative Anti-Bullying Policy and Massachusetts Chapter 92 of the Acts of 2010, an act relative to bullying in schools.

Cyberbullying

According to the SEEM Collaborative Anti-Bullying policy, bullying is defined as the repeated use by one or more students of a written, verbal or electronic expression or a physical act or gesture or any combination thereof, directed at a victim that: a) causes physical or emotional harm to the victim or damage to the victim’s property; b) places the victim in reasonable fear of harm to himself or of damage to his property; c) creates a hostile environment at school for the victim; d) infringes on the rights of the victim at school; or e) materially and substantially disrupts the education process or the orderly operation of a school.

Cyberbullying is bullying through the use of technology or any electronic communication and is completely prohibited. Reports of cyberbullying by electronic or other means, occurring in and out of school will be reviewed and, when a connection to school exists, will result in discipline. Parents of students alleged to have engaged in cyberbullying will be invited to attend a meeting at which the activity, words or images subject to the complaint will be reviewed. Disciplinary actions may occur as well.

Acceptable Uses

The Collaborative is providing access to its school computer systems, computer networks, and the Internet for educational purposes only. If you have any doubt about whether a contemplated activity is educational, you may consult with the program principal to help you decide. Accordingly, regulations for participation by anyone on the Internet shall include, but not be limited to the following:

All users must abide by rules of Network etiquette – Netiquette, including the following:

Be polite. Use appropriate language and graphics. No swearing, vulgarities, suggestive, obscene, belligerent, or threatening language.
Avoid language and/or graphic representations which may be offensive to other users. Don’t use network or Internet access to make, distribute, or redistribute jokes, stories, or other material which is based on slurs or stereotypes relating to race, gender, ethnicity, nationality, religion, age, disability or sexual orientation.

No personal addresses, personal phone numbers, or last names of students will be permitted to be given out on the Internet. No identifiable photographs will be allowed to be published on the Internet without appropriate written consent. Concerning a student, appropriate written consent means a signature by a parent or legal guardian of the student.
A student may not attempt to access any Internet resource without the prior consent of the teacher. The Internet is an extension of the classroom and teachers are responsible for and must be aware of where his/her student goes on the Internet.
Privacy. Network and Internet access is provided as a tool for your education. The Collaborative reserves the right to monitor, inspect, copy, review and store at any time and without prior notice any and all usage of the computer network and Internet access and any and all information transmitted or received in connection with such usage. All such information files shall be and remain the property of the Collaborative and no user shall have any expectation of privacy regarding such materials.
Student Photos/Student Work. Publishing student pictures and work on websites promotes learning, collaboration and provides an opportunity to share the achievements of students. Images and products of K-12 students may be included on the website without identifying captions or names. Parents/guardians must indicate their written consent to publish their child’s photo or school work on any school related website before the item is published to the web. Please note that under no circumstances will K-12 student photos or work be identified with first and last name on the SEEM Collaborative website.
Copyright. All students and faculty must adhere to the copyright laws of the United States (P.L. 94-553) and the Congressional Guidelines that delineate it regarding software, authorship, and copying information.

Failure to Follow Acceptable Use Policy

Use of the computer network and Internet is a privilege, not a right. A user who violates this agreement shall, at a minimum, have his or her access to the network and Internet terminated and is subject to disciplinary action by the school administrator. The Collaborative may also take other disciplinary actions.

Unacceptable Uses of the Network may include:

Uses that cause harm to others or damage to their property. For example, do not engage in defamation (harming another’s reputation by lies); do not employ another’s password or some other user identifier that misleads message recipients into believing that someone other than you is communicating or otherwise using his/her access to the network or the Internet; do not upload a work, virus, trojan horse, time bomb, or other harmful form of programming or vandalism; do not participate in hacking activities or any form of unauthorized access to other computers, networks, or information systems.
Uses that are commercial transactions. Students may not use the school network to sell or buy anything over the Internet. You should not give others private information about yourself or others.
Illegal activities, including copyright or contract violations shall not be permitted on the Internet.
The Internet shall not be used for commercial, political, illegal, financial, or religious purposes. Violations shall be reported to a teacher or an administrator immediately.
Threatening, profane, harassing, or abusive language shall be forbidden.
Use of the network for any illegal activities is prohibited. Illegal activities include (a) tampering with computer hardware or software, (b) unauthorized entry into computers and files (hacking), (c) knowledgeable vandalism or destruction of equipment, and (d) deletion of computer files. Such activity is considered a crime under state and federal law. Any use which violates state or federal law relating to copyright, trade secrets, the distribution of obscene or pornographic materials, or which violates any other applicable law or municipal ordinance, is strictly prohibited.
No user is permitted to knowingly or inadvertently load or create a computer virus or load any software that destroys files and programs, confuses users, or disrupts the performance of the system. No third party software will be installed without the consent of the assigned administrator.
Invading the privacy of another user, using another's account, posting personal messages without the author's consent, and sending or posting anonymous messages shall be forbidden.
Accessing pornographic or obscene materials, or using or sending profanity in messages shall be forbidden.
Any subscription to list serves, bulletin boards, or on-line services shall be approved by the Executive Director or his designee prior to any such usage.
The use of anonymous proxies to get around content filtering is strictly prohibited and is a direct violation of this agreement.

Internet Safety

Parents and Users. Despite every effort for supervision and filtering, all users and their parents/guardians are advised that access to the electronic network may include the potential for access to materials inappropriate for school-aged students. Every user must take responsibility for his or her use of the network and Internet and avoid these sites.
Personal Safety. In using the network and Internet, users should not reveal personal information such as home address or telephone number. Users should never arrange a face-to-face meeting with someone “met” on the Internet without a parent’s permission.
Confidentiality of Student Information. Personally identifiable information concerning students may not be disclosed or used in any way on the Internet without the permission of a parent or guardian. Users should never give out private or confidential information about themselves or others on the Internet.
Active Restriction Measures. The Collaborative will utilize filtering software or other technologies to prevent students from accessing visual depictions that are (1) obscene, (2) pornographic, or (3) harmful to minors. The use of anonymous proxies to get around the content filter is strictly prohibited and will be considered a violation of this policy. The school will also monitor the online activities of students, through direct observation and/or technological means.

Use of New Web Tools

Online communication is critical to our students’ learning of 21st Century Skills and tools such as blogging and podcasting offer an authentic, real-world vehicle for student expression. Again, as educators, our primary responsibility to students is their safety. Hence, expectations for classroom blog, student protected email, podcast projects or other Web interactive use must follow all established Internet safety guidelines.

Blogging / Podcasting Terms and Conditions:

The use of blogs, podcasts or other web 2.0 tools is considered an extension of your classroom. Therefore, any speech that is considered inappropriate in the classroom is also inappropriate in all uses of blogs, podcasts, or other web 2.0 tools. This includes but is not limited to profanity; racist, sexist or discriminatory remarks.
Students using blogs, podcasts or other web tools are expected to act safely by keeping ALL personal information out of their posts.
A student should NEVER post personal information on the web (including, but not limited to, last names, personal details including address or phone numbers, or photographs). Do not, under any circumstances, agree to meet someone you have met over the Internet.
Any personal blog a student creates in class is directly linked to the class blog which is typically linked to the student profile, and therefore must follow these blogging guidelines. In addition to following the information above about not sharing too much personal information (in the profile or in any posts/comments made), students need to realize that anywhere they use that login it links back to the class blog. Therefore, anywhere that login is used (posting to a separate personal blog, commenting on someone else's blog, etc.), the account should be treated the same as a school blog and follow these guidelines. Comments made on blogs should be monitored and - if they are inappropriate – deleted.
Never link to web sites from your blog or blog comment without reading the entire article to make sure it is appropriate for a school setting.
Students using such tools agree to not share their username or password with anyone besides their teachers and parents and treat blog spaces as classroom spaces. Speech that is inappropriate for class is also inappropriate for a blog.
Students who do not abide by these terms and conditions may lose their opportunity to take part in the project and/or be subject to consequences appropriate to misuse.

Teacher Responsibilities

Will provide developmentally appropriate guidance to students as they make use of telecommunications and electronic information resources to conduct research and other studies related to the district curriculum.
All students will be informed of their rights and responsibilities as users of the district network prior to gaining access to that network, either as an individual user or as a member of a class or group.
Use of networked resources will be in support of educational goals.
Treat student infractions of the Acceptable Use Policy according to the school discipline policy.
Provide alternate activities for students who do not have permission to use the internet.

Principal Responsibilities

Include Acceptable Use Policy in student handbook
Be sure handbooks are distributed to all students
Treat student infractions of the Acceptable Use Policy according to the school discipline policy
Permission forms must be kept on file for one year.
Students who do not have permission to use the internet must be identified to the teaching staff.

Collaborative Responsibilities

Ensure that filtering software is in use to block access to materials that are inappropriate, offensive, obscene, or contain pornography.
Have acceptable use policy reviewed annually.

Parent Responsibilities

Discuss these rules with your son or daughter to ensure he or she understands them.
Support the school in enforcing these guidelines
Provide a similar framework for your child’s use of computers at home, at libraries, or anywhere

Changes in the Acceptable Use Guidelines for Computer and Internet Use

SEEM Collaborative reserves the right to change these Guidelines at any time.

*Please sign the Acceptable Computer Use for Students included in this packet so that your student may use the computers as school.

Policy Developed by: Administrative Council

Policy Implemented by: Executive Director

Date of Implementation: December 2001

Date Policy Updated: January 2011

Anti-Hazing Policy

In accordance with Massachusetts General Laws, Chapter 536 of the Acts of 1985, the SEEM Collaborative (hereinafter “Collaborative”) hereby deems that no student, employee or school organization under the control of the Collaborative shall engage in the activity of hazing a student while on or off school property, or at a school sponsored event regardless of the location. No organization that uses the facilities or grounds under the control of the Collaborative shall engage in the activity of hazing any person while on school property.

