Special Education and English Language Learners a. BGA will collaborate with BPS to manage and provide all aspects of service to English Language Learners (ELL) and special education students, including but not limited to: ensuring compliance with federal and state law and regulations; supervising all special education and ELL staff and service providers; coaching ELL and special education staff; overseeing the MA DESE's Coordinated Program Review; facilitating IEP meetings; maintaining special education and ELL folders; collecting and maintaining special education and ELL student-related data; scheduling IEP meetings; delivering academic services to ELL students and students with disabilities; developing and maintaining IEPs; administering academic testing; case managing; providing support to Special Education, ELL and General Education Teachers by conducting small group instruction; providing behavioral support in the form of functional behavioral analyses and positive behavioral intervention plans; facilitating individual and group counseling sessions; facilitating Student Support Team (SST) meetings; conducting cognitive evaluations; providing speech and language therapy in group and individual settings as needed; conducting speech-language testing; providing occupation therapy in group and individual settings as needed; conducting occupational evaluations; providing physical therapy; conducting physical therapy evaluations; creating Adaptive Physical Education program, and providing adapted physical education services.
b. BGA will be responsible for all hiring, managing, and evaluating all BTU staff required to meet the needs of students who are English Language Learners and/or students requiring special education services. All ELL and special education staffing decisions will be at BGA’s discretion, and will fulfill all services required in student IEPs.
c. In the event that a student’s IEP team determines that a student with disabilities attending BGA may need placement at a non-BPS school, BPS responsibility for the cost of such placement shall be governed by relevant state special education regulations, as is the case with any charter school. However, if a BGA student may require an out-of-district placement, BGA shall conclude any IEP meeting(s) without identifying a specific placement type, shall notify BPS within two school days and shall invite a representative of the BPS special education department to participate in any relevant placement meetings. BGA agrees that any out-of-district plac...
Special Education and English Language Learners. The Charter Holder shall comply with all federal and State laws relating to the education of children with disabilities and children identified as English language learners in the same manner as a school district.
Special Education and English Language Learners a. SEZP will manage all aspects of special education and specialized language instruction consistent with federal and state statutes and regulations.
b. SEZP will have the option to purchase from SPS special education and specialized language instruction services, if desired. Subject to applicable federal and state special education statutes and regulations, SEZP will have autonomy over budget decisions regarding staff and services in these areas.
c. SPS maintains the right to assign students with disabilities and specialized language instruction needs into appropriate programs available at a Target School. However, in the event of any changes to the status quo with respect to special education or other assignment policies or programs, or the implementation thereof, SPS will consult with SEZP and obtain SEZP written consent, given the significant programmatic changes that would be required to implement changes to the status quo. Consistent with federal and state special education statutes and regulations, SPS shall provide SEZP with sufficient notification prior to assigning a student with a high-severity disability at a Target School in order to provide the school with sufficient time to plan to best meet the student’s needs. SEZP shall not eliminate any special education or ELL program without the consent of SPS.
d. As discussed in section 5(e) below, SEZP will coordinate with SPS and may send students with specific special education needs to an SPS School which is not a Target School that has a more appropriate program available. In addition, SEZP may assign students with specific special needs to any Target School if that school has a more appropriate special education program for the identified student.
e. SEZP retains budgetary autonomy regarding special education staff and programs. In the event that a student with disabilities attending a Target School may need placement out of a Target School (including an out-of-district placement) as determined by his/her IEP team, at least five (5) school days prior to the meeting of the placement team SEZP must issue a written invitation to the appropriate SPS special education department supervisor or director to send a representative as a member of the placement team. SEZP will not finalize such placement decisions without the approval of the SPS special education representative, subject to state and federal requirements. In the event that an IEP team is expected to consider the placement within a Target Sch...
