CHARTER OPERATED PROGRAMS – OPTION 3 APPLICATION RUBRIC
(FOR MEMBERSHIP BEGINNING 2016-2017)
STUDENT POPULATION:
Component/Question
1
Provide a brief description of the charter
school’s history, educational program and
significant achievements. Describe the overall
student population, including the population of
students with disabilities and other unique
needs.
Descriptors
 Description of charter school history, educational
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2
Provide a summary of the special education
program, including the programs and services
available to students enrolled in the school.
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approach, and significant accomplishments, with
particular focus on meeting the needs of unique
student populations
The total number of students enrolled in the school
or expected to enroll in the school
The total number or students identified as having
exceptional needs, or the anticipated number or
students with exceptional needs expected to enroll
in the school
The disabilities and levels of need represented in the
student population (i.e. eligibility categories, mildmoderate or moderate-severe, needs of students at
risk for needing special education)
Demonstrates commitment to accepting and serving
students with exceptional needs
Describes least restrictive environment continuum
of placement options available
Discusses how the charter school’s unique
educational approach will be extended to students
with exceptional needs and students will participate
and have access to grade level standards and the
core curriculum or alternate curriculum
Identifies a multi-tiered approach to instruction that
includes differentiation, levels of intensity of
instruction, and monitoring of progress
Reflects the use of supplemental aids and supports
to support student learning
Explains how and when students with disabilities
will be integrated with their non-disabled peers
Rubric Scores
6 - All four elements are described in sufficient
detail, such that is easy to understand the general
population of the school and needs of students with
disabilities
4 - All four elements are addressed and a general
idea of the school’s special education population is
ascertainable
2 - All four elements are acknowledged
0 - No information is provided
6 - Plan provides an explicit and thorough
description of the Special Education Programs
which includes a continuum of placement, multileveled instruction, differentiation, and specific
strategies for implementation
4 - Plan provides a strong description of the Special
Education Programs which includes a continuum of
placement, multi-leveled instruction, differentiation,
and specific strategies for implementation
2 - Plan lacks some elements in the description of
the Special Education Programs which should
include a continuum of placement, multi-leveled
instruction, differentiation, and specific strategies
for implementation
0 - Plan does not describe the Special Education
Programs
3
Describe the reasons for applying to Charter
Operated Programs.
 Describes the specific reasons and factors
underlying the school’s decision to move to Option
3 (i.e. increased autonomy, greater flexibility over
service delivery)
 Describes what the school hopes to gain by joining
the Charter Operated Programs Unit
4 - Demonstrates a commitment to expanding the
scope and improving the quality of the special
education services offered at the charter school;
interest is not primarily financial
3 – Demonstrates an interest in expanding the scope
or improving the quality of services available at the
school; interest is not primarily financial
2 – Interest is primarily financial; interest in
improving special education service delivery is
evident
0 – Interest is exclusively financial; interest in
improving special education service delivery is not
evident
SEARCH AND SERVE:
Component
4
Describe the intervention process and programs
for students who are struggling and/or at risk
for needing special education.
Descriptors
 Identifies process for determining student
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5
Describe the Child Find activities, referral
process, and procedures for referring students
for assessment.
participation in intervention programs
Includes benchmark and progress monitoring tools
Describes a multi-tiered approach to interventions,
from core program to more intensive instruction
Identifies programs to be used and purposes for the
program
Discusses progress monitoring and how it will
inform instruction
Processes are developed to ensure:
• Students with disabilities are identified upon
enrollment
• A process exists for referring students who may be in
need of special education services for assessment
 An assessment process is available for students
suspected of having a disability
• Appropriate publications and forms are maintained at
the site
• Parent Support Information is available
 Staff is aware of the Special Education procedures
used by the school site
 A system is in place for responding to parent requests
for special education assessment
Rubric Scores
4 – Plan provides explicit, highly structured
description with research based elements of an
intervention plan which includes a problem solving
process, data decision making, and specific language
describing intervention strategies
3 - Plan provides research based elements of an
intervention plan which includes a problem solving
process, data decision making, and specific language
describing intervention strategies
2 - Plan lacks research based elements and does fully
describe an intervention
0 - Plan does not describe an intervention process
and lacks research based elements
4 - All processes are well described and clear
planning is evident
3 - All processes are described and some planning is
evident
2 - need for processes is acknowledged, planning is
incomplete
0 - No planning is evident
6
Provide a description of the procedures for
evaluating students for special education
eligibility, including personnel responsible for
completing assessments and ensuring
compliance with statutory procedures and
timelines.