Hazing as defined in Chapter 269, Section 17 of the Massachusetts General Laws as follows:

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

Any student who observes what appears to them to be the activity of hazing another student or person should report such information to the Program Principal or his/her designee including the time, date, location, names of identifiable participants and the types of behavior exhibited. Students and employees of the Collaborative are obligated by law to report incidents of hazing to the police department.

Any student who is present at a hazing has the obligation to report such an incident. Failure to do so may result in disciplinary action by the Collaborative against that student and could involve suspension from school for up to three days.

Any student who participates in the hazing of another student or other person may, upon the approval of the Executive Director of the Collaborative, be suspended from school for up to ten (10) school days.

Any student determined by the Executive Director of the Collaborative to be the organizer of a hazing activity may be recommended for termination from the Collaborative program but will receive no less disciplinary action than that of a participant.

In all cases related to hazing, students will receive procedural due process.

LEGAL REF.: M.G.L 269:17, 18, 19

Suspension Policy

One of the goals of SEEM schools is to assist students in using positive problem solving skills to resolve issues and to promote empowerment that leads to behavior change. There will be instances when students are unable to be safe in the school community or are disruptive to other students who want to fully participate in the academic program. The suspension of a student, as a result of his/her behavior, is an action that is not taken lightly and will follow the state and federal regulations.

A suspension is any occurrence in which a student is kept home or removed from the classroom for a full school day for disciplinary reasons. Suspension is considered in the event that a student:

Assaults a staff or peer
Makes a serious threat and is not able to contract for safety and/or is a danger to self or others
Brings a weapon to school
Engages in serious destruction of property
Demonstrates continuous disrespect for school rules and authority figures
Verbal abuse or harassment in which the student is not responding to interventions to cease the behavior

Policy on Disciplinary Due Process

Prior to issuing any disciplinary consequences pursuant to G.L. c. 71, § 37H ¾ and not subject to G.L. c. 71, §§ 37H and 37H ½, as discussed below, the Principal or designee will consider alternative remedies to such consequences. This policy applies only to short-term or long-term suspensions or in-school suspensions, or expulsions that are not issued under G.L. c. 71, §§ 37H and 37H ½. This policy does not apply to disciplinary consequences issued under G.L. c. 71, §§ 37H and 37H ½, which include: assault of educational staff, possession of controlled substances or a dangerous weapon on school grounds, and felony charges or conviction.

The Principal or designee will consider methods to re-engage the student in the learning process when deciding disciplinary consequences for the student. Specifically, the Principal or designee will consider and use alternative remedies including but not limited to mediation, conflict resolution, restorative justice, and collaborative problem solving. The use and results of such alternative remedies will be documented in writing. The Principal or designee will consider, use to the extent possible, and document in writing such alternative remedies before the Principal or designee may suspend or expel a student. The Principal will also implement school or district models to re-engage students in the learning process, including positive behavioral intervention and support models and trauma sensitive learning models. The Principal or designee will not implement such models in direct response to a specific incident.

The Principal or designee will document specific reasons where alternative remedies are unsuitable or counter-productive. The Principal or designee will document specific reasons in situations where the student’s continued presence in school would pose a specific, documentable concern about the infliction of serious bodily injury or other serious harm on another while in school, the Principal or designee will document specific reasons.

PROCEDURES FOR SHORT-TERM SUSPENSION

(exclusion of a student from school premises and regular classroom activities for a specified period of not more than ten school days.)

The principal, or his/her designee, may suspend students on a short-term basis. Unless a student poses a danger to persons or property, substantially and materially disrupts the order of school, possesses a firearm, controlled substance, or assaults a school staff member, the student will receive the following prior to a short-term suspension:

Oral and written notice of the charges in English and the primary language of the home if other than English. This notice shall include:

The disciplinary offense;
The basis for the charge;
The potential consequences, including the potential length of the suspension;
The opportunity to have a hearing with the principal and the parent concerning the proposed suspension, including the opportunity to dispute the charges and to present the student’s explanation of the alleged incident;
The date, time, and location of the hearing;
The right of the parent and student to interpreter services at the hearing; and
If the student may be placed on a long-term suspension following the hearing with the principal:

The rights set forth under the “Procedures for Long-Term Suspension”; and
The right to appeal the principal’s decision to the superintendent.
At the hearing, if the student and/or parent elects to attend, the student shall have the opportunity to present his/her version of the relevant facts and any mitigating circumstances. The principal shall make reasonable efforts to notify the parent orally of the opportunity to attend the hearing. To conduct the hearing without the parent, the principal must be able to document reasonable efforts to include the parent. The principal is presumed to have made reasonable efforts if the principal sent written notice and has documented at least two (2) attempts to contact the parent in the manner specified by the parent for emergency notification.
Based on the available information, the principal shall make a determination as to whether the student committed the disciplinary offenses and what remedy shall be imposed. The principal shall notify the student and parent in writing of his/her decision, the reasons for it, and, if applicable, the type and duration of the suspension and the opportunity to make up assignments and other academic work.
If the student is in a public preschool program or in grades K through 3, the principal shall send a copy of the written determination to the superintendent and explain the reasons for imposing an out-of-school suspension, before the suspension takes effect.

PROCEDURES FOR EMERGENCY REMOVAL

If the student’s continued presence poses a danger to persons or property, or materially and substantially disrupts the order of the school and, in the principal’s judgment, there is no alternative available to alleviate the danger or disruption, the principal shall temporarily remove the student from the school. This temporary removal shall not exceed two (2) days following the day of the emergency removal and the superintendent shall be immediately notified of the removal. Additionally, the principal shall make immediate and reasonable efforts to orally notify the student and student’s parent of the emergency removal, the reason for the emergency removal, and the other information required in a short-term suspension notification. The short-term suspension notice shall be provided in writing to the student and parent. The opportunity for a hearing with the principal shall occur within two (2) school days, unless otherwise extended by the school and parent. A decision regarding the student’s continued suspension or other removal shall be rendered the same say as the hearing and written notice shall be provided the following school day. This written notice shall include all the information required based on the type of discipline imposed (short-term suspension, in-school suspension, long-term suspension, or expulsion).

The principal may also remove a student from privileges, such as extracurricular activities and attendance at school-sponsored events, based on a student’s misconduct. This type of removal is not subject to the procedures for suspension and expulsion outlined in this policy.

PROCEDURES FOR AN IN-SCHOOL SUSPENSION

An in-school suspension may be used as an alternative to short-term suspension for disciplinary events. An in-school suspension means the removal of a student from regular classroom activities, but not from the school premises, for no more than ten (10) consecutive school days, or no more than ten (10) school days cumulatively for multiple infractions in one school year.

If the principal chooses this alternative, the principal shall inform the student of the disciplinary offense charged and the basis for that charge and provide the student an opportunity to dispute the charge and explain the circumstances surrounding the charge. If an in-school suspension is issued, the principal shall make reasonable efforts to notify the parent orally of the disciplinary offense, the reasons for concluding that the student committed the offense, and the length of the in-school suspension.

The principal shall also invite the parent to a meeting to discuss the student’s academic performance and behavior, strategies for student engagement, and possible responses to the behavior. This meeting shall be scheduled on the day of the suspension, if possible, or as soon as possible thereafter. The principal shall also send written notice to the student and parent about the in-school suspension, including the reason and length of the in-school suspension, and inviting the parent to the above described meeting, if such meeting has not already occurred.

PROCEDURES FOR LONG-TERM SUSPENSION

(exclusion of a student from school premises and regular classroom activities for more than ten school days.)

The principal, or his/her designee, may issue long-term suspensions at the building level. The principal may also issue expulsions for the offenses set forth in M.G.L. c. 71, §37H and §37H½. Expulsions for other offenses are handled by the School Committee pursuant to M.G.L. c. 76, §16 and §17.

In the event of a long term suspension or expulsion, the student will be provided oral and written notice of the charges in English and the primary language of the home if other than English. This notice shall include:

The disciplinary offense;
The basis for the charge;
The potential consequences, including the potential length of the suspension;
The opportunity to have a hearing with the principal and the parent concerning the proposed suspension, including the opportunity to dispute the charges and to present the student’s explanation of the alleged incident;
The date, time, and location of the hearing; and
The right of the parent and student to interpreter services at the hearing.

The principal shall make reasonable efforts to notify the parent orally of the opportunity to attend the hearing. To conduct the hearing without the parent, the principal must be able to document reasonable efforts to include the parent. The principal is presumed to have made reasonable efforts if the principal sent written notice and has documented at least two (2) attempts to contact the parent in the manner specified by the parent for emergency notification.
In advance of the hearing, the student shall have the right to review the student’s record and the documents upon which the principal may rely in making a determination to suspend the student.
The student shall also have the right to be represented by counsel or a lay person at the choice and expense of the student/parent.
At the hearing, if the student and/or parent elects to attend, the student shall have the opportunity to present his/her version of the relevant facts and any mitigating circumstances. The student shall also have the right to produce witnesses and the right to cross-examine witnesses presented by the school. The student may request that the hearing be audio recorded by the principal and may request a copy of the recording. All parties must be made aware that the hearing is recorded in advance of the hearing.
The parent, if present, shall have the opportunity to discuss the student’s conduct and other information, including mitigating circumstances that the principal should consider in determining consequences for the student.
The principal shall make a determination as to whether the student committed the disciplinary offenses and what consequences shall be imposed. The principal shall notice the student and parent in writing of his/her decision, including the following information:

The disciplinary offense, the date on which the hearing took place, and the participants in the hearing;
The key facts and conclusions reached by the principal;
The length and effective date of the suspension and the date of return to school;
The notice the student’s opportunity to receive education services to make academic progress during the suspension;
The student’s right to appeal the principal’s decision to the superintendent or his/her designee if a long-term suspension has been imposed. This notice of appeal shall include the process for appealing the decision, which requires the parent or student to file a written notice of appeal with the superintendent within five (5) calendar days of the effective date of the long-term suspension.

