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Author: Massachusetts Department of Elementary and Secondary Education
Publisher:
ISBN:
Category :
Languages : en
Pages : 36
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Book Description
This paper presents the third part of the "Massachusetts Primer on Special Education and Charter Schools." Part III addresses the issues concerning the education of students with disabilities at all stages in the development and operation of a Massachusetts charter school. The information is intended to inform those who are responsible for the design, development, and operation of a charter school. The information is focused on specific aspects of implementing a special education program during the pre-authorization, start-up, and operating phases of the school. (Contains 27 resources.) [This document has been developed with the assistance of the TA Customizer Project. For other sections, see Section I (ED543919) and Section II (ED543920).].
Author: Massachusetts Department of Elementary and Secondary Education
Publisher:
ISBN:
Category :
Languages : en
Pages : 36
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Book Description
This paper presents the third part of the "Massachusetts Primer on Special Education and Charter Schools." Part III addresses the issues concerning the education of students with disabilities at all stages in the development and operation of a Massachusetts charter school. The information is intended to inform those who are responsible for the design, development, and operation of a charter school. The information is focused on specific aspects of implementing a special education program during the pre-authorization, start-up, and operating phases of the school. (Contains 27 resources.) [This document has been developed with the assistance of the TA Customizer Project. For other sections, see Section I (ED543919) and Section II (ED543920).].
Author: Massachusetts Department of Elementary and Secondary Education
Publisher:
ISBN:
Category :
Languages : en
Pages : 9
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Book Description
This paper presents part I of the "Massachusetts Primer on Special Education and Charter Schools." It provides an explanation of a charter school's legal status within the Massachusetts public education system and a synopsis of federal laws that are most relevant to special education in charter schools. The information is intended for those who may not fully understand the legal status of charter schools within the Massachusetts public education system, or may not have a working knowledge of, or need a brief update on, federal special education laws and regulations. [This document was developed with the assistance of the TA Customizer Project. For other sections, see Section II (ED543920) and Section III (ED543928).].
Author: Massachusetts. Department of Elementary and Secondary Education
Publisher:
ISBN:
Category :
Languages : en
Pages : 16
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Book Description
This paper presents the second part of "Massachusetts Primer on Special Education and Charter Schools." This section is an introduction for new staff members of state agencies and others who need an overview of topics related to Massachusetts students with disabilities enrolled in Massachusetts charter schools. The information focuses on the primary issues related to policies and procedures that govern special education in all stages of implementation for Massachusetts charter schools. (Contains 9 resources.) [This document has been developed with the assistance of the TA Customizer Project. For other sections, see Section I (ED543919) and Section III (ED543928).].
Author: Maryland. State Department of Education
Publisher:
ISBN:
Category :
Languages : en
Pages : 97
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Book Description
In the early 1990's, charter schools were a new concept being implemented by a few states and communities across the country. Today there are over 3,000 charter schools operating in 40 states and the District of Columbia. The growth of charter schools has compelled that we understand what charter schools are and how they impact responsibilities for special education at the state, local school system and the charter school level. Even though charter schools may be waived from some state and local regulations, the federal government has not permitted any waivers from federal special education requirements for charter schools. In the area of special education, research has documented that charter schools struggle on two fronts: (1) understanding their roles and responsibilities related to special education; and (2) amassing the capacity required to provide special education and related services to students with disabilities (Ahearn et. al., 2001). One lesson that has been learned in the past decade of charter school implementation is the importance of providing clear guidance regarding special education for charter school operators, authorizers, local education agencies (LEAs) and state education agencies (SEAs). Without policy guidance, personnel can be unduly burdened to create answers to each individual situation, resulting in ambiguity or inconsistency among charter schools. This primer has been developed to provide guidance to Maryland's local school systems (charter school authorizers) and charter school developers (operators) as they confront the unique challenges in developing and implementing effective practices to ensure the access and success of students with disabilities in charter schools. Appended are: (1) Charter School Resources; (2) Glossary (Acronyms and Definitions); and (3) Special Education Talking Points: New and Renewal Contracts for Charter Schools. An index of frequently asked questions and an index of key words are included.
