Serving Students With Disabilities . Robert Compton, ph.d. , Director of federal programs. Obligations of the Charter Schools. Who’s Who Obligations of the Charter S chool Lessons Learned Your Special Education Coordinator Working with the SC Public Charter School District
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Robert Compton, ph.d.,
Director of federal programs
These are the “process” things that are typically handled by district staff (school psychologists, coordinators,…) in a traditional district
Lesson Learned: Hire someone who can handle the “administrative side” of IDEA.
While the district provides extensive training to the coordinators, the expectation is that the person is coming with some oversight experience.
We cannot teach someone to be a special education teacher over the phone.
We work very close with your school’s special education coordinator.
We provide monthly training and school-specific technical assistance.
We’re here to help and provide support with the high-needs parents.
We’re here to help you run a defendable program.
When you’re okay, we’re okay. When you’re not, we’re not . . . . Ultimately, we’re the one’s responsible
We must monitor and provide oversight of your special education programs.
I know what you’re thinking . . . . Booo!! However, let us catch things before it gets to the point of no return.
Throughout the year:
Monthly focuses (i.e. transfer meetings, present levels, meeting summaries, etc.)
The process, in a nutshell.
ALL SCHOOL next year.
Rights of Children with Disabilities to Attend a School Authorized by the South Carolina Public Charter School District
4) For students who require special education services that are beyond what is reasonable for the charter school to provide, an IEP Team meeting will be convened to arrange for provision of needed services.
Charter schools within the SCPCSD are held to the same standards and regulations of the Individuals with Disabilities Education Act (IDEA) as traditional public schools. In some cases, the parent’s request to remain in the school of choice (charter school) cannot be granted because the IEP team determines that in order to provide a free appropriate public education (FAPE) to a student; the services must be provided in a different setting, such as a child’s district of residence. Just like a traditional district, individual schools are not required to provide an exhaustive list of placement options within that one school. This decision will be made through an IEP meeting. You will be invited to the meeting. When the meeting occurs, the IEP Team will determine what the child’s needs are and how those needs will be met. If the IEP team determines that a FAPE cannot be provided to the student within the current charter school setting, the SCPCSD will contact the school district of residence to determine if there is a program within that school district that can meet the child’s needs. If so, based on the IEP team’s decision, placement will be made, and responsibility will return to the school district of residence.
5) Charter schools are required to meet the needs of qualified students with disabilities under Section 504 of the Rehabilitation Act of 1973, as amended, even if the student is not eligible as a student with disabilities under federal and state special education laws (IDEA).
We’re in the “human services field” and we want to help EVERYONE. It’s hard for us to say no.
Remember though, with the exception of determining what the child is going to eat for breakfast, every other decision about the child MUST come through an IEP team.
Avoid making false promises.
Avoid “bending policies.”
These two things will come back and bite you in the long run.
Roles and Responsibilities:
It should be noted that students who qualify for special education services under the
IDEA Act are automatically protected under Section 504.
Individualized Education Plans (IEPs) satisfy the requirements of an accommodation plan.