The superintendent shall hold the hearing within three (3) school days of the student’s request, unless an extension is mutually agreed to.
The superintendent shall make a good-faith effort to include the parent in the hearing.
The hearing shall be conducted to determine whether the student committed the disciplinary offense and, if so, what the consequence shall be. The hearing shall be audio recorded and a copy of the recording shall be provided to the student or parent upon request.
All the same rights as are afforded in the above long-term suspension principal’s hearing shall apply to the student in a superintendent’s hearing.
The superintendent shall issue a written decision within five (5) calendar days of the hearing. If the superintendent determines that the student committed the disciplinary offense, the superintendent may impose the same or lesser consequence than the principal.
The decision of the superintendent shall be the final decision of the school district.

If the student is in grades K-3, the principal shall send a copy of the written determination to the superintendent and explain the reasons for the suspension before the suspension takes effect.

EXPULSION

Expulsion is the removal of a student from the school premises, regular classroom activities, and school activities for more than ninety (90) days, indefinitely, or permanently. Conduct that may lead to expulsion includes but is not limited to possession of a dangerous weapon, assault on school personnel or upon other students, possession of a controlled substance, and certain criminal convictions and charges. See also, the Policies and Laws Relating to Student Conduct section of the handbook. Procedures associated with expulsion are set forth under the Procedures for Expulsion section of the handbook.

ADDITIONAL PROCEDURAL PROTECTIONS FOR

SPECIAL EDUCATION STUDENTS

In general, special education students may be excluded from their programs for up to ten school days per school year just as any other student. However, when the district seeks to exclude a special education student from his/her program for more than ten school days in the school year, the student’s special education Team must first determine whether the student’s behavior was caused by, or was directly and substantially related to his/her disability or whether the conduct in question was the direct result of the district’s failure to implement the student’s IEP (a “manifestation determination”). If the Team determines that the behavior was a manifestation of his/her disability or was caused by a failure to implement the IEP, it must conduct a functional behavioral assessment and develop a behavior plan (or review and modify an existing plan, if necessary), and return the student to his/her current program, unless the student’s parents and the district agree to a change in placement.

If the Team determines the behavior was not caused by, or directly and substantially related to the student’s disability or failure to implement the IEP, the school may discipline the student according to the school’s code of student conduct, except that during the period of suspension or expulsion, the district must continue to provide the student with a free appropriate public education (FAPE) and, if appropriate, conduct a functional behavior assessment and provide intervention services and modifications to prevent the conduct from recurring. If the conduct involves weapons, drugs, or serious bodily injury, a special education student may be removed to an interim alternative educational placement for up to 45 school days regardless of the behavior’s relationship to his/her disability.

Additional information regarding the procedural protections for students with disabilities can be obtained from the Director of Pupil Services at 978-567-6111.

POSSESSION OF WEAPONS OR CONTROLLED SUBSTANCES

ASSAULT OF EDUCATIONAL PERSONNEL

Massachusetts General Law Ch. 71, §37H authorizes the principal to expel students as follows:

Any student who is found on school premises or at school-sponsored or school-related events, including athletic games, in possession of a dangerous weapon, including, but not limited to, a gun or a knife; or a controlled substance as defined in Chapter Ninety-Four C, including, but not limited to, marijuana, cocaine, and heroin, may be subject to expulsion from the school or school district by the principal.
Any student who assaults a principal, assistant principal, teacher, teacher’s aide or other educational staff on school premises or at school-sponsored or school-related events, including athletic games, may be subject to expulsion from the school or school district by the principal.
Any student who is charged with a violation of either paragraph (1) or (2) shall be notified in writing of an opportunity for a hearing; provided, however, that the student may have representation, along with the opportunity to present evidence and witnesses at said hearing before the principal. After said hearing, a principal may, at his discretion, decide to suspend rather than expel a student who has been determined by the principal to have violated either paragraph (1) or (2).
Any student who has been expelled from a school district pursuant to these provisions shall have the right to appeal to the superintendent. The expelled student shall have ten days from the date of the expulsion in which to notify the superintendent of his appeal. The student has the right to counsel at a hearing before the superintendent. The subject matter of the appeal shall not be limited solely to a factual determination of whether the student has violated any provisions of this section.
Any school district that suspends or expels a student under this section shall continue to provide educational services to the student during the period of suspension or expulsion, under section 21 of chapter 76. If the student moves to another district during the period of suspension or expulsion, the new district of residence shall either admit the student to its schools or provide educational services to the student in an education service plan, under section 21 of chapter 76.
Districts shall report to the department of elementary and secondary education the specific reasons for all suspensions and expulsions, regardless of duration or type, in a manner and form established by the commissioner. The department of elementary and secondary education shall use its existing data collection tools to obtain this information from districts and shall modify those tools, as necessary, to obtain the information. On an annual basis, the department of elementary and secondary education shall make district level de-identified data and analysis, including the total number of days each student is excluded during the school year, available to the public online in a machine readable format. This report shall include district level data disaggregated by student status and categories established by the commissioner.
Under the regulations promulgated by the department, for each school that suspends or expels a significant number of students for more than 10 cumulative days in a school year, the commissioner shall investigate and, as appropriate, shall recommend models that incorporate intermediary steps prior to the use of suspension or expulsion. The results of the analysis shall be publicly reported at the school district level.

A copy of this law may be obtained in the main office.

SUSPENSION/EXPULSION BASED UPON A FELONY CHARGE/CONVICTION M.G.L. c. 71, § 37H½

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

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

The principal may expel a student who has been convicted, adjudicated, or admitted guilt with respect to a felony or felony delinquency, if the principal determines that the student’s continued presence in school would have a substantial detrimental effect on the general welfare of the school. The student shall receive written notification of the charges and reasons for such expulsion prior to such expulsion taking effect. The student shall also receive written notification of his right to appeal and the process for appealing such expulsion; provided, however, that the expulsion shall remain in effect prior to any appeal hearing conducted by the superintendent.

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

A copy of this law may be obtained in the main office.

EDUCATIONAL SERVICES AND ACADEMIC PROGRESS

DURING SUSPENSIONS AND EXPULSION

Any student who is serving an in-school suspension, short-term suspension, long-term suspension, or expulsion shall have the opportunity to earn credits, as applicable, make up assignments, test, papers, and other school work as needed to make academic progress during the period of his or her removal from the classroom. The principal shall inform the student and parent of such opportunity in writing when such suspension or expulsion is imposed.

Any student expelled or suspended from school for more than ten (10) consecutive days, whether in school or out of school, shall have an opportunity to receive education services and make academic progress toward meeting state and local requirements, through a school-wide education service plan. This plan will be developed by the principal and shall describe the services that the school district will make available to students who are expelled or suspended for ten (10) or more consecutive days. The plan will include the process for notifying such students and their parents of the services and arranging the services.

Civil Rights, Title IX, and Non-Discrimination: Grievance/ Complaint Procedure

_____________________________________________________________________________________

The SEEM Collaborative admits students of any race, sex, color, religion, sexual orientation, gender, disability, and national or ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students in the Collaborative. We do not discriminate on the basis of race, sex, color, religion, disability, sexual orientation, gender identity, or national or ethnic origin in the administration of our educational policies, admission policies, scholarship and loan programs, athletic, or other school-administered programs, or in employment.

Inquiries about Title IX may be referred to the SEEM Collaborative’s Title IX Coordinator, the U.S. Department of Education’s Office for Civil Rights, or both. The District’s Title IX Coordinator is Sheilagh Senior [email protected] SEEM’s Title IX Coordinator may delegate specific duties to one or more designees as they find appropriate.

SEEM Collaborative’s nondiscrimination policy and grievance procedures can be located in the appendix. SEEM has adopted these grievance procedures to provide for the prompt and equitable resolution of complaints made by students, employees, or other individuals who are participating or attempting to participate in its education program or activity, or by the Title IX Coordinator, alleging any action that would be prohibited by Title IX or the Title IX regulations.

To report information about conduct that may constitute sex discrimination or make a complaint of sex discrimination under Title IX, please refer to the appendix page 44.

Retaliation

Complainants and those who participate in the complaint resolution process or who otherwise oppose in a reasonable manner an act or policy believed to constitute discrimination are protected from retaliation by law and Collaborative policy. The coordinator or designee will inform all involved individuals that retaliation is prohibited, and that anyone who feels that they have experienced retaliation for filing a complaint or participating in the resolution process should inform the coordinator. The coordinator will investigate reports of retaliation and, where retaliation is found, take separate remedial and disciplinary action.

