Charter schools will Clause Samples
Charter schools will. ● Have access to the district crisis team in the event of a charter school student or staff member traumatic event. The charter school will follow crisis team processes for communication and support for the school community during and following the crisis event. ● Have access to on-site preparedness training from the district crisis team in advance of any potential traumatic event, offered free of charge. ● Ensure charter school administrators (minimum 1 per school) and charter school mental health providers attend district threat assessment training, offered free of charge. ● Ensure one or more charter school mental health providers or school counselors attend ASIST suicide safety assessment training, offered free of charge. ● Ensure the charter school mental health provider deliver the district “keeping students safe” training to the entire charter school staff at the beginning of each school year. ● Ensure all charter school staff complete online mandatory training that includes child abuse and neglect reporting training. ● The crisis team will, upon request, provide on-site preparedness training on the process for a school level response to a death of a student or staff member or other traumatic event directly impacting students, staff or the school community. ● In the event of a student or staff member death (or other traumatic event) the crisis team will respond to the school. A crisis team lead will work directly with the school leader(s) and mental health provider(s) to implement established procedures for communication (student, staff and community), providing support to students and staff, monitoring safety, connecting students or staff with resources outside of school if necessary, sharing resources with parents, and debriefing. Preparedness training and utilizing established procedures minimize the potential for an incident to become chaotic or the potential for making a serious error in communication. It is important that students and staff members directly impacted by a traumatic event receive the support and counseling they need, and that the school community can reintegrate back into normal routine.
Charter schools will. ● Have Access to professional development courses related to compliance or funded by Title II free of charge. Special service providers (SLP, mental health, etc.) are invited to attend regular discipline-specific meetings. ● Have access to their designated special education coordinator and/or itinerant team lead for consultation regarding compliance with federal and State laws and district procedural guidelines. ● Have access to second level vision and hearing screening follow-up services for students. ● Have access to the following special education itinerant service teams for consultation or service for students with low incidence disabilities or intermittent student needs: ○ Vision, deaf and hard of hearing, SWAAAC (assistive technology), behavior support team, autism team, SWAP (school to work alliance program), and audiology. ○ On a case by case basis equipment may be checked out for temporary use by the charter school subject to availability. ● Hire school-based staff and purchase equipment required to comply with student IEPs. This is a compliance only model. Charter schools are responsible for all legal and settlement costs for any Section 504/OCR litigation or claims. For more information please refer to the 504 Services Compliance plan.
Charter schools will. ● Have Support from the district crisis team in the event of a charter school student or staff member traumatic event. The charter school will follow crisis team processes for communication and support for the school community during and following the crisis event. ● Have access to on-site preparedness training from the district crisis team in advance of any potential traumatic event. Have access to preparedness training, PREPaRE Workshop 2, on the process for a school level response to a death of a student or staff member or other traumatic event directly impacting students, staff or the school community. The charge from NASP is $55 per participant for online materials. The charter schools need to pay the $55 dollar fee per participant for access to the online materials. ● Ensure charter school principals, assistant principals, and deans (minimum 1 per school (Two is recommended) and all charter school mental health (counselors, social workers, and psychologists) providers attend required district threat assessment training, offered free of charge. Staff need to first take the Initial Threat Assessment Training and then the Refresher Threat Assessment Training every 3 years. ● Ensure at least one administrator and one mental health professional at each charter school has completed “Informed Supervision for Schools” training through CO Department of Public Health and Environment (All administrators and mental health is recommended) ● Ensure that all charter school mental health providers (counselors, social workers, and psychologists) attend required QPR or ASIST, and the DCSD suicide procedures training, offered free of charge. QPR needs to be taken every 2 years, ASIST needs to be taken every 3 years, and the DCSD Suicide Procedures training needs to be taken every 3 years. ● Ensure the charter school mental health provider delivers the district “keeping students safe” part 2 training to the entire charter school staff at the beginning of each school year. ● Ensure all charter school staff complete online mandatory training that includes child abuse and neglect reporting training, Handle With Care Training and the Keeping Students Safe training. ● Have access to consultation regarding psychological safety assessments from the District Psychological Safety Coordinator.
