[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-582989-105":3,"detail-sidebar-cat-0-en-105":79,"doc-detail-582989-en":129},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":72,"head_meta":74,"extra_data":76,"updated_unix":78},105,"en","model-charter-school-policies-increasing-equitable-access-and-quality-opportunities-for-students-with-disabilities","Model Charter School Policies - Increasing Equitable Access and Quality Opportunities for Students with Disabilities","","Model Policy Guide, Second Edition (2024) explains how charter schools can improve equitable access and quality educational opportunities for students with disabilities. It presents CLE’s history and mission, outlines relevant federal legal requirements affecting charter school responsibilities, and provides adaptable model policy language. Coverage includes legal compliance, facilities access, enrollment structures, ensuring service quality, funding approaches, and authorizer oversight. Additional considerations address DEAI, disproportionate discipline, and high school transition planning.",{"@graph":14,"@context":71},[15,34,54],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/model-charter-school-policies-increasing-equitable-access-and-quality-opportunities-for-students-with-disabilities/582989/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":48,"encodingFormat":47,"isAccessibleForFree":49,"interactionStatistic":50},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/model-charter-school-policies-increasing-equitable-access-and-quality-opportunities-for-students-with-disabilities/582989.png","ImageObject",300,407,{"name":42,"@type":43},"Rhys","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":51,"interactionType":52,"userInteractionCount":4},"InteractionCounter",{"@type":53},"ViewAction",{"@type":55,"mainEntity":56},"FAQPage",[57,63,67],{"name":58,"@type":59,"acceptedAnswer":60},"What is the purpose of the Model Policy Guide (Second Edition, 2024)?","Question",{"text":61,"@type":62},"It provides policymakers, advocates, and education leaders with information and model policy language to support robust policies for educating students with disabilities in charter schools, and it updates the first edition.","Answer",{"name":64,"@type":59,"acceptedAnswer":65},"Which federal laws shape charter schools’ responsibilities toward students with disabilities?",{"text":66,"@type":62},"Federal law establishes rights and responsibilities that shape how public schools educate students with disabilities, including IDEA, Section 504, and the ADA.",{"name":68,"@type":59,"acceptedAnswer":69},"What additional policy areas does the guide highlight beyond core legal compliance?",{"text":70,"@type":62},"It adds considerations such as DEAI, addressing disproportionate discipline, and transition planning for high school students.","https://schema.org",{"og:url":32,"og:type":73,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":75,"canonical":32},"index,follow",{"doc_id":77,"site_id":7},582989,1792045264,{"code":4,"msg":80,"data":81},"success",[82,86,90,94,99,104,108,113,118,121,125],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":83,"show_sort_weight":84,"slug":85},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":87,"show_sort_weight":88,"slug":89},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},"Exam",70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":106,"slug":107},7,40,"healthcare",{"id":109,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},8,"Research & Report",30,"research-report",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},9,"Religion & Spirituality",20,"religion-spirituality",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":116,"slug":120},"World Cup","world-cup",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":122,"slug":124},10,"Lifestyle","lifestyle",{"id":126,"doc_module":4,"doc_module_name":25,"category_name":127,"show_sort_weight":95,"slug":128},19,"General","general",{"code":4,"msg":80,"data":130},{"doc_id":77,"user_id":131,"nickname":42,"user_avatar":132,"doc_module":4,"category_id":105,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":138,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":78,"read_time":143},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Model Charter School Policies:  \nIncreasing Equitable Access and Quality Opportunities for Students with Disabilities  \nWhile approximately 14 percent of U. S. public school students have disabilities, systemic ableism has left them an afterthought for far too long. With their increased autonomy and flexib ility, charter schools can bea promising educational option for students with disabilities. However, during the inception of the charter movement , very few people were focused on ensuring that charter school policies addressed the needs of students with disabilities.  \nIn October 2013, the Center for Learner Equity (CLE)’s co-founders created the National Center for Special Education in Charter Schools (NCSECS) to ensure that charter schools and high-choice districts leveraged the autonomy granted by state charter school laws to benefit students with disabilities. In creating NCSECS, the goal was to advocate for students with diverse learning needs to ensure they could access and thrive in schools designed to enable all students to succeed.  \nOver the years, our work has expanded to involve charter schools, charter management organizations, authorizers, districts, cities, states, and funders committed to supporting educational equity. In the Spring of 2021, we became the CLE to better reflect the scope of our work and our commitment to building bridges between charter schools and traditional public schools. Today, we remain committed to ensuring that students with disabilities, particularly those in under-resourced communities, have the quality educational opportunities and choices they need to learn and thrive.  \nWe issued the fi rst edition of this Model Policy Guide in 2017 to provide policymakers, advocates, and education leaders with information and model language to support the development of robust policies for educating students with disabilities in charter schools. We have updated the content in this second edition. As in the original guide, we offer suggested policy language that stakeholders can adapt. We also added a section summarizing additional policy considerations that all public schools should prioritize.  \nModel Policy Guide, Second Edition, 2024 1  \nHistory and Mission of CLE and the Model Policy Guide 1  \nIntroduction 4  \nEducating Students with Disabilities: Federal Law and the Impact 6  \nof Charter School Legal Status  \nA. The Individuals with Disabilities Education Act (IDEA) 6  \nB. Section 504 and the Americans with Disabilities Act (ADA) 7  \nC. Charter School Legal Status 8  \n1. Charter Schools Operating as Independent LEAs 10  \n2. Charter Schools Operating within LEAs 10  \nModel Policy Language 11  \nA. Guaranteeing Legal Compliance and Equitable Access 11  \n1. Clear Application of Federal Law 12  \n2. Facilities Access 12  \n3. Clarity of Legal Status 13  \n4. Enrollment 13  \na. Enrollment: General 13  \nb. Enrollment: Preferences 14  \nc. Enrollment: Specialized Charter Schools 15  \nd. Enrollment: Quotas 16  \nB. Ensuring Quality 16  \n1. Service Provision 17  \na. Service Provision: General 17  \nb. Service Provision: Autonomy 20  \nc. Service Provision: Creative Collaboration 20  \nd. Service Provision: Students with Significant Needs 21  \ne. Service Provision: Virtual Schools 22  \nf. Service Provision: Special Education during Disciplinary Removals 23  \n2. Funding 24  \na. Funding: General 24  \nb. Funding: Transparency 25  \nc. Funding: Extraordinary Cost Aid 26  \nd. Funding: Self-Insurance/Risk Pools 26  \ne. Funding: Preschool 27  \nC. Authorizer Approval and Oversight 27  \n1. Authorizers: The Approval Process 28  \n2. Authorizers: Oversight 29  \n3. Authorizers: Virtual Schools Oversight 31  \n4. Authorizers: Data Collection 31  \nModel Policy Guide, Second Edition, 2024 2  \nAdditional Policy Considerations 32  \nA. Diversity, Equity, Accessibility, and Inclusion (DEAI) 32  \nB. Disproportionate Discipline 32  \n1. Suspension and Expulsion 32  \n2. Restraint and Seclusion 33  \n3. Law Enforcement in Schools 33  \nC. Tra","cbCaia5guIKJkKr5","https://ap.wps.com/l/cbCaia5guIKJkKr5","pdf",30383672,36,"English","# History and Mission of CLE and the Model Policy Guide\n## Introduction\n## Educating Students with Disabilities: Federal Law and the Impact of Charter School Legal Status\n### A. The Individuals with Disabilities Education Act (IDEA)\n### B. Section 504 and the Americans with Disabilities Act (ADA)\n### C. Charter School Legal Status\n## Model Policy Language\n### A. Guaranteeing Legal Compliance and Equitable Access\n### B. Ensuring Quality\n### C. Authorizer Approval and Oversight\n## Additional Policy Considerations\n### A. Diversity, Equity, Accessibility, and Inclusion (DEAI)\n### B. Disproportionate Discipline\n### C. Transition Planning for High School Students\n# Closing Comments\n## Acknowledgments","[{\"question\":\"What is the purpose of the Model Policy Guide (Second Edition, 2024)?\",\"answer\":\"It provides policymakers, advocates, and education leaders with information and model policy language to support robust policies for educating students with disabilities in charter schools, and it updates the first edition.\"},{\"question\":\"Which federal laws shape charter schools’ responsibilities toward students with disabilities?\",\"answer\":\"Federal law establishes rights and responsibilities that shape how public schools educate students with disabilities, including IDEA, Section 504, and the ADA.\"},{\"question\":\"What additional policy areas does the guide highlight beyond core legal compliance?\",\"answer\":\"It adds considerations such as DEAI, addressing disproportionate discipline, and transition planning for high school students.\"}]","Model Charter School Policies - Increasing Equitable Access and Quality Opportunities for Students with Disabilities | PDF",91]