Today’s Webinar. Introductions Jennifer Douglas Director of New School Development Colorado League of Charter Schools 303-989-5356 x113 email@example.com Overview of webinar technology Asking questions Raising your hand Muting/unmuting. Start with the Basics.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
“Evidence that the plan for the charter school is economically sound, a proposed budget for the term of the charter, a description of the manner in which an annual audit of the financial and administrative operations of the charter school, including any services provided by the state, a school district, or a third party, is to be conducted;”
What is it?
Under NCLB all teachers teaching in core-academic content areas must meet Highly Qualified requirements as of the end of the 2006-07 school year.
Core-academic content areas include: English, Reading or Language Arts; Mathematics; Science; Foreign Languages; Social Studies; and the Arts (visual arts and music).
To be considered highly-qualified, all core content teachers must:
- Hold a degree
- Secondary (Grades 6-12)
Is RtI just a way to avoid providing special education services?
“No. RtI is a way to integrate the mandates of No Child Left Behind (NCLB) and IDEA so that all students receive high quality, effective instruction in the general education setting and beyond. Also, RtI is a framework of instruction for students who do receive special education services. The intent is to generate a seamless system of support that is available to all students at the first sign of need.”
From CDE Q&A: http://www.cde.state.co.us/RtI/downloads/PDF/QandA_RtIModel.pdf.
Criteria to identify a Specific Learning Disability under the Colorado Response to InterventionModel
A school/district must establish an effective and systematic procedure to identify all ELs. The identification, assessment, and placement procedure must include:
1. Home language surveys (HLS) to be completed as part of the registration process for all students to identify those whose Primary or Home Language is Other Than English (PHLOTE). Once completed, all surveys should be on file and easily accessible by school and district staff and available for state audits.
2. Colorado English Language Assessment (CELA) Placement to be administered to all new to the district students identified as PHLOTE, within 30 days of arrival to determine English language proficiency.
3. Parent notification for students identified for placement in a Language Instruction Educational Program (LIEP).
4. Placement in LIEP services for students identified as ELs.
5. On-going Assessment to monitor language and academic growth (including the CELA Proficiency Test).
Each school accountability committee shall consist of at least seven members as follows:
(I) The principal of the school or the principal's designee;(II) At least one teacher who provides instruction at the school;(III) At least three parents or legal guardians of students enrolled in the school;(IV) At least one adult member of an organization of parents, teachers, and students recognized by the school; and(V) At least one person from the community.
Each school accountability committee shall have the following powers and duties:
(a) Make recommendations to the principal of its school priorities for spending school moneys.
(b) Advise the principal of the school concerning the preparation of a school performance or improvement plan, if either is required pursuant to section 22-11-210, and submit recommendations to the principal concerning the contents of the performance or improvement plan;
(c) Advise the local school board concerning the preparation of a school priority improvement or turnaround plan, if either is required pursuant to section 22-11-210, and submit recommendations to the local school board concerning the contents of the priority improvement or turnaround plan;
(d) To meet at least quarterly to discuss whether school leadership, personnel, and infrastructure are advancing or impeding implementation of the public school's performance, improvement, priority improvement, or turnaround plan, whichever is applicable, or other progress pertinent to the public school's accreditation contract with the local school board or the institute.