IEP Development and Implementation. Decisions regarding eligibility, goals/objectives, program, services, placement, and exit from exceptional education shall be the decision of the IEP Team of the Charter School, Formatted: Font color: Red, Strikethrough Formatted: Font color: Red, Strikethrough pursuant to the Chartering Authority’s IEP process and the parent/legal guardian. However, decisions that materially change the Charter School’s educational program, as provided in the final amended and approved Charter Application (Exhibit 1), shall require Charter School approval. Programs, services and placements shall be provided to all eligible Charter School students in accordance with the policies, procedures, and requirements of the Chartering Authority. The Chartering Authority has a strong preference that special education services be delivered in inclusive settings. In exceptional circumstances, when a student’s academic progress so warraents the Charter School may utilize pull-out services. Services should, whenever possible, be provided at the Charter School location. The Charter School shall promptly notify the Chartering Authority of all requests it receives for assessment, services, IEP meetings, parental requests for reimbursement, compensatory education, mediation, and/or due process.
IEP Development and Implementation. Decisions regarding eligibility, goals/objectives, program, services, placement, and exit from exceptional education shall be the decision of the IEP Team of the Charter School, Formatted: Font color: Red, Strikethrough Formatted: Font color: Red, Strikethrough pursuant to the Chartering Authority’s IEP process and the parent/legal guardian. However, decisions that materially change the Charter School’s educational program, as provided in the final amended and approved Charter Application (Exhibit 1), shall require Charter School approval. Programs, services and placements shall be provided to all eligible Charter School students in accordance with the policies, procedures, and requirements of the Chartering Authority. The Chartering Authority has a strong preference that special education services be delivered in inclusive settings. In exceptional circumstances, when a student’s academic progress so warraents the Charter School may utilize pull-out services. Services should, whenever possible, be provided at the Charter School location. Formatted: Font color: Red, Strikethrough The Charter School shall promptly notify the Chartering Authority of all requests it receives for assessment, services, IEP meetings, parental requests for reimbursement, compensatory education, mediation, and/or due process. The Charter School shall be responsible for all school site implementation of the IEP. As part of this responsibility, the Charter School shall provide the Chartering Authority and the parents with timely reports on the student’s progress as provided in the student’s IEP, and at least quarterly or as frequently as progress reports are provided for the Charter School’s general education students, whichever is more frequent. The Charter School shall also provide all home- school coordination and information exchange. The Charter School shall also be responsible for providing all curriculum, classroom materials, classroom modifications, and assistive technology.
IEP Development and Implementation. If a child has been determined by the school district PPT to require special education and related services, an individualized education program (IEP) must be developed by a child’s PPT. Public schools and community early childhood programs can work together in various ways including:
