Chester Upland School District
For the Betterment of Our Children
- Chester Upland School District
- Pupil Services
Pupil Services
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The Vision for Office of Pupil Services:
The Office of Pupil Services will provide data-driven, culturally responsive, and research-based support to scholars, families, and staff to ensure every student graduates from high school ready for college and a career, despite any and all challenges.
Welcome to the Pupil Services Website, designed to support and inform all stakeholders involved in delivering exceptional educational experiences and support services to students within our school district. This site serves as a resource for administrators, teachers, counselors, support staff, parents, and community members who are committed to ensuring the success and well-being of every student. Please note that it is a work in progress and we will continue to add details and information in the coming months.
Change in Pupil Services Department
Beginning with the 2024-2025 school year, the Pupil Service Department and Special Education Department are separate departments. Dr. Tracey Lank is the Director of Special Education; Dr. Wilson is the Director of Pupil Services. Please contact each individual directly about their respective areas.
We are excited that you have chosen the Chester Upland School District (CUSD) for your child’s educational experience. The enrollment process in our schools is designed to ensure your child’s appropriate placement and smooth transition from your previous school district.
There are two ways to register your child in our district; in person (pick up a paper application at school) or electronically (via email):
Contact:
Pauline Boneparte
Email: pboneparte@chesteruplandsd.org
phone: 267-541-3183
Step 1: Identify your Child’s Feeder School (Only if your child does not have an IEP or 504 Service Plan)
A student’s feeder school is the school that the district assigns the student to attend. If you are unsure what school your child should attend, please call our Office of Child Accountability at 267-541-3218 (Ms. Payne)
Step 2: Fill out the registration form and provide documents (needed for all students).
Fill out the student registration forms completely and email this form along with a picture or scanned copies of the following supporting documents to your feeder school’s secretary:
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- Your valid Driver’s License or ID Card
- Student’s official Birth Certificate, baptismal record, or passport
- Signed rental lease, deed, or settlement agreement (MUST be in the name of the parent/guardian). If you live with a resident of (CUSD), a lease, or deed must be provided by that resident along with the CUSD Multiple Occupancy form.
- Current electric, water or sewer bill, or a valid PA State Assistance Verification Form
- Immunization Records
- For Foster Students, a copy of the placing Agency Letter
- Copy of student’s last report card or transcript. IEP or 504 Service plan (if applicable).
Step 3: Return the completed registration form and supporting documents to your child’s school in person or email the school’s secretary (see note at beginning for students with an IEP or 504 Service Plan)
Email the registration pdf along with the picture or scanned copies of the necessary supporting documents to pboneparte@chesteruplandsd.org
Please click here for the registration packet
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Student Experiencing Homelessness
If a CUSD family is experiencing homelessness, please contact the counselor or social worker at your child's school. The counselor or social worker will gather information and fill out the MVHA (McKinney Vento) Referral Form to access support and services that are available to our students and their families.
Registration
The Chester Upland School District recognizes the multiplicity of challenges most homeless, displaced, and doubled-up families encounter, and understands our responsibility to resolve some of the issues they face. The district also realizes the availability of resources in any emergency may make the difference between success and failure in school. The district’s goal is to ensure timely registration of students, which involves receiving appropriate documentation needed for registration and removing barriers consistent with federal and state laws.
The McKinney-Vento Homeless Act, now part of the Improving America’s Schools Act (Public Law 103-382) and the Every Student Succeeds Act, guarantees free and appropriate public education for homeless/displaced children and youth. BEC 42 U.S.C. & 11301 outlines procedures for deciding school placement, enrolling students, and determining fiscal responsibility. Federal and state laws make our accountability clear.
Definition of “homeless”
Under the McKinney-Vento Act, the term “homeless children and youths” means individuals who lack a fixed, regular, and adequate nighttime residence and includes children and youths: who are sharing the housing of others due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations; are living in emergency or transitional shelters; or are abandoned in hospitals; who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings; who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and who are migratory children who live in one of the above circumstances.
The McKinney-Vento Act ensures that all school-aged children and youth experiencing homelessness are entitled to the same free and appropriate public education provided to non-homeless students.