Charter schools will. ● Have access to professional development courses related to compliance or funded by Title II free of charge. Special service providers (SLP, mental health, etc.) are invited to attend regular discipline-specific meetings. ● Have access to their designated special education director, special education coordinator and itinerant team lead for consultation regarding compliance with federal and state laws and district procedural guidelines. ● Have access to second level vision and hearing screening follow-up services for students. ● When it has been determined with consultation from the SWAAAC, Vision or Audiology team that equipment or software is necessary: Trial: Equipment may be checked out for up to 2 months for trial use by a charter school, subject to availability. Data will be collected to determine efficacy of the accommodation/equipment/software to determine if it is required for the student to access their general education curriculum. If it is determined that the equipment or software is required, the charter school must purchase the equipment/software. ● Hire school-based staff and purchase equipment required to comply with student IEPs.
Charter schools will. ● Have Support from the district crisis team in the event of a charter school student or staff member traumatic event. The charter school will follow crisis team processes for communication and support for the school community during and following the crisis event. ● Have access to on-site preparedness training from the district crisis team in advance of any potential traumatic event. Have access to preparedness training, PrePare 3, on the process for a school level response to a death of a student or staff member or other traumatic event directly impacting students, staff or the school community. The charge from NASP is $55 per participant for online materials. The charter schools need to pay the $55 dollar fee per participant for access to the online materials. ● Ensure charter school administrators (minimum 1 per school (Two is recommended) and all charter school mental health (counselors, social workers, and psychologists) providers attend required district threat assessment training, offered free of charge. Staff need to first take the Initial Threat Assessment Training and then the Refresher Threat Assessment Training every 3 years. ● Ensure that all charter school mental health providers (counselors, social workers, and psychologists)attend required QPR or ASIST, and the DCSD suicide procedures training, offered free of charge. QPR needs to be taken every 2 years, ASIST needs to be taken every 3 years, and the DCSD Suicide Procedures training needs to be taken every 3 years. ● Ensure the charter school mental health provider delivers the district “keeping students safe” part 2 training to the entire charter school staff at the beginning of each school year. ● Ensure all charter school staff complete online mandatory training that includes child abuse and neglect reporting training, Handle With Care Training and the Keeping Students Safe training.
Charter schools will. ● Have access to professional development courses related to compliance or funded by Title II free of charge. Special service providers (SLP, mental health, etc.) are invited to attend regular discipline-specific meetings. ● Have access to their designated special education director, special education coordinator and itinerant team lead for consultation regarding compliance with federal and state laws and district procedural guidelines. ● Have access to second level vision and hearing screening follow-up services for students. ● When it has been determined with consultation from the SWAAAC, Vision or Audiology team that equipment or software is necessary: Trial: Equipment may be checked out for up to 2 months for trial use by a charter school, subject to availability. Data will be collected to determine efficacy of the accommodation/equipment/software to determine if it is required for the student to access their general education curriculum. If it is determined that the equipment or software is required, the charter school must purchase the equipment/software. ● Hire school-based staff and purchase equipment required to comply with student IEPs. ● When hiring a school social worker they will have a minimum of a masters degree and hold the CDE special service provider license. ● When hiring a school psychologist they will have a minimum of a specialist degree and hold the CDE special service provider license. ● When taking on a school social worker or school psychologist intern they will be supervised by a school social worker or school psychologist that meets the minimum education requirements and holds the CDE special service provider license.
