Not exact matches
Over the course of a year, NCLD gathered top special education and personalized
learning experts from across the country — including educators, advocates, researchers, state and district leaders, school leaders, and parents of
children with disabilities — and engaged them in discussions to
learn and explore ways to
ensure that personalized
learning systems integrate and benefit students
with disabilities.
«All students, including those
with disabilities, should have the supports and equitable educational opportunities they need to be successful in school,» said U.S. Secretary of Education John B. King Jr. «It's our duty as parents and educators to
ensure that
children who show up at school to
learn get the maximum out of their educational experience.
The Office of Special Education Programs» Results Driven Accountability Initiative represents a significant shift in state accountability from a focus on compliance and
ensuring access to education and early intervention services to a focus on measurable and meaningful outcomes in
learning and development for
children and youth
with disabilities.
(e) The board shall establish the information needed in an application for the approval of a charter school; provided that the application shall include, but not be limited to, a description of: (i) the mission, purpose, innovation and specialized focus of the proposed charter school; (ii) the innovative methods to be used in the charter school and how they differ from the district or districts from which the charter school is expected to enroll students; (iii) the organization of the school by ages of students or grades to be taught, an estimate of the total enrollment of the school and the district or districts from which the school will enroll students; (iv) the method for admission to the charter school; (v) the educational program, instructional methodology and services to be offered to students, including research on how the proposed program may improve the academic performance of the subgroups listed in the recruitment and retention plan; (vi) the school's capacity to address the particular needs of limited English - proficient students, if applicable, to
learn English and
learn content matter, including the employment of staff that meets the criteria established by the department; (vii) how the school shall involve parents as partners in the education of their
children; (viii) the school governance and bylaws; (ix) a proposed arrangement or contract
with an organization that shall manage or operate the school, including any proposed or agreed upon payments to such organization; (x) the financial plan for the operation of the school; (xi) the provision of school facilities and pupil transportation; (xii) the number and qualifications of teachers and administrators to be employed; (xiii) procedures for evaluation and professional development for teachers and administrators; (xiv) a statement of equal educational opportunity which shall state that charter schools shall be open to all students, on a space available basis, and shall not discriminate on the basis of race, color, national origin, creed, sex, gender identity, ethnicity, sexual orientation, mental or physical
disability, age, ancestry, athletic performance, special need, proficiency in the English language or academic achievement; (xv) a student recruitment and retention plan, including deliberate, specific strategies the school will use to
ensure the provision of equal educational opportunity as stated in clause (xiv) and to attract, enroll and retain a student population that, when compared to students in similar grades in schools from which the charter school is expected to enroll students, contains a comparable academic and demographic profile; and (xvi) plans for disseminating successes and innovations of the charter school to other non-charter public schools.
Assessment materials will be strengthened through evidence - centered design (ECD) and the principles of Universal Design for
Learning (UDL), ensuring a valid, reliable assessment that can support the learning of all children, including those with disabilities and dual language - l
Learning (UDL),
ensuring a valid, reliable assessment that can support the
learning of all children, including those with disabilities and dual language - l
learning of all
children, including those
with disabilities and dual language - learners.
Finally, it provides recommendations to
ensure that all young
children — particularly those
with disabilities — reap the full benefits of early
learning, including:
The findings of this report affirm what parents such as Jennifer already know — the early childhood system must do better to
ensure that
children with disabilities are able to fully participate in valuable early
learning experiences.