A student who lacks a fixed, regular, and adequate nighttime residence is considered to experience homelessness. Specifically, if students live under any of these conditions:
- Living in a shelter (family, youth or domestic violence shelter or transitional living program)
- Living in a motel, hotel or weekly rate housing
- Living in a house or apartment with more than one family because of economic hardship or loss
- Living in an abandoned building, in a car, at a campground or on the street
- Living in substandard housing (without electricity, heat or water)
- Living with friends or family because a youth is a runaway or unaccompanied youth
Supports and Services for students experiencing homelessness
There are several supports and services that may be available to students and families who are experiencing homelessness. These services and supports include:
- Transportation for Child/Children to Get to School (this may take time to set-up and is based on driver availability)
- Help with Enrollment
- School Supplies
- Tutoring or Other Instructional Support
- Special Education Services/504 Accommodation
- Pre-school Programs
- After-school Programs
- School/health records needed
- School Clothes/Warm Winter Clothes
- Credit waiver approval for 11th & 12th graders
- Independent financial aid status verification for unaccompanied, homeless 12th graders
- Referrals to Outside Agencies (Food, Housing, Social Service, Mental Health)
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Socio-emotional Learning
Social-Emotional Learning (SEL) refers to the process of acquiring and applying the knowledge, skills, and attitudes necessary to understand and manage emotions, develop positive relationships, and make responsible decisions. SEL encompasses a range of competencies that support individuals in navigating their own emotions, empathizing with others, establishing and maintaining healthy relationships, and effectively handling various social situations. Here's a description of key aspects of SEL:
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Emotion Awareness and Management:
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SEL helps individuals recognize and understand their own emotions, as well as the emotions of others.
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It supports the development of strategies for effectively managing and regulating emotions, promoting emotional well-being and self-control.
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Self-Awareness and Self-Management:
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SEL fosters self-awareness, encouraging individuals to identify their strengths, weaknesses, values, and goals.
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It promotes the development of self-management skills, such as setting and achieving goals, resilience, and perseverance.
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Social Awareness and Empathy:
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SEL cultivates social awareness by fostering an understanding of others' perspectives, experiences, and cultures.
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It encourages empathy, allowing individuals to recognize and share the feelings of others, promoting compassion, and encouraging respectful interactions.
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Relationship Skills:
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SEL focuses on developing effective communication, active listening, cooperation, and conflict resolution skills.
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It promotes the ability to establish and maintain healthy relationships, including building positive connections with peers, teachers, family members, and the broader community.
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Responsible Decision-Making:
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SEL supports the development of critical thinking and problem-solving skills.
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It encourages individuals to make ethical and responsible decisions, considering the well-being of oneself and others, and understanding the consequences of their actions.
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Integration within Educational Settings:
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SEL is integrated into educational settings through explicit instruction, curriculum integration, and supportive school climates.
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It is often implemented through structured lessons, interactive activities, discussions, and real-life applications, both in classrooms and across school environments.
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Benefits of SEL:
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SEL contributes to positive academic outcomes, including improved academic performance, increased motivation, and higher graduation rates.
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It enhances social and emotional well-being, fostering resilience, self-confidence, and a sense of belonging.
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SEL promotes positive behavior and reduces instances of bullying, violence, and other negative social behaviors.
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Collaborative Efforts:
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Successful implementation of SEL involves collaboration among educators, administrators, families, and community partners.
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These stakeholders work together to create supportive environments, provide consistent messaging, and reinforce SEL skills across different settings.
Social-Emotional Learning is a lifelong process that equips individuals with essential skills to navigate challenges, develop healthy relationships, and make responsible choices. By integrating SEL into educational settings, individuals can cultivate their emotional intelligence, resilience, and overall well-being, leading to improved academic and personal success.
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School Based Nursing/Student Health Services
Health requirements for enrollment
For attendance, students need the following:
• 4 doses of tetanus, diphtheria, pertussis ((DTaP or DT or Td)
• 1 dose tetanus booster / Acellular / (Tdap) by grade 7th
• 4 doses of polio (OPV or IVP)
• 2 doses of measles, mumps, rubella (MMR)
• 3 doses of hepatitis B (Hep B)
• 2 doses of varicella (chickenpox vaccine), or history of disease
• 2 dose Meningococcal (MCV)( 1 after age 16)
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Emergency Medical Form- English
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Emergency Medical Form - Spanish
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Medication Policy (If a student requires meds on site, forms needed, etc.)
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Allergy Info
GUIDELINES FOR THE ADMINISTRATION OF MEDICATION DURING SCHOOL HOURSThe Chester Upland School District recognizes parents are responsible for their children's health. Although we strongly recommend that medication be given in the home, we realize that the health of some children requires that they receive medication while in school. Parents should confer with the child’s physician to arrange medication intervals to avoid school hours whenever possible. When medication absolutely must be given during school hours, certain procedures must be followed.
