Ensuring Every Student gets the Support They Deserve

DC PCSB is deeply committed to making sure every student—especially those with disabilities—has access to the quality education they deserve. That’s why we’ve put a strong policy in place to hold public charter schools accountable for complying with all federal and local laws regarding students with disabilities.

This policy is not only about legal compliance and regulations; it is about fairness and equity in public charter schools. The policy is designed to identify patterns where students with disabilities might not be receiving the same opportunities to thrive. Whether it’s a lack of access to quality academic programs or other barriers, our goal is to address these challenges head-on.


This policy reflects our responsibility under the School Reform Act (or SRA) to ensure public charter schools meet the goals in their charters (these are contractual agreements between DC PCSB and the school’s board), prioritize student safety and well-being, and adhere to laws that protect students with disabilities.
We sat down with Michele Gray and Theresa Kemp from DC PCSB’s School Equity and Effectiveness team to answer some questions about the policy and how it's implemented. Here’s what they shared:

Q:  What is the goal of this policy?
A:  The policy’s primary objective is to identify and address noncompliance or patterns of inequity affecting students with disabilities. By reviewing specific criteria and conducting audits when necessary, DC PCSB ensures schools provide the appropriate level of educational benefit and adhere to their legal responsibilities.

Q:  What triggers a special education audit?
A:  Public charter schools may be subjected to a special education audit if they meet one or more of the following indicators:

  1. Disproportionately high suspension or expulsion rates for students with disabilities compared to their peers.
  2. Failure to conduct required manifestation determination hearings.
  3. A low percentage of students who receive special education services without evidence of appropriate interventions.
  4. Disproportionate withdrawal rates of students with disabilities or low re-enrollment rates.
  5. Evidence of systemic complaints or poor performance in special education Qualitative Site Reviews (QSRs).

Q:  What steps are involved in the audit process?
A:  If a school meets the criteria, DC PCSB may initiate one or more of the following procedures:

  • Pre-Audit Warning: The school is notified of concerns but not yet audited.
  • Desk Audit: A detailed review of school documentation and practices to identify specific issues.
  • On-Site Audit: School visits, staff interviews, and observations to gather a comprehensive understanding of the situation.

Depending on the findings, DC PCSB may close the audit with recommendations or required additional actions.

Q:  What actions can DC PCSB take following an audit?
A:  When necessary, DC PCSB can implement a range of interventions, including:

  • Recommendations to revise their internal processes.
  • Meetings between school and DC PCSB staff or boards.
  • Technical assistance from the Office of the State Superintendent of Education (OSSE).
  • Issue a public Notice of Concern if they continue to meet an audit criteria without school action.

In severe cases, unresolved issues without school action may impact a school’s charter renewal or enrollment ceiling requests.

Q:  Why is this policy important?
A:  This policy underscores DC PCSB’s commitment to ensuring all students, including those with disabilities, have access to quality education. By proactively addressing disparities and holding schools accountable to take action, DC PCSB promotes equity and compliance across public charter schools.

At DC PCSB, our mission is simple: to build a network of schools where every student, regardless of their abilities, can reach their full potential. Together, we can ensure that all students receive the education and support they need to succeed.