Author: Jennifer C. Baribeau
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Over the last ten years, charter schools have become a viable choice for parent's seeking an alternative to traditional public schools. However, research shows this is not the case for students with disabilities. The purpose of this dissertation was to examine special education in charter schools and traditional public schools located in Massachusetts. I examined three key areas specific to special education; enrollment, placement and compliance, to determine if differences exist between charter schools and traditional public schools located in the state. Logistic regression analyses were conducted to examine differences between Massachusetts charter schools and public schools with respect to enrollment for each disability category. Multiple regression was used to examine differences in placement for special education students. Lastly, descriptive statistics were used to analyze the Massachusetts Department of Elementary and Secondary Education Coordinated Program Review (CPR) reports to determine if charter schools are compliant with state and federal regulations under the Individuals with Disabilities Education Act (IDEA). Findings revealed charter schools disproportionately under-enrolled students with disabilities, specifically severe disabilities, and placed students in full inclusion placements more frequently than public schools throughout the state. Charter schools also struggled to comply with state and federal regulations under the IDEA, specifically in areas related to direct services and supports to students with disabilities.
Author: Christine Rienstra Kiracofe
Publisher: IAP
ISBN: 1648028357
Category : Education
Languages : en
Pages : 223
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Book Description
Much has been written about how public schools in the United States are funded. However, missing in the current literature landscape is a nuanced discussion of funding as it relates to public charter schools. This text, authored by researchers and professionals working in the charter school world, provides readers with a comprehensive overview of issues related to the funding and operation of charter schools. The book opens with an introduction to charter schools and how they are funded. The financial management and oversight of charter schools and issues related to funding equity, including how charter schools impact district school finances, are addressed. Special considerations for charter schools related to serving special education students and transportation issues are also addressed. After reading this book, readers will have a thorough understanding of how charter schools are funded and managed financially.
Author: Tom Luna
Publisher:
ISBN:
Category :
Languages : en
Pages : 68
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Book Description
This section of the Idaho Primer on Special Education in Charter Schools is divided into two parts: (1) a discussion of the legal status of charter schools and their linkage to other local education agencies (LEAs), and (2) a synopsis of federal laws that are most relevant to special education in charter schools. The Primer on Special Education in Charter Schools is intended for those readers who may not fully understand the critical importance of a charter school's legal status within a state's public education system, or may not have a working knowledge of, or need a brief update on, federal special education laws and regulations. [Funding for this paper was provided by the U.S. Department of Education, Office of Elementary and Secondary Education Charter Schools Program.].
Author: Richard Weatherley
Publisher: MIT Press (MA)
ISBN:
Category : Education
Languages : en
Pages : 220
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Book Description
Focusing on Massachusetts' innovative special education reform law, Chapter 766, "Reforming Special Education" traces the complex processes through which an ostensibly universalistic and equitable policy can produce a biased distribution of public benefits favoring affluent clients."Reforming Special Education" examines three Massachusetts school systems and seven schools within those systems to determine whether laws formulated to alter practices in educating children who are deaf, blind, retarded, and physically handicapped actually result in fair and uniform treatment of children with special needs, or whether they just create more work for school personnel.The book discusses individual and community wealth as factors in the allocation of funds. Despite Massachusetts' "equalizing formula," it points out that rich districts often fare better than poor ones because they have the resources and sophistication necessary to challenge funding decisions. The book also reveals that bureaucrats who are charged with carrying out the changes are victimized by new laws which, for lack of resources, they cannot hope to put into effect. Because the street-level bureaucrats, front-line personnel, develop informal means of coping with these problems and with their jobs, they distort the policy they are charged with implementing and become policy makers in their own right.Weatherley concludes that policy initiatives must take into account potential effects on the daily work routines of those charged with implementing them. These findings have dramatic implications for all human service bureaucracies where front-line staff interact with the public--hospitals, police departments, public welfare and employment offices, mental health centers and lower courts. Students of public policy, educators, social workers, or anyone involved in public service employment will find this a scholarly, yet highly readable account of the organizational constraints to bureaucratic reform.
Author: Minnesota. Department of Education
Publisher:
ISBN:
Category : Charter schools
Languages : en
Pages : 77
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Book Description
Author: Minnesota. Department of Education
Publisher:
ISBN:
Category : Charter schools
Languages : en
Pages : 65
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Book Description