Delivery of Medications
A parent/guardian or a responsible adult designated by the parent/guardian must deliver all medications to the school.
The parent AND physician must complete and sign the CUSD medication permission form prior to medication being administered in school.
The medication must be in the original pharmacy labeled container, the label must contain: Name, address, telephone and federal DEA (Drug Enforcement Administration) number of the pharmacy; Patient name; Directions for use (dosage, frequency and time of administration, route, special instructions); Name and registration number of the licensed prescriber; Prescription serial number; Date originally filled; Name of medication and amount dispensed; Controlled substance statement, if applicable.
Medications in plastic bags or containers other than their original pharmacy container are NOT acceptable.
The licensed school health personnel (CSN, RN, LPN) receiving any medication should document the quantity of the medication delivered. This documentation should include the date, time, amount of medication and the signatures of the parent/guardian or designated adult delivering the medication and the school health personnel receiving the medication.
Any controlled substances (such as medications prescribed for ADHD) must also be hand delivered by the parent, counted by the nurse in the presence of the parent, documented, and signed off by both parent and nurse.
Storage and Security of Medications
All medications should be stored in their original pharmacy container. No more than a thirty (30) school day supply for any one medication should be stored at school.
Medications should be kept in a securely locked cabinet used exclusively for medications. All controlled substances must be kept in a locked cabinet.
Medications that require refrigeration should be stored and locked in a refrigerator designated for medications ONLY. Food should not be stored in the same refrigerator as medications.
Access to all medications should be limited to approved personnel such as the CSN, RN, and LPN, except that in life threatening emergencies, designated personnel may have access.
The need for emergency medication may require that a student carry the medication on his/her person or that it be easily accessed.
Administration of Medication
Before administering medications, the school nurse must understand health and disease processes and the desired action(s) of the medications being given. This guidance is important for observing the student for desired responses as well as potential side effects in order to help the licensed prescriber and parent(s)/guardian(s) plan and adjust therapy for each individual student. In PA, medications are only allowed by licensed professionals (RN, LPN, CSN).
1. Preparation of Medication
a. Verify the 5 Rights of medication administration: Right student Right medication Right amount/dosage Right route Right time
b. Check label on medication container to minimize risk for errors.
c. Ensure medications are not left unsupervised.
d. Identify the student and when possible, have the student also check the label.
2. Routes of Administration
Nurses working in school settings must be familiar with the various routes of medication administration, and the steps required to correctly and safely perform the procedure in order to ensure the delivery of the medication to the student in the manner prescribed.
3. Self administration
Students capable of self-administering medication such as asthma inhalers, epi-pen, or diabetes medications must have this indicated on the medication permission form and deemed competent by the parent and physician.
School Nurse must also assess students' ability and skills regarding self-medication. School nurses have the right to revoke students' ability to self-medicate if deemed incompetent by using their own nursing judgment to keep the student safe. Parents will be contacted if this is the case.
4. Medications should always be administered within 1 hour before or 1 hour after prescribed time (except insulin which must be administered at the prescribed time without variance). If medication is outside of the 1-hour window, the nurse must call the parent to inform them of this and obtain parental permission to administer the medication late.
5. If a student fails to report to the health room for medication, efforts should be made to locate and remind the student to take his/her medication. An IHP or 504 Agreement may be indicated for a student who regularly fails to report for his/her medication. The plan should address ways to improve compliance and the student ‘s understanding of his/her diagnosis.
6. A student who refuses to take medication should not be physically forced to do so. Students over the age of 14 have the right to refuse medication. If a student refuses to take medication, the parent must be notified immediately.
Documentation of Medication
Any medication given during school hours must be documented on an individual student medication record which becomes part of the student ‘s School Health Record.
Name of student;
Date and time medication was given;
Name of medication;
Dose of medication;
Route and site of administration;
Signature of licensed person administering/observing medication being taken
School health records should include documentation of medication orders, parent/guardian consent form, and an individual medication log.
Medications for student's w/a 504 plan associated must also have a nursing services log.
Medication Variances
Medication variances are deviations from the standard of care. Variances can include incorrect medication, incorrect student, omitted doses, incorrect doses, and incorrect time of administration, incorrect route of administration and/or incorrect technique in administration.
