Admissions Criteria and Process
In spite of their learning disabilities, Chelsea School students exhibit areas of academic strength. These may include but are not limited to high level thinking skills (verbal and nonverbal abstract reasoning) the ability to compare and contrast hypotheses and analyze information, grasping information presented in a multi modal format, success with non traditional assessments. Through remediation and accommodation, students are capable of earning a Maryland high school diploma and lead productive lives. For over 90% of the students, the path through Chelsea School leads to either college or vocational school.
Chelsea School offers all of the core subjects and electives that enable students to meet the Maryland state diploma requirements. Additionally Chelsea offers a robust reading program required for all students. This program is tiered into three skill sets based on acquisition of basic reading skills of sound symbol recognition and decoding, fluency, and comprehension. Placement within and advancement through the remedial reading program is based upon individual acquisition and mastery of deficit skills. Chelsea School students’ dedication to achievement at the highest level has made it necessary to maintain high level math and science courses such as physics, calculus, and advanced biology. In order to address the many varied talents and interests of Chelsea School students, elective courses have also been established to meet their career and interest goals. These include courses offered in Television media production, computer technology and graphics, advanced art courses, and music production.
Chelsea School offers students access to a varied choice of after school enrichment opportunities through the schools extracurricular activities. These include the ability to participate traditional varsity sports such as soccer, basketball, softball, and flag football. Chelsea School also offers after school clubs such as band, photography and chess.
Chelsea School does not service students with a primary educational identification code of: emotional disturbance, autism, or cognitive impairment. Chelsea School cannot accommodate students with disruptive or violent behavior issues. Also, Chelsea School is unable to serve students who are physically fragile. Given the rigor of graduation requirements Chelsea School can not accommodate students whose accommodations require related services to be provided outside the classroom setting more than three times a week as it may affect the credit requirements.
To ensure the Chelsea School is able to meet every student’s needs, each applicant is given careful consideration through the admissions process. The process begins with referrals made directly to The Director of Admissions. These referrals may be made by parents, schools, advocates, or attorney, or educational surrogates. The Director of Admissions prescreens each potential student file to assess the student’s eligibility under the described criteria for Chelsea School. Should a student not meet the criteria within the prescreening process, the Director of Admissions will inform the referring party and may offer suggestions of a more appropriate placement. Next, individual student files are reviewed by the admissions committee. Following review by the admissions committee, applicants must spend a minimum of two days attending classes. This allows Chelsea School teachers an opportunity to work with the applicant and provide feedback to the Admissions Committee on not only the appropriateness of the candidate, but any accommodations or modifications which may need to be made for the student should they be accepted. Upon acceptance into the program the Director of admissions will notify the referring party, parents, and Local Educational Agency. Prior to admission all students should have complete academic packets to include most current Individual Education Program or Personal Education Program, most recent assessment data, updated transcripts, and if applicable a functional behavior assessment and behavior intervention plan. Should these documents not be received documentation of the official requests will be kept on file. The admissions process may take between four to six weeks for most applicants.
Admissions Process
Chelsea School has a rolling admissions policy whereby students may be enrolled throughout the year as space becomes available.
1. The application materials are reviewed by the Admissions Committee to determine whether Chelsea School is the appropriate placement for the applicant.
2. All applicants must sign an Agreement Form that states that all relevant documents have been submitted.
3. If the Admissions Committee decides that more information about the applicant is needed to complete the admissions process, the student and/or family may be interviewed or observed to determine the appropriateness of the placement.
4. If the results from the interviews indicate that the applicant may be a likely candidate for admission, the applicant will be asked to come to Chelsea School for a visit where they will follow the daily schedule of another student and interact with students and teachers.
5. The faculty feedback regarding the applicant’s visit are reviewed by the Admissions Committee to determine whether the applicant’s profile and learning needs can be appropriately addressed at Chelsea School.
6. Acceptance letters will be sent to those applicants for whom Chelsea School has deemed an appropriate placement. Other applicants may be placed on a waiting list or receive a letter of denial.
