Pursuant to the Special Education Quality Improvement Amendment Act of 2014 (DC Act 20-488), DC public charter schools may institute a preference for applicants with Individualized Education Programs (IEPs) or applicants who have an IEP and their disability is in one or more specific disability category as defined by IDEA.

The purpose of this policy is to identify and address public charter schools that may not be in compliance with all federal and local laws pertaining to students with disabilities. This policy establishes the criteria the DC Public Charter School Board (DC PCSB) will review and the audit procedures it will initiate in response to each instance of special education noncompliance.

A self-evaluative tool devised by DC PCSB with specific targets for the school to improve its special education program.

The guide follows DC PCSB’s Quality Assurance Review (QAR) tool standards and offers examples of possible evidence to submit. Please note, not every QAR standard is represented in this document.

The series of blog posts outlines the basics of serving Emerging Multilingual Learners. These articles provide a clear, concise foundation of knowledge about definitions, assessment, models of instruction, and policy, among other things.

As the Emerging Multilingual Learner student population continues to rise, so does the need for additional development of policies, practices, and supports for leaders and teachers across the District. OSSE is taking critical steps to create supporting conditions that enhance programs for Emerging Multilingual Learners, increase learning opportunities for educators, and ultimately ensure Emerging Multilingual Learners can succeed in every classroom in DC

The questions and answers included in this document are intended to help States and LEAs address these challenges, and more broadly, to understand how Part B of the IDEA and Titles I and III of the ESEA address the inclusion of Emerging Multilingual Learners with disabilities in annual State ELP assessments.