Bullying

SEEM schools believe that a safe and civil environment in school is important for the success of each of our students. Harassment or “bullying,” is conduct that disrupts both a student’s ability to learn and a school’s ability to educate its students in a safe environment. Treating others with civility and respect and refusing to tolerate harassment or bullying are expected of administrators, faculty, staff, and volunteers to provide positive examples for student behavior. Although we acknowledge that the students at our schools have special needs/diagnoses that can cause impulsive, angry verbal and/or physical outbursts towards others, the deliberate bullying behavior, as defined below, will not be tolerated. Any suspicion of bullying behavior by and/or toward another student and/or staff will be investigated by the principal and parents and the sending district will be notified if the principal deems it necessary. Students will participate in curriculum throughout the program (classroom activities, social skills group, health classes and/or activities around, “Care for Self and Others”) which will help students learn how to treat others; how to communicate more effectively with others; self-advocacy skills; and the roles of the aggressor, the victim and the bystander in a “bullying situation.” Students will also, through individual and/or group counseling, as determined by a student’s individual developmental and social needs, learn the difference between “normal conflict” and “bullying/harassment.”

Bullying, as defined in M.G.L. c. 71, § 37O, is the repeated use by one or more students or by a member of school staff including, but not limited to and educator, administrator, nurse, cafeteria worker, custodian, bus driver, athletic coach, advisor to an extracurricular activity or paraprofessional of a written, verbal, or electronic expression or a physical act or gesture or any combination thereof, directed at a victim that:

causes physical or emotional harm to the target or damage to the target’s property;
places the target in reasonable fear of harm to himself or herself or of damage to his or her property;
creates 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.

Cyber bullying (See M.G.L. c. 71, § 37O for the legal definition) is bullying through the use of technology or electronic devices such as telephones, cell phones, computers, and the Internet. It includes, but is not limited to, email, instant messages, text messages, and Internet postings.

Any person who believes that he/she has been the victim of bullying may seek redress through the SEEM Collaborative Grievance Procedure. Parents, students and staff are encouraged to report known incidences by completing and submitting the attached bullying report form to the program principals. SEEM Collaborative full bullying policy can be found HERE.

Emergency Termination of Enrollment

Consideration of termination of enrollment is part of the TEAM process in determining appropriate placement for a student. Every effort is made to continue enrollment for students that may be in crisis. However, if a student presents with severe behavioral incidents requiring more support and intervention than is routinely part of our therapeutic procedures, the following processes occur:

An emergency Team Meeting is convened to discuss alternative strategies to address the student’s presenting issues.

The Team develops an interim action plan which can include, but not exclusive to:

1:1 staff supervision and support
Change in length of school day
Change in daily academic and behavioral expectations
Change in environment within the school program
Addition of therapeutic/clinical intervention
Or any other option as determined by the team

A follow-up Team meeting is scheduled following the interim action plan to assess the student’s status.

In the event of an emergency situation, when a student presents a clear and present threat to the health and safety of himself or others, the Crisis Team may immediately terminate the enrollment of a student provided the following assurances are made.

The enrolling public school district shall receive immediate notification and assume responsibility for the student.
In accordance with 603 CMR 28.09(12), at the request of the district, the student’s termination can be delayed for two calendar weeks to allow the district to convene an emergency team meeting or to conduct other appropriate planning discussions.
By mutual agreement, the student’s termination can be delayed for longer than two weeks.
Staff will be available at the request of the enrolling district to attend the emergency team meeting with the parents, the public school representatives, and any other agencies responsible to the student.

If a student has been hospitalized due to an emergency situation, a re-entry after the hospitalization meeting may be scheduled. The team may determine an emergency termination is required.

**PLEASE SIGN THE ELECTRONIC VERSION OF THIS FORM. THIS COPY IS FOR YOUR RECORDS.

Student Handbook Receipt

I, (Please print your name) ____________________________________________,

have received and read a copy of the SEEM Parent/Guardian and Student Handbook. I understand the policies and school rules, including the acceptable computer/technology use, and am willing to comply with these rules and responsibilities.

________________________________ ________________________________

Student Signature Student Name

_________________________________ ______________________________

Parent Signature Parent Name

________________________________

Date

Preferred phone number:_____________________________________

Preferred email address:_______________________________________

Appendix

Emergency Seclusion Review and Consent Form -603 CMR 46.07(2)(d)-(f)

Student Information

Student Name: __________________________________________ Date of Birth: ____ / ____ /

School District: ________________________________________ School / Program:_____________________________

Definition of Emergency Seclusion

Seclusion is the involuntary confinement of a student alone in a room or area from which the student is not permitted to leave. Under 603 CMR 46.00, seclusion is prohibited except in an emergency situation as a last resort, on an individual student basis, and only when all required advance documentation and approvals have been completed.

Emergency seclusion may be used only when a student’s behavior poses an imminent threat of assault or serious physical harm to self or others and less intrusive interventions have been ineffective or are deemed inappropriate.

During any emergency seclusion:

Staff will continuously observe and actively monitor the student.
The space used will be safe, clean, appropriately lighted, ventilated, and compliant with applicable fire and building codes.
Seclusion will end immediately once the student no longer poses a threat of serious physical harm or if the student shows signs of severe distress.
Parent/ Guardian will be informed of the use of emergency seclusion within 24 hours of the event and shall be provided with a written report within three school days.

Section A — Parent / Student Consent (603 CMR 46.07(2)(f))

I, the undersigned parent/guardian or adult student, understand the definition and limitations regarding emergency seclusion under 603 CMR 46.00.

I acknowledge that emergency seclusion may be used only:

in an emergency situation,
as a last resort,
when the student presents an imminent risk of serious physical harm to self or others, and
after less restrictive interventions have been ineffective or inappropriate.

By signing below, I consent to the possible use of emergency seclusion for this student under the conditions described above.

Signature of Parent/Guardian or Adult Student: __________________________________________________

Printed Name: ____________________________________________ Date: ____ / ____ / ____

Section B — Licensed Mental Health Professional Review (603 CMR 46.07(2)(e))

Name: _________________________________________________ Credential / License #: _____________________

Phone / Email: ______________________________________________

I have reviewed the above-named student’s behavioral and psychological history in relation to the potential use of emergency seclusion.

Based on my professional assessment:

I found no psychological or behavioral contraindications, including trauma-related or mental health concerns, that would make emergency seclusion unsafe or inappropriate for this student.
There is sufficient psychological or behavioral justification for the possible use of emergency seclusion as a last resort in an emergency situation.

Additional Comments (optional):______________________________________________________________________________

Signature: _______________________________________________ Printed Name: _______________________________________

Date: ____ / ____ / ____

Section C —Licensed Physician Review (603 CMR 46.07(2)(d))

Name: _________________________________________________ Credential / License #: ________________________________

Phone / Email: __________________________________________

I have reviewed the above-named student’s medical history in relation to the potential use of emergency seclusion.

Based on my professional assessment:

I found no medical contraindications, including respiratory, cardiac, seizure-related, or other health concerns, that would make emergency seclusion medically unsafe for this student.

Additional Comments (optional): _______________________________________________________________________________

Signature: __________________________ Printed Name: ______________________________Date: ____ / ____ / ____

Section D — Administrative Approval

I have reviewed this documentation and approve the use of emergency seclusion for this student in accordance with 603 CMR 46.07(2).

Principal / Administrator Signature: __________________________________________________

Printed Name: ____________________________________________ Date: ____ / ____ / ____

Bullying Report Form

Reporter/Person Making Complaint

(reports may be made anonymously)

Name:

Anonymous
Target of behavior
Staff Member
Parent
Other (specify):

Information about Incident

Target Name:
Alleged Aggressor Name:
Incident Date:
Incident Location:
Incident Time:
Witnesses
Name:
Name:

Type of Incident

Verbal/Written Aggression: name calling, teasing, note writing, written threats, etc.
Social Aggression: spreading rumors, excluding from group, embarrassing on purpose, ganging up on
Intimidation: threatening/intimidating target into particular action, gesture directed toward an individual, actions that create a hostile environment
Sexual Harassment: comments, jokes or actions of a sexual nature
Racial or Ethnic Harassment: comments, jokes, name calling of this nature
Physical Aggression: hitting, tripping, kicking, pulling a chair out from someone, purposely destroying someone’s property, taking someone else’s belongings
Cyber Bullying: bullying through the use of technology, all social network sites, any electronic communication, images, data, the creation of a web page or blog knowingly impersonating an individual

Description of Incident:

For Administrative Use Only

Investigation Interviews

Aggressor	Name:	Date:
Target	Name:	Date:
Witness 1	Name:	Date:
Witness 2	Name:	Date:

Any prior documented incidents by the aggressor?

Yes
No

If yes, have incidents involved the same target?

Yes
No

Summary of Investigation:

Parent/Guardian Contacts

Target Parent/lLegal Guardian	Name:	Date:
Aggressor Parent/Legal Guardian	Name:	Date:
Other Agency:	Name:	Date:

Disciplinary Action Taken:

Finding of Bullying/Retaliation?

Yes
No

Does the conduct constitute discrimination or harassment in violation of other applicable state and/or federal laws? (Is the target member of a protected class?)

Yes
No

Further action/plan required:

Medication Form

Protection of Pupil Rights Amendment

PPRA affords parents of elementary and secondary students certain rights regarding the conduct of surveys, collection and use of information for marketing purposes, and certain physical exams. These include, but are not limited to, the right to:

Consent before students are required to submit to a survey that concerns one or more of the following protected areas (“protected information survey”) if the survey is funded in whole or in part by a program of the U.S. Department of Education (ED)–

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

Receive notice and an opportunity to opt a student out of –

Any other protected information survey, regardless of funding;
Any non-emergency, invasive physical exam or screening required as a condition of attendance, administered by the school or its agent, and not necessary to protect the immediate health and safety of a student, except for hearing, vision, or scoliosis screenings, or any physical exam or screening permitted or required under State law; and
Activities involving collection, disclosure, or use of personal information collected from students for marketing or to sell or otherwise distribute the information to others. (This does not apply to the collection, disclosure, or use of personal information collected from students for the exclusive purpose of developing, evaluating, or providing educational products or services for, or to, students or educational institutions.)

