The links below include OSSE policies and related Cooperative guidance. For a quick look at each policy and a list of LEA action items, read the Cooperative policy briefs.
- DC Council’s Special Education Reform Bills (1, 2, 3) of October 2014 and the Cooperative’s Sped Reform Policy Brief.
- DC Office of the State Superintendent of Education (OSSE) Division of Special Education Policies and Regulation
- The DCMR, Title 5, Chapter 30, section 3019
- DC Public Charter School Board’s Special Education Audit Trigger Policy
Confidentiality and Student Records
- Confidentiality of Student Information Policy and FAQ– in effect January 2014
- The Co-op’s Confidentiality of Student Information Policy Brief
- OSSE’s Discipline Policy is still under review
- The Intersection of Special Education and Discipline (a presentation by AJE for the Co-op) – October 2011
- Extended IFSP Option for Children Age 3 to Age 4 Policies And Procedures – in effect April 2014
The Co-op’s Extended IFSP Option for Children Age 3 to Age 4 Policies And Procedures – Policy Brief (coming soon)
The Co-op’s Early Childhood Transition Policy Brief
Enrollment – entry & exit coding
- LEA’s are responsible for submitting appropriate entry and exit codes for all students. Correct coding is critical for SEDS compliance. Learn more about coding from OSSE.
Extended School Year (ESY)
Highly Qualified (HQ) and Licensure
- All teachers at charters must be “highly qualified” (HQT) to teach in their subject area. Generally being HQT at a charter means the teacher must have a degree (BA) and have passed the praxis exam in their content area. For special education, it’s less straightforward and depends on the role the teacher fills. For example, a special education teacher in a self-contained elementary level classroom needs to be HQT in both elementary ed and special ed, while a resource teacher only needs to be HQT in special education.
- OSSE recently revised a guidance document on the requirements for highly qualified teachers but the special education section seems to be incomplete. We’ve followed up with OSSE for clarification.If you refer to the document, the part about ELL teachers is accurate for special education teachers. To be HQT in special education a teacher at a charter must have a bachelor’s degree and prove competency in their subject matter by being certified, passing the content praxis, or completing the coursework for special education certification.
- OSSE’s IEP Process Policy – in effect August 2011
- The Co-op’s IEP Process Policy Brief
- IEP Amendment Policy and FAQ– in effect January 2014
- The Co-op’s IEP Amendment Policy Policy Brief
- IEP Implementation for Transfer Students Policy – in effect December 2014
- The Co-op’s IEP Implementation for Transfer Students Policy Brief
IDEA Part B
- IDEA Part B Grant Eligibility and Administration Hearing Policy – in effect January 2014
- The Co-op’s IDEA Part B Grant Hearing Policy Brief
- OSSE’s Part B Initial Evaluation/Reevaluation Policy – in effect March 2010
- The Co-op’s Part B Initial Evlauation/Reevaluation Policy brief
Least Restrictive Environment (LRE)
- OSSE’s Policy and Procedures for Placement Review and Guidance– in effect January 2010
- The Co-op’s Placement Policy Brief
- DCMR 5-3813 Certificates of Approval for Nonpublic Schools and Contractual Providers Serving Students with Disabilities Funded by the District Government. In other words, the regulations for nonpublic schools serving DC students. Page 1, page 2, page 3
- This article from the National Association of Special Education Teachers describes the school’s authority to remove a student from their placement in special circumstances.
- Tips for Monitoring Students Placed into Nonpublics
- OSSE’s Related Services Policy and Guidance– in effect January 2010
- OSSE’s non-regulatory guidance on related services issued: June 2010
- The Co-op’s Related Services Policy brief
- The Co-op’s Tips for Managing Related Services
- OSSE’s Secondary Transition Policy – in effect January 2010
- The Co-op’s Secondary Transition Policy Brief