There are a variety of special student populations, including students with disabilities and English language learners. View resources public charter schools should use to support these students.
Special Education Enrollment Preference Information
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.
The series of blog posts outlines the basics of serving ELs. These articles provide a clear, concise foundation of knowledge about definitions, assessment, models of instruction, and policy, among other things.
As the EL 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 EL students, increase learning opportunities for educators, and ultimately ensure that ELs can succeed in every classroom in DC
Q & A Regarding Inclusion of English Learners with Disabilities in English Language Proficiency Assessments and Title III Annual Measurable Achievement Objectives
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 ELs with disabilities in annual State ELP assessments.