Inspect, upon request and before administration or use –

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

These rights transfer from the parents to a student who is 18 years old or an emancipated minor under State law.

SEEM Collaborative will develop and adopt policies, in consultation with parents, regarding these rights, as well as arrangements to protect student privacy in the administration of protected information surveys and the collection, disclosure, or use of personal information for marketing, sales, or other distribution purposes. SEEM Collaborative will directly notify parents of these policies at least annually at the start of each school year and after any substantive changes. SEEM Collaborative will also directly notify, such as through U.S. Mail or email, parents of students who are scheduled to participate in the specific activities or surveys noted below and will provide an opportunity for the parent to opt his or her child out of participation of the specific activity or survey. SEEM Collaborative will make this notification to parents at the beginning of the school year if the District has identified the specific or approximate dates of the activities or surveys at that time. For surveys and activities scheduled after the school year starts, parents will be provided reasonable notification of the planned activities and surveys listed below and be provided an opportunity to opt their child out of such activities and surveys. Parents will also be provided an opportunity to review any pertinent surveys. Following is a list of the specific activities and surveys covered under this direct notification requirement:

Collection, disclosure, or use of personal information collected from students for marketing, sales, or other distribution.
Administration of any protected information survey not funded in whole or in part by ED.
Any non-emergency, invasive physical examination or screening as described above.

Parents who believe their rights have been violated may file a complaint with:

Student Privacy Policy Office

U.S. Department of Education

400 Maryland Avenue, SW

Washington, D.C. 20202

Restraint and Time Out Policy and Procedures

Approved by the Board of Directors on 5/16/2026

(CR 17A Use of physical restraint on any student enrolled in a publicly-funded education program)

SEEM Collaborative complies with the Department of Elementary and Secondary Education (hereinafter “DESE”) regulations governing the use of physical restraint, which can be found at 603 CMR 46.00 et seq. (hereinafter “Regulations”). According to their terms, the Regulations apply not only at school but also at school-sponsored events and activities, whether or not on school property. Additional information, including a copy of the regulations can be obtained from Sheilagh Senior, Human Resource Administrator, or obtained at https://www.doe.mass.edu/lawsregs/603cmr46.html?section=all.

Only lawful physical restraint will be used in SEEM Collaborative. Physical restraint shall be used only in emergency situations of last resort, after other lawful and less intrusive alternatives have failed or been deemed inappropriate, and with extreme caution. School personnel shall use physical restraint with two goals in mind:

To administer a physical restraint only when needed to protect a student and/or a member of the school community from assault or imminent, serious, physical harm; and
To prevent or minimize any harm to the student as a result of the use of physical restraint.

* Nothing in this policy shall preclude a teacher, employee, or agent of the Collaborative from using reasonable force to protect students, other persons or themselves from assault or imminent, serious, physical harm. Nothing in this Policy or the Regulations prohibits law enforcement or school security personnel from exercising their responsibilities, including physical detainment of an individual alleged to have committed a crime or posing a security risk.

DEFINITIONS (603 CMR 46.02):

Mechanical Restraint: the use of any physical device or equipment to restrict a student’s freedom of movement.

Mechanical restraint does not include devices implemented by trained school personnel, or utilized by a student, that have been prescribed by an appropriate medical or related services professional, and are used for the specific and approved positioning or protective purposes for which such devices were designed. Examples of such devices include: adaptive devices or mechanical supports used to achieve proper body position, balance, or alignment to allow greater freedom of mobility than would be possible without the use of such devices or mechanical supports; vehicle safety restraints when used as intended during the transport of a student in a moving vehicle; restraints for medical immobilization; or orthopedically prescribed devices that permit a student to participate in activities without risk of harm.

Medication Restraint: the administration of medication for the purpose of temporarily controlling behavior.

Medication prescribed by a licensed physician and authorized by the parent for administration in the school setting is not medication restraint.

Physical Escort: a temporary touching or holding, without the use of force, of the hand, wrist, arm, shoulder, or back for the purpose of inducing a student who is agitated to walk to a safe location.

Physical Restraint: direct physical contact that prevents or significantly restricts a student’s freedom of movement.

The following are not physical restraints:

Brief physical contact to promote student safety (such as guiding a student or re-directing a student);
Providing physical guidance or prompting when teaching a skill;
Redirecting attention or providing comfort by touch (such as to a shoulder, face or torso);
Physical escort (as defined above)

Prone Restraint: a physical restraint in which a student is placed face down on the floor or another surface, and physical pressure is applied to the student’s body to keep the student in the face-down position.

Seclusion: involuntary confinement of a student alone in a room or area, with or without adult supervision, from which the student is not permitted to leave.

The following are not seclusion:

A classroom or school environment where, as a general rule, all students need permission to leave the room or area, such as to use the restroom;
Placing a student in a separate location within a classroom with others or with an instructor, so long as the student has the same opportunity to receive and engage in instruction;
Time-out (as defined below)

Time-Out: a behavioral support strategy in which a student temporarily separates from the learning activity or the classroom, either by choice or by direction from staff, for the purpose of calming. During time-out, a student must be continuously observed by a staff member in an unlocked setting from which the student is permitted to leave. Staff shall be with the student or immediately available to the student at all times. Time-out shall cease as soon as the student has calmed.

REQUIREMENTS FOR THE USE OF PHYSICAL RESTRAINT (603 CMR 46.03):

Physical restraint is an emergency procedure of last resort. It may be used only when the student’s behavior poses a threat of assault or imminent, serious, physical harm to self and/or others, and the student is not responsive to verbal directives or other lawful and less intrusive behavior interventions, or such interventions are deemed to be inappropriate under the circumstances.

Physical restraint shall be limited to the use of such reasonable force as is necessary to protect a student or another member of the school community from assault or imminent, serious, physical harm. The staff member administering physical restraint shall use the safest method available and appropriate to the situation, subject to the safety requirements set forth in 603 CMR 46.05.

PROHIBITIONS

Mechanical restraint, medication restraint, prone restraint (unless permitted under the conditions described below), seclusion (unless permitted under the conditions described below) and the use of physical restraint in a manner inconsistent with 603 CMR 46.00 are strictly prohibited in the Collaborative.

Physical restraint, of any kind, shall not be used:

As a means of discipline or punishment;

When the student cannot be safely restrained because it is medically contraindicated for reasons including, but not limited to, asthma, seizures, a cardiac condition, obesity, bronchitis, communication-related disabilities, or risk of vomiting;

As a response to property destruction, disruption of school order, a student's refusal to comply with a policy or directive, or verbal threats when those actions do not constitute a threat of assault, or imminent, serious, physical harm; or

As a standard response for any individual student. No written individual behavior plan or individualized education program (IEP) may include use of physical restraint as a standard response to any behavior. Physical restraint is an emergency procedure of last resort.

Prone restraints are prohibited, except on an individual basis and when all of the following conditions, which require specific, advance documentation, are met:

The student has a documented history of repeatedly causing serious self-injuries and/or injuries to other students or staff;
All other forms of physical restraint have failed to ensure the safety of the student and/or others;
There are no medical contraindications, as documented by a licensed physician;
There is psychological or behavioral justification for the use of prone restraint and no psychological or behavioral contraindications, as documented by a licensed mental health professional;
The program has obtained consent to use prone restraint in an emergency and the use of prone restraint is approved in writing by the Principal; and
The program has documented all of the above before using prone restraint and maintains the documentation.

The only staff authorized to administer a prone restraint are staff who have received in-depth restraint training in accordance with the regulations at 603 C.M.R. 46.00.

Seclusion is prohibited, except on an individual basis and when all of the following conditions, which require specific, advance documentation, are met:

The student has a documented history of repeatedly causing serious self-injuries and/or injuries to other students or staff;
The student is not responsive to directives or other less intrusive behavior interventions, or such interventions are deemed to be inappropriate under the circumstances;
Other forms of intervention have failed to ensure the safety of the student and/or others;
There are no medical contraindications, as documented by a licensed physician;
There is psychological or behavioral justification for the use of seclusion and no psychological or behavioral contraindications, as documented by a licensed mental health professional;
The program has obtained consent from the student’s parent and, if appropriate, the student, to use seclusion in an emergency and the use has been approved in writing by the Principal;
Any individual using seclusion has received training about alternative behavior interventions and management techniques; and
The program has documented all of the above before using seclusion and maintains the documentation.

No written individual behavior plan or individualized education program (IEP) may include use of seclusion as a standard response to any behavior. At all times during the use of seclusion, a staff member will continuously monitor and observe the student, be immediately available to the student, and continue to use calming and deescalation strategies with the student, unless it is unsafe or counterproductive to do so. The emergency use of seclusion will cease as soon as the student’s behavior no longer poses a threat of assault or imminent serious physical harm or if the student is observed to be in severe distress. The Principal’s approval must be obtained if seclusion is used for a period longer than 30 minutes.

Any program of SEEM Collaborative, which uses seclusion, consistent with the requirements above, must examine alternatives and strategies for reducing and eliminating its use no later than 3 years from the effective date of the Regulations.

PROPER ADMINISTRATION AND SAFETY REQUIREMENTS (603 CMR 46.05)

Only personnel who have received training [i.e.,Safety Care and/or Therapeutic Crisis Intervention (TCI)) pursuant to the Regulations shall administer physical restraint on students. Whenever possible, the administration of a restraint shall be witnessed by at least one adult who does not participate in the restraint. When administering a physical restraint, trained staff shall comply with the requirements regarding use of force, method, duration of the restraint, and safety, as set forth in the Regulations.

