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Title IX Regulation Core Concept“No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.”
Welcome to City High
This Handbook has been prepared to provide information pertaining to school policies, student activities, classroom schedules and the Code Student Conduct. Incoming students and their parents/guardians review sections* of this Handbook with City Charter High School staff at orientation. Students review the Handbook in greater detail during the first two weeks of school. It is the responsibility of the student to read these regulations and procedures and to ask questions about any area of confusion or concern.
There will be changes to this handbook as school policies and procedures are modified and revised. Any policy changes will be distributed to all students and parents/guardians prior to their implementation date. Students are responsible for keeping up with any school policy changes sent to them and reviewed with them. The most up-to-date version of the Student
We welcome you to City Charter High School—City High—and are confident that if you apply yourself, you will have a successful school year.
Screening and Evaluation of school-aged students who may require the provision of special education programs and services.
City Charter High School uses the following identification activities on an on-going basis for locating, identifying, and evaluating the needs of school-aged students who may require the provision of special education programs and services.
City Charter High School has a system to collect and maintain data on child identification activities. Parents with concerns regarding their child may contact the school at any time to request an evaluation of their child that may result in a special education determination. All communication with parents will be in English or the family’s native language.
Parents are very important participants in the special education process.
They know their child better than anyone else and have valuable information to contribute about the kinds of programs and services that are needed for their child’s success in school. To ensure the rights of children with a disability, additional laws have been made. In this guide we also use the term “rules.” Sometimes these rules can be confusing to parents. They may be written in language that is difficult to understand. This booklet has been written to explain these rules so parents will feel comfortable and can better participate in the educational decision-making process for their child. The chapters that follow address questions that parents may have about special education as it relates to their child who is thought to have, or may have, a disability.
Chapter One focuses on how a child’s need for special education is determined.
Chapter Two explains how a special education program plan is developed and the kinds of information it must include.
Chapter Three deals with the responsibilities that a school district has to a child who is eligible for special education services and the child’s parents.
Chapter Four outlines the actions that parents can take if they disagree with school officials about their child’s education program.