All variances should be documented and reported to the Lead Nurse.
The Lead Nurse should notify the parent(s)/guardian(s) and building administrator.
The Nurse should notify the licensed prescriber if there is potential for harm to the student.
The student should be assessed by the Nurse and Lead Nurse for any adverse effects. Vital signs must be obtained and recorded.
An incident report must be written with all event details by the Nurse involved and the Lead Nurse, including the student assessment, and sent to district administrators: Dr. Wilson, Dr. Parkinson, and building principal.
Disposal of Medications
Contaminated needles or other contaminated sharp materials should not be bent, recapped, or removed.
Contaminated needles should be placed immediately in a puncture resistant container that is labeled with a fluorescent or orange-red biohazard symbol or in a red container that is closable
All discontinued or outdated medications should be returned to the parent/guardian immediately.
At the end of each school year, all unused medications should be returned to the parent/guardian. Documentation of disposition should include the date, time, amount of medication, and signatures of the parent/guardian and school personnel. If the parent/guardian does not retrieve the medication after 10 days of notification at the end of the school year, the licensed personnel (CSN, RN, LPN) and one witness should dispose of the medication and document the disposal.
Medications should not be disposed down the drain because waste-water treatment facilities are not designed to remove pharmaceutical compounds and they may end up in local waterways and may eventually be found in drinking water.
Medications can be disposed of in the trash (guidelines recommend mixing w/undesirable substances prior to disposal) or taken to a nearby pharmacy and given to pharmacist for disposal. *IF THE MEDICATION IS A CONTROLLED SUBSTANCE, PLEASE MAKE EVERY EFFORT TO RETURN MEDICATION TO PARENT, IF UNSUCCESSFUL, PLEASE DISPOSE OF THIS MEDICATION AT A NEARBY PHARMACY-DO NOT THROW IN TRASH OR FLUSH DOWN TOILET*
Management of chronic health conditions
Collaboration with healthcare providers and community resources
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Counseling Department
School Counseling and Social Workers
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Vision of the CUSD School Counseling Department
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Students drive our work! The Chester Upland school counseling department focuses on the whole scholar. Our team works to cultivate broad perspectives surrounding your career and world views. We empower students to develop lifelong skills and maximize growth opportunities in academic, career, and social emotional learning.
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Mission of the CUSD School Counseling Department
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Our mission as CUSD school counselors is to advocate for our students. Through collaboration, advocacy, and leadership, we will implement a multi-tiered system of support to assist students in gaining access to resources and skills needed to become universally competitive and lifelong learners. We aim to cultivate an environment of excellence by supporting our students academically, emotionally, and through career-focused counseling. It is our goal to prepare our students to become change agents in both their community and in a diverse and evolving world
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Director, Pupil Services
Foster Care Liaison
Dr. Dontae L. Wilson
Email: dwilson@chesteruplandsd.org
Phone: (267) 668-3493 ext. 3101
Homelessness Liaison
Dana Bowser
Email: dbowser@chesteruplandsd.org
Director of Special Education
Dr. Tracey Lank
Email: tlank@chesteruplandsd.org
Assistant to the Director of Special Education
Jamilah Queen
Email: jqueen@chesteruplandsd.org
Supervisor, Special Education
Margaret Santoro
Email: msantoro@chesteruplandsd.org
Coordinator, Elementary, Special Education
Julia Davis
Email: jdavis@chesteruplandsd.org
Coordinator, Secondary, Special Education
Dariah Adams
Email: dadams@chesteruplandsd.org
Record Requests for students with disabilities:
Valerie Grant
E-mail: vgrant@hesteruplandsd.org
Record Requests for students in Regular Education:
Chester Upland School for the Arts
Secretary: Ms. Summers hsummers@chesteruplandsd.org
Main Street
Secretary: Ms. Santana csantana@chesteruplandsd.org
Stetser
Secretary: Ms. Jones tjones@chesteruplandsd.org
Edgmont Scholars Academy
Secretary: Ms. Howard bhoward@chesteruplandsd.org
Toby Farms Intermediate School
Secretary: Ms. West dwest@chesteruplandsd.org
STEM Academy
Secretary: Ms. Dixon ldixon@chesteruplandsd.org
Chester High School
Secretary: Ms. Mills amills@chesteruplandsd.org
Secretary: Mr. Tull dtull@chesteruplandsd.org
Digital Academy
Ms. Floyd afloyd@chesteruplandsd.org