No restraint shall be administered in such a way that the student is prevented from breathing or speaking. During the administration of a restraint, a staff member shall continuously monitor the physical status of the student, including skin temperature and color, and respiration.
Restraint shall be administered in such a way so as to prevent or minimize physical harm. If, at any time during a physical restraint, the student expresses or demonstrates significant physical distress including, but not limited to, difficulty breathing, the student shall be released from the restraint immediately, and school staff shall take steps to seek medical assistance.
If a student is restrained for a period longer than 20 minutes, program staff shall obtain the approval of the Principal. The approval shall be based upon the student's continued agitation during the restraint justifying the need for continued restraint.
Program staff shall review and consider any known medical or psychological limitations, known or suspected trauma history, and/or behavioral intervention plans regarding the use of physical restraint on an individual student.
After the release of a student from a restraint, program staff shall implement follow-up procedures. These procedures shall include reviewing the incident with the student to address the behavior that precipitated the restraint; reviewing the incident with the staff person(s) who administered the restraint to discuss whether proper restraint procedures were followed; and consideration of whether any follow-up is appropriate for students who witnessed the incident.

STAFF TRAINING

All school staff will receive training with respect to the Collaborative restraint prevention and behavior support policy and requirements when restraint is used. Staff training will occur at the beginning of each school year, and, for new hires, within one month of being hired. Training shall include:

Information on the role of various individuals in preventing restraint;
The Physical Restraint and Time-Out Policy and procedures;
Interventions that may preclude the need for restraint, including de-escalation techniques;
Types of permitted physical restraints and related safety considerations;
Administering physical restraint in accordance with medical or psychological limitations, known or suspected trauma history, and/or behavioral intervention plans applicable to an individual student; and
Identification of program staff who have received in-depth training in the use of physical restraint, who may serve as school-wide resources to assist in ensuring proper administration of physical restraint.

In addition, the Principal will identify program staff who will participate in additional, in-depth training on the use of physical restraint, consistent with the requirements of 603 CMR 46.04(3),(4).

REPORTING

Any and all physical restraints (including emergency seclusion, if used), regardless of duration, will be reported to the Principal, the Parents, and the Department of Elementary and Secondary Education (DESE) as indicated below.

Reporting to Principal: The staff member who administered the restraint/seclusion shall notify the Principal or designee verbally as soon as possible and in writing no later than the next school working day. If the Principal administered the restraint, the Principal shall prepare the report and submit it to the Executive Director.

The Principal or designee shall maintain an on-going record of all reported instances of physical restraint and emergency seclusion, if any (the “Physical Restraint Log” and “Seclusion Log”).
The Principal shall conduct a weekly review of the Physical Restraint Log and Seclusion Log to identify student(s) who have been restrained/secluded multiple times during the week and convene teams to review the student’s needs, as appropriate. The review team will review the written physical restraint reports; analyze the circumstances leading up to each restraint, including factors such as time of day, day of the week, antecedent events, and individuals involved; consider factors that may have contributed to escalation of behaviors and alternatives to restraint, with the goal of reducing or eliminating the use of restraint in the future; and create a written plan of action, if appropriate. The Principal shall ensure that a record of any such individual student review team is maintained and made available to DESE or the Parents upon request.
The Principal shall also conduct a monthly review of the Physical Restraint Log and Seclusion Log in order to consider patterns in the time of day, day of week, or individuals involved; the number and duration of restraints/seclusions school-wide and for individual students; the number and type of injuries, if any, resulting from use of restraint; and the need for additional staff training, policy modifications, or other action to reduce or eliminate restraints.
The Physical Restraint Log and Seclusion Log, if any, shall be made available for review by a parent (in accordance with student records regulations) or the DESE upon request.

Reporting to Parents: The Principal or designee shall make reasonable efforts to inform the student’s Parent(s) of the restraint within 24 hours of the event and shall notify the student’s Parent(s) by written report within three school working days of the restraint. The information in the report shall comply with 603 CMR 46.06(4). The written restraint report must be provided to the student’s parent(s) in the language in which report cards and other necessary school-related information are customarily provided. The Principal shall provide the student and the parent(s) an opportunity to comment orally and in writing on the use of the restraint and on information in the written report.

Reporting to DESE: If a physical restraint or emergency seclusion results in injury to either a student or a staff member, the Collaborative will send a copy of the written report of that restraint to the DESE within three (3) school working days, along with a copy of Physical Restraint Log and Seclusion Log, if any, for the 30-day period prior to that restraint. Additionally, the Collaborative will annually report physical restraint data to DESE in a manner and form directed by DESE.

SAFEGUARDS (603 CMR 46.07)

See also Policy SE 55 Special Education Facilities and Classrooms

Any room or area used for Time-Out will be clean, safe, and sanitary. It will be appropriate for the purpose of calming students, including being of appropriate size for the students served. It will be appropriately lighted, ventilated, and heated and cooled, consistent with the remainder of the building. The space will be free of objects or fixtures that are inherently dangerous and in compliance with local fire and building code requirements.

Any room used for seclusion, if permitted under the conditions enumerated in 603 CMR 46.07(2), will meet the same physical requirements as a Time-Out space, described above. Any room used for seclusion will be inspected by the program for compliance with such requirements at least weekly.

PREVENTING STUDENT VIOLENCE AND SELF-INJURIOUS BEHAVIOR

As set forth in the Regulations, SEEM Collaborative shall develop methods for preventing student violence, self-injurious behavior, and suicide, including individual crisis planning, behavior intervention plans, and de-escalation of potentially dangerous behavior occurring among groups of students or with an individual student.

PARENT ENGAGEMENT

In accordance with the Regulations, SEEM Collaborative shall engage parent(s) in discussions about restraint prevention and the use of restraint solely in an emergency situation of last resort. This Physical Restraint and Time-Out Policy will be posted on the Collaborative’s’ website and within school handbooks. Parents are also welcome to request a meeting with the Principal or designee to discuss any individual restraint or to discuss restraint and time-out procedures in general use.

GREIVANCE PROCEDURE

SEEM Collaborative will consider and investigate any complaints that it receives regarding the use of physical restraint or time-out in school. Any individual who believes that a physical restraint of a student may have been unwarranted or conducted inappropriately may submit a written complaint to the Principal. The written complaint should include the time, date, and location of the incident; the names of all students and staff involved; and references to which aspects of this policy or the Regulations that the complainant believes have not been followed. The Principal or designee will conduct a thorough investigation which may include interviewing the complainant, witnesses, staff, and/or the student; reviewing all written documentation leading up to and pertaining to the incident; and reviewing available data on physical restraint and/or time-outs within the building. The Principal or designee will provide a written response to the complainant summarizing the investigation, conclusions, and corrective action, if any.

PREVENTION AND ALTERNATIVES TO PHYSICAL RESTRAINT

Students, families, and school staff each play a role in preventing restraint and ensuring the safety of the school community.

Students: Students are responsible for knowing and following the school rules and code of conduct, as outlined in the Student/Family Handbooks. Students are also encouraged to report to staff whenever another student evinces violent or dangerous behavior towards themselves or others.
Families: Families should be aware of and encourage adherence to the school rules and code of conduct, as outlined in the Student/Family Handbooks. Regular communication between Parent(s) and school is important to facilitate support for any student experiencing difficulty.
School Staff: Staff are responsible for reviewing, attending training, and implementing the school policies and procedures, including those related to physical restraint and time-out. Staff are also responsible for discussing and explaining these policies and procedures to families and students to prevent misunderstanding.
Administration: SEEM Collaborative will annually review its Physical Restraint and Time-Out Policy and related procedures, provide it to school staff, provide annual training to school staff, and make the policy and procedures available to families of enrolled students.

De-escalation Techniques and Alternatives to Restraint

SEEM Collaborative’ staff may utilize a variety of behavioral interventions in order to de-escalate a student, including but not limited to:

Offering choices of activities
Positive behavioral interventions
Verbal redirection
Verbal directive to cease behavior
Opportunity for a movement break
Opportunity for a sensory break
Breathing exercises
Access to a preferred, tangible item
Reducing the demands/amount of work expected
Reminding student of reinforcers available for engaging in appropriate behaviors (e.g. first work, then you can read )
Prompting the student to use functional language to communicate their feelings or needs (e.g. if you are frustrated you can tell me “I need a break”)
Offering opportunities to speak with professionals (e.g. teacher, administrator, nurse, or guidance counselor)
Working in small groups outside classroom on academic related work
Time-out for the purpose of calming.
Whenever there is a behavior support plan in place for a student, staff should defer to the specific interventions outlined in the behavior plan.

PROCEDURE FOR USE OF TIME-OUT

Time-out is a behavioral support strategy in which a student temporarily separates from the learning activity or the classroom, either by choice or direction from staff, for the purpose of calming. During a time-out, the student will be continuously observed by staff in an unlocked setting from which the student is permitted to leave.

It is the expectation of SEEM Collaborative that a staff member will be physically present with the student during time-out; however, if it is not safe for the staff member to remain in the room with the student, staff will remain immediately available to the student and will continuously observe the student during time-out. The time-out will cease as soon as the student has calmed, based on staff observation of the student’s physical cues, tone of voice, and demeanor. The student shall not be required to complete any specific task or checklist to demonstrate that he/she has calmed.

If a time-out may last longer than 30 minutes, staff will obtain approval from the Principal or designee to continue the time-out. Any such approval will be based on careful consideration of the individual student’s presentation and level of agitation. If, in the opinion of the Principal or designee, the student has calmed, then the time-out will cease. For any time-out approaching or exceeding 30 minutes duration, staff will also consider the need to follow-up and debrief the incident with the student at a later time and/or whether the student’s behavior warrants convening a Team meeting; modifying an existing behavior plan; or creating a new behavior plan. Staff will attempt to contact the student’s parent(s) within 24 hours and offer an opportunity to discuss the circumstances of the extended time-out.