Charter schools will. ● Have access to professional development courses. Special service providers (SLP, mental health, etc.) are invited to attend regular discipline-specific meetings. ● Have access to their designated special education director, special education coordinator and itinerant team lead for consultation regarding compliance with federal and state laws and district procedural guidelines. ● Have access to second level vision and hearing screening follow-up services for students. ● When it has been determined with consultation from the SWAAAC, Vision or Audiology team that equipment or software is necessary: Trial: Equipment may be checked out for up to 2 months for trial use by a charter school, subject to availability. Data will be collected to determine efficacy of the accommodation/equipment/software to determine if it is required for the student to access their general education curriculum. If it is determined that the equipment or software is required, the charter school must purchase the equipment/software. ● Hire school-based staff and purchase equipment required to comply with student IEPs. ● When hiring a school social worker they will have a minimum of a masters degree and hold the CDE special service provider license. ● When hiring a school psychologist they will have a minimum of a specialist degree and hold the CDE special service provider license. ● When taking on a school social worker or school psychologist intern they will be supervised by a school social worker or school psychologist that meets the minimum education requirements and holds the CDE special service provider license. ○ Charter school must work with the intern's university to ensure the requirements for the internship are met.
Charter schools will. ● Have access to the district crisis team in the event of a charter school student or staff member traumatic event. The charter school will follow crisis team processes for communication and support for the school community during and following the crisis event. ● Have access to on-site preparedness training from the district crisis team in advance of any potential traumatic event, offered free of charge. ● Ensure charter school administrators (minimum 1 per school) and all charter school mental health providers attend district threat assessment training, offered free of charge. ● Ensure that all charter school mental health providers and school counselors attend QPR or ASIST, and the DCSD suicide procedures training, offered free of charge. ● Ensure the charter school mental health provider delivers the district “keeping students safe” training to the entire charter school staff at the beginning of each school year. ● Ensure all charter school staff complete online mandatory training that includes child abuse and neglect reporting training.
Charter schools will. ● Have Access to professional development courses related to compliance or funded by Title II free of charge. Special service providers (SLP, mental health, etc.) are invited to attend regular discipline-specific meetings. ● Have access to their designated special education coordinator and/or itinerant team lead for consultation regarding compliance with federal and State laws and district procedural guidelines. ● Have access to second level vision and hearing screening follow-up services for students. ● Have access to the following special education itinerant service teams for consultation or service for students with low incidence disabilities or intermittent student needs: ○ Vision, deaf and hard of hearing, SWAAAC (assistive technology), behavior support team, autism team, SWAP (school to work alliance program), and audiology. ○ On a case by case basis equipment may be checked out for temporary use by the charter school subject to availability. ● Hire school-based staff and purchase equipment required to comply with student IEPs. This is a compliance only model. Charter schools are responsible for all legal and settlement costs for any Section 504/OCR litigation or claims. For more information please refer to the 504 Services Compliance plan. This is a compliance model with limited services. Charter schools are 100% responsible for all legal and settlement costs for any English Language Development (ELD) litigation or claims. For more information please refer to the English Language Development Compliance plan ● Ensure charter school ELD/ESL teachers participate in all required ELD training (typically named “essentials”). Additionally, charter schools have access to formal and informal training on the ELD services, related services, assessments, and identification/eligibility supporting the identified English Language Learners access to the unique curriculum of the charter school. ● Have access to the English Language Development leadership, and/or ELD Team Lead, and/or ELD Charter Lead for consultation regarding compliance with federal and State laws and district procedural guidelines. ● Have Access to testing and instructional materials unique to English Language Development programming services through the Innovation and Design Center. This is a compliance model, with access to certain gifted education services necessary to identify, plan for, and serve gifted learners. Charter schools are responsible for all legal costs for any litigation involving...
Charter schools will. ● Have Access to professional development courses related to compliance or funded by Title II free of charge. Special service providers (SLP, mental health, etc.) are invited to attend regular discipline-specific meetings. ● Have access to their designated special education coordinator and/or itinerant team lead for consultation regarding compliance with federal and State laws and district procedural guidelines. ● Have access to second level vision and hearing screening follow-up services for students. ● Have access to the following special education itinerant service teams for consultation or service for students with low incidence disabilities or intermittent student needs: ○ Vision, deaf and hard of hearing, SWAAAC (assistive technology), behavior support team, autism team, SWAP (school to work alliance program), and audiology. ○ On a case by case basis equipment may be checked out for temporary use by the charter school subject to availability. ● Hire school-based staff and purchase equipment required to comply with student IEPs.