Time-out does not include time spent meeting with administrators; visits to nurse; performing an errand in another part of the school building; or working in small groups outside the classroom. Students may also take space for calming while remaining fully aware of the learning activities in the classroom. For example, "planned ignoring;" asking students to put their heads down; or placing a student in a different location within the classroom are alternatives to time-out.

Documenting Time-Out

It is the expectation of SEEM Collaborative that school staff will document the use of time-out for individual students in the following manner. For each instance of time-out, staff should record the student’s name, date, location, time the time-out began, duration, behavior prior to time-out, person initiating the time-out, alternative behavior management strategies attempted, name of the staff present during time-out, strategies used to calm the student during the time-out, the written approval of the principal or designee if the time-out lasted longer than 30 minutes, and the attempts to notify the student’s parent(s) if time-out lasted longer than 30 minutes. Such documentation of time-out shall be kept and reviewed by the Principal or designee, in a manner similar to the Physical Restraint Log.

Title IX Procedures

Sexual Harassment/Title IX Policy

This policy applies to the extent that there is an allegation of sexual harassment under the Federal definition of sexual harassment. If the allegations are under solely the state definition of harassment, the Collaborative will utilize the policies and procedures outlined earlier in the handbook for non-discrimination.

Definitions

Under state law, sexual advances, requests for sexual favors and other verbal or physical conduct of a sexual nature constitute sexual harassment under Massachusetts law when:

Submission to such conduct is made either explicitly or implicitly a term or condition of an individual’s employment or as a basis for employment decisions (quid pro quo harassment); or
Such conduct has the purpose or effect of unreasonably interfering with an individual’s work performance by creating an intimidating, hostile, humiliating, or sexually offensive work environment.

Under Federal law, sexual harassment means conduct on the basis of sex that satisfies one or more of the following:

An employee of the recipient conditioning the provision of an aid, benefit, or service of the recipient on an individual’s participation in unwelcome sexual conduct (“quid pro quo harassment”);
Unwelcome conduct determined by a reasonable person to be so severe, pervasive, and objectively offensive that it effectively denies a person equal access to the recipient’s education program or activity (“hostile environment harassment”); or
“Sexual assault” as defined in 20 U.S.C. 1092(f)(6)(A)(v), “dating violence” as defined in 34 U.S.C. 12291(a)(10), “domestic violence” as defined in 34 U.S.C. 12291(a)(8), or “stalking” as defined in 34 U.S.C. 12291(a)(30)

The Collaborative will promptly investigate all allegations of sexual harassment of which it has actual knowledge and which are alleged to occur in the school’s programs and activities, including locations, events, and/ or circumstances in which the school Collaborative exercises substantial control over both the respondent and the context in which the sexual harassment occurred, in a way that is not deliberately indifferent.

The following additional definitions apply:

“Actual knowledge” means notice of sexual harassment or allegations of sexual harassment to any employee of the Collaborative, except that this standard is not met when the only official of the Collaborative with actual knowledge is the respondent (where the respondent is an employee). Imputation of knowledge based solely on vicarious liability or constructive notice is insufficient to constitute actual knowledge. Complaints will be addressed whenever the Collaborative has actual knowledge of the allegation.

“Administrative leave” means placing an employee on leave pursuant to state law. Nothing in the Title IX regulations precludes a recipient from placing a non-student employee respondent on administrative leave during the pendency of an investigation or grievance process, provided that Massachusetts laws are followed.

“Consent” means cooperation in act or attitude pursuant to an exercise of free will of a conscious person with informed knowledge of the nature of the act or actions. A current or previous relationship shall not be sufficient to constitute consent. Consent will not be found when submission to the act or actions is undertaken due the influence of fear, fraud, forcible compulsion, threats, and/ or the complainant possessed any legal incapacity to consent at the time of the act or actions. Consent is a defense to all types of sexual harassment.

“Complainant” means an individual who is alleged to be the victim of conduct that could constitute sexual harassment.

“Deliberate indifference” means a response to sexual harassment that is clearly unreasonable in light of the known circumstances.

“Emergency removal” means the suspension or expulsion of a student on an emergency basis, consistent with state law. Nothing in the Title IX regulations precludes a Collaborative from removing a respondent from the Collaborative’s education program or activity on an emergency basis, provided that the Collaborative follows all procedures under Massachusetts law, undertakes an individualized safety and risk analysis, determines that an immediate threat to the physical health or safety of any student or other individual arising from the allegations of sexual harassment justifies removal, and provides the respondent with notice and an opportunity to challenge the decision immediately following the removal.

“Formal complaint” means a document filed by a complainant or signed by the Title IX Coordinator alleging sexual harassment and requesting that the Collaborative investigate the allegation of sexual harassment.

“Respondent” means an individual who has been reported to be the perpetrator of conduct that could constitute sexual harassment.

“Supportive measures” means non-disciplinary, non-punitive individualized services offered as appropriate, as reasonably available, and without fee or charge to the complainant or the respondent before or after the filing of a formal complaint or where no formal complaint has been filed. Such measures are designed to restore or preserve equal access to the recipient’s education program or activity without unreasonably burdening the other party, including measures designed to protect the safety of all parties or the recipient’s educational environment, or deter sexual harassment. Supportive measures may include counseling, extensions of deadlines or other course-related adjustments, modifications of work or class schedules, campus escort services, mutual restrictions on contact between the parties, changes in work or housing locations, leaves of absence, increased security and monitoring of certain areas of the campus, and other similar measures. The Collaborative must maintain as confidential any supportive measures provided to the complainant or respondent, to the extent that maintaining such confidentiality would not impair the ability of the recipient to provide the supportive measures. The Title IX Coordinator is responsible for coordinating the effective implementation of supportive measures

Complaints and Reports of Sexual Harassment

Upon receiving actual notice of alleged sexual harassment without a formal complaint, staff members must notify the Title IX Coordinator. The Title IX Coordinator must then contact the complainant within five school days of receiving the complaint and do the following:

Discuss and offer supportive measures;
Consider the complainant’s wishes with respect to supportive measures;
Explain that supportive measures may be received with or without filing a formal complaint;
Determine whether the complainant wishes to file a formal complaint; and
Explain to the complainant the purpose of filing a formal complaint.

The Title IX Coordinator must document in writing the supportive measures offered/provided or why no supportive measures were offered/provided. Complainants and respondents must be offered supportive measures even if they do not file a formal complaint.

If the complainant declines to file a formal complaint, the Title IX Coordinator must consider whether to sign a formal complaint and start an investigation despite the complainant’s preferences. This decision may be appropriate when safety or similar concerns lead the Collaborative to conclude that a non-deliberately indifferent response to actual knowledge of Title IX sexual harassment could reasonably require the Collaborative to investigate and potentially sanction a respondent. A Title IX Coordinator’s decision to override the complainant’s decision not to file a formal complaint must be documented in writing along with an explanation of why this decision was necessary in order to avoid deliberate indifference.

Formal complaints may also be filed directly with the Title IX Coordinator by a complainant in person, by mail, by email, or by telephone at any time, including during non-business hours. The contact information for the Title IX Coordinator is:

Sheilagh Senior

Human Resource Administrator and Title IX Coordinator

92 Montvale Ave. Suite 3500

Stoneham, MA 02180

781-760-1615

[email protected]

The complaint may be written by the complainant, or it will be reduced to writing by either the school employee who receives the complaint, the building Principal, or the Title IX Coordinator. Whether the complaint is reduced to writing by a student, parent, or staff member, the written complaint should include the name of the complainant, the name of the alleged victim (if different), the name of the respondent, the location of the school/department where the alleged discriminatory action occurred, the basis for the complaint, witnesses (if any), and the corrective action the complainant is seeking. This information will be made on or transferred to a discrimination/ harassment complaint form maintained by the Collaborative.

There is no time limit or statute of limitation on timing to file a formal complaint. However, at the time of filing a formal complaint, an alleged victim must be participating or attempting to participate in a program or activity of the Collaborative. Additionally, the Collaborative has discretion to dismiss a formal complaint where the passage of time would result in the Collaborative’s inability to gather evidence sufficient to reach a determination regarding responsibility, or when the Collaborative loses responsibility for the respondent (e.g., the respondent no longer attends or is employed by the Collaborative).

If the conduct alleged in the formal complaint would not constitute sexual harassment as defined in this policy even if proved, did not occur in the Collaborative’s education program or activity, or did not occur against a person in the United States, then the Collaborative must dismiss the formal complaint under these procedures, but could investigate it under other policies and procedures. The Collaborative must send written notice of any dismissal.

Investigations to allegations of sexual harassment will be prompt and the formal process will be completed within a ninety (90) school daytimeframe where feasible. There may be a temporary delay of the grievance process or the limited extension of time frames for good cause with written notice to the complainant and the respondent of the delay or extension and the reasons for the action. Good cause may include considerations such as the absence of a party, a party’s advisor, or a witness; concurrent law enforcement activity; or the need for language assistance or accommodation of disabilities.

Written Notice

Before any investigation can begin, the Collaborative must send written notice to both parties including sufficient details. Sufficient details include the identities of the parties involved in the incident, if known, the conduct allegedly constituting sexual harassment, and the date and location of the alleged incident, if known. The written notice must include a statement that the respondent is presumed not responsible for the alleged conduct and that a determination regarding responsibility is made at the conclusion of the grievance process. The written notice must inform the parties that they may have an advisor of their choice, who may be, but is not required to be, an attorney, and may inspect and review evidence. The written notice must inform the parties that the Collaborative’s code of conduct prohibits knowingly making false statements or knowingly submitting false information during the grievance process.

If additional allegations are added during the course of the investigation, additional written notice must be provided.

Informal Resolution

Where appropriate, after notice has been issued, the Title IX Coordinator should also consider offering the parties an option for informal resolution (e.g., mediation). Informal resolution may only be offered after a formal complaint is filed, and the parties must give written consent to engage in this process. Informal resolution may not be used if the allegation is against an employee respondent. Facilitators of informal resolution will be designated by the Title IX Coordinator and must not be biased against any of the parties.

Informal resolution is entirely voluntary. Complainants may elect to pursue formal procedures at any step in the process of making their complaint, even if informal resolution has already begun. Similarly, respondents may elect to follow formal procedures and decline informal resolution.

If the complainant and the respondent feel that their grievances have been sufficiently addressed via informal resolution, then no further action needs to be taken. This voluntary conversation must occur within fifteen (15) school days after receiving written agreement to enter informal resolution, unless both parties agree otherwise. The results of an informal resolution shall be maintained by the facilitator, in writing.

If the complainant is not satisfied with the resolution from the informal process, or if he/she does not choose informal resolution, then he/she can begin the formal complaint procedure described below.

Investigation

Revised July 1, 2023 49 If informal resolution is not offered to or accepted by the parties, the Title IX Coordinator will designate an investigator and a decision maker. The decision-maker will not be the same person as the Title IX Coordinator or the investigator. The Title IX Coordinator is free to cast himself/ herself as investigator, where appropriate.

The investigator must not be biased against any of the parties at the outset of the investigation. The investigator will be responsible for interviewing parties and witnesses, finding facts, and making determinations related to credibility, all of which will go into a written report. The investigator must avoid all questions that are protected by legal privilege, unless the privilege has been waived, and should avoid asking about the complainant’s sexual predisposition or prior sexual behavior unless it is directly relevant to prove consent to the conduct at issue or to prove that the conduct was committed by someone other than the respondent.

Prior to completion of the investigative report, the Collaborative will send to each party and the party’s advisor, if any, the evidence subject to inspection and review in an electronic format or a hard copy, and the parties must have at least 10 days to submit a written response, which the investigator will consider prior to completion of the investigative report.

The investigator must avoid making any final determinations of responsibility for sexual harassment.

Findings should be written in a factual way in an investigative report. Credibility determinations may not be based on an individual’s status as complainant, witness, or respondent.

During the investigative process and any further hearings, complainants and respondents have a right to have advisors of their choice participate in all aspects of the proceedings. The Collaborative will provide both parties with written notice of investigative interviews, meetings, and hearings, with sufficient time to prepare.

Findings of Responsibility

After the investigator has completed the investigation, the designated decision-maker will be assigned to determine final responsibility or lack thereof for violating Title IX. The decision-maker must not be biased against any of the parties at the outset of this process.

Before the Collaborative can determine responsibility, an investigative report will be sent to the parties and the decision-maker will offer both the complainant and respondent the opportunity to submit proposed relevant, written questions to ask of any party or witness, to respond to questions posed by another party, and to offer additional limited follow-up. Questions and evidence about the complainant’s sexual predisposition or prior sexual behavior are not relevant, unless such questions and evidence about the complainant’s prior sexual behavior are offered to prove that someone other than the respondent committed the conduct alleged by the complainant, or if the questions and evidence concern specific incidents of the complainant’s prior sexual behavior with respect to the respondent and are offered to prove consent. The decision-maker(s) must explain to the party proposing the questions any decision to exclude a question as not relevant.

After this process is complete, the decision-maker will create a written determination regarding whether sexual harassment has occurred using a preponderance of the evidence standard.

A “preponderance of the evidence” means that it is more likely than not that the alleged conduct occurred. The decision-maker shall further recommend what action, if any, is required. If it is determined that sexual harassment occurred, the Collaborative will take steps to prevent the recurrence of the harassment and correct its discriminatory effect on the complainant and others if appropriate. Such remedies may include supportive measures.

The written determination must be issued to both parties simultaneously and must include:

(A) Identification of the allegations potentially constituting sexual harassment;

(B) A description of the procedural steps taken from the receipt of the formal complaint through the determination, including any notifications to the parties, interviews with parties and witnesses, site visits, methods used to gather other evidence, and hearings held;

(D) Conclusions regarding the application of the recipient’s code of conduct to the facts;

(E) A statement of, and rationale for, the result as to each allegation, including a determination regarding responsibility, any disciplinary sanctions the recipient imposes on the respondent, and whether remedies designed to restore or preserve equal access to the recipient’s education program or activity will be provided by the recipient to the complainant; and

(F) The Collaborative’s procedures and permissible bases for the complainant and respondent to appeal (a copy of, or direct reference to, this policy will suffice).

Formal disciplinary actions may be imposed in the event that the preponderance of the evidence indicates a violation of this policy, up to and including expulsion or termination. Any disciplinary action will be in accordance with due process rights under State law and any applicable collective bargaining agreement.

As indicated above, these procedures do not limit the Collaborative from removing a student or employee from a program or activity on an emergency basis based on immediate threats to people’s physical health or safety or placing an employee on administrative leave during the pendency of the investigation.

Records

A record will be maintained for a period of seven years of any actions, including supportive measures, taken in response to a report or formal complaint of sexual harassment and Collaborative staff will document the basis for the Collaborative’s conclusion that its response was not deliberately indifferent.

Training

The Collaborative will ensure that Title IX Coordinators, investigators, decision-makers, and any person who facilitates an informal resolution process, receive training on the definition of sexual harassment, the scope of the recipient’s education program or activity, how to conduct an investigation and grievance process including hearings, appeals, and informal resolution processes, as applicable, and how to serve impartially, including by avoiding prejudgment of the facts at issue, conflicts of interest, and bias.

The Collaborative will ensure that decision-makers receive training on any technology to be used in interviews and on issues of relevance of questions and evidence, including when questions and evidence about the complainant’s sexual predisposition or prior sexual behavior are not relevant.

The Collaborative also must ensure that investigators receive training on issues of relevance to create an investigative report that fairly summarizes relevant evidence.

Any materials used to train Title IX Coordinators, investigators, decision-makers, and any person who facilitates an informal resolution process, must not rely on sex stereotypes and must promote impartial investigations and adjudications of formal complaints of sexual harassment.

These training materials will be posted on the Collaborative’s website.

Appeals

Any party may appeal the decision in writing to the Superintendent within five (5) school days of receipt of the findings of the formal procedure or a dismissal on the following bases:

(A) Procedural irregularity that affected the outcome of the matter;

(B) New evidence that was not reasonably available at the time the determination regarding responsibility or dismissal was made, that could affect the outcome of the matter; and

(C) The Title IX Coordinator, investigator(s), or decision-maker(s) had a conflict of interest or bias for or against complainants or respondents generally or the individual complainant or respondent that affected the outcome of the matter.

The Collaborative will notify the other party in writing when an appeal is filed and implement appeal procedures equally for both parties. Both parties will have a reasonable, equal opportunity to submit a written statement in support of, or challenging, the outcome.

The Executive Director or designee, as a further impartial decision-maker, will review the comprehensiveness and accuracy of the investigation and the conclusions, and issue written findings to both the complainant and respondent within thirty (30) school days of the appeal.

Contact information for Executive Director:

Catherine Lawson

SEEM Collaborative 9

2 Montvale Ave., Suite 3500 Stoneham, MA 02180

[email protected]

781-279-1361

External Grievance Procedure

Any student, parent or employee who chooses not to use the Collaborative's internal grievance procedures or who is not satisfied with the Collaborative's internal grievance procedures may file a complaint of discrimination or harassment with an appropriate state or federal agency.

For complaints related to discrimination/harassment of students:

Office for Civil Rights, US Department of Education

5 Post Office Square, 8th Floor

Boston, MA 02109-3921

Telephone: 617-289-0111, FAX: 617-289-0150, TDD: 800-877-8339

[email protected]

The Massachusetts Commission Against Discrimination

One Ashburton Place Sixth Floor, Room 601

Boston, MA 02108

Phone 617-994-6000, TTY: 617-994-6196 [email protected]

For complaints related to discrimination/harassment of parents:

Office for Civil Rights, US Department of Education

5 Post Office Square, 8th Floor

Boston, MA 02109-3921

Telephone: 617-289-0111, FAX: 617-289-0150, TDD: 800-877-8339

[email protected]

For complaints related to discrimination/harassment of employees:

The Office for Civil Rights, US Department of Education

5 Post Office Square, 8th Floor

Boston, MA 02109-3921

Telephone: 617-289-0111, FAX: 617-289-0150, TDD: 800-877-8339

[email protected]

The Massachusetts Commission Against Discrimination

One Ashburton Place Sixth Floor, Room 601

Boston, MA 02108

Phone 617-994-6000, TTY: 617-994-6196 [email protected]

The Equal Employment Opportunities Commission

John F. Kennedy Federal Building

15 New Sudbury Street, Room 475

Boston, MA 02203

Phone: 1-800-669-4000; Fax: 617-565-3196, TTY: 1-800-669-6820

Referral to Law Enforcement, Other Agencies

Some alleged conduct may constitute both a violation of Collaborative policies and criminal activity. The building Principal, coordinator, Executive Director, or designee will refer matters to law enforcement and other agencies as appropriate under the law or Collaborative policy, and inform the complainant/ alleged victim of the right to file a criminal complaint.

Retaliation

Approved by SEEM BOD on 5/25/2025