• A systematic and uniformly applied referral
procedure is planned
 A systematic assessment procedure has been
developed and/or is in place
 A staff member or contractor is assigned
responsibility for overseeing assessments; the school
has on staff or available by contracting qualified
persons to conduct assessments
• Language acquisition and exclusionary factors are
addressed prior to the referral for assessment
• Procedures are planned to ensure “all areas of
suspected disability are addressed”
• Monitoring of referrals to address and prevent
disproportionality is planned
 A system has been developed and/or is in place for
ensuring compliance with statutory timelines and
procedures
4 - All processes are well described and clear
planning is evident; the school has identified staff
members or contractors to conduct and oversee
assessments
3 - All processes are described and some planning
has begun
2 - Need for processes is acknowledged, planning is
incomplete
0 - No planning is evident
Descriptors
Rubric Scores
4 - All processes are well described and clear
planning is evident; the school has identified
necessary staff members or contractors
3 - All processes are described and some planning
has begun
2 - Need for processes is acknowledged, planning is
incomplete
0 - No planning is evident
IEP DEVELOPMENT AND IMPLEMENTATION:
7
Component
Describe the procedures for developing,
implementing, and monitoring IEPs.
 The charter school has identified personnel
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8
Describe the procedures for instructional
planning using grade level standards and
alternate achievement standards.
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responsible for convening IEP team meetings,
maintaining IEP data, and monitoring IEP
implementation and process
The school has procedures for IEP development that
are consistent with state and federal laws
The school has procedures for ensuring attendance
and participation of all required IEP team members,
including having on staff or available by way of
contract general education teachers, special
education teachers, psychologists and other required
individuals
The school has procedures for ensuring parent
participation in the IEP process
Discusses the use of grade level materials
Provides a description of backward planning, using
assessments and standards
Illustrates how accommodations will be used and
what modifications can be used for students in core
curriculum
Explains planning for implementing alternate
curriculum
Describes use of data-decision making for
differentiation of instruction, including grouping,
instructional procedures, and assessment
6 - Plan provides an explicit and thorough
description of instructional planning for students
with disabilities accessing grade level standards
4 - Plan provides a strong description of instructional
planning for students with disabilities accessing
grade level standards
2 - Plan lacks some elements in the description of
instructional planning for students with disabilities
accessing grade level standards
0 - Plan does not describe instructional planning for
students with disabilities accessing grade level
standards
PLAN TO PROVIDE SUPPORTS AND SERVICES:
Component
9
Provide a description of Least Restrictive
Environment continuum of program options
available to students enrolled at the school,
including plans for providing programs that
may not already exist on site but may become
necessary in the future.
Descriptors
 Describes least restrictive environment continuum
of placement options for this school based on
student needs, including a description of programs
such as inclusion, special day classes, etc.
 Describes the personnel available to support such
programs (credentialed special education teachers)
 Describes the school’s plan for accessing program
options that are not available at the school site
 Explains how and when students with disabilities
will be integrated with their non-disabled peers
 Reflects the use of supplemental aids and supports
to support student learning
10
Describe the supports & services available at
the charter school site, as well as the plan for
providing special education supports and
services that may not already exist on site but
may become necessary in the future.
 Plan for providing special education instruction and
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resource support (i.e. identification of qualified
personnel or contractors)
Plan describing how students with support services
will have those services provided
Description of the supports and services available at
the school site, and plan for accessing necessary
services that may not already be available at the
school site The following specific related services
should be address:
 Occupational therapy
 Physical therapy
 Speech and language therapy
 Nursing services
 Transportation
 School psychology
 Vision therapy
 Deaf/hard of hearing interpretation services
 Orientation and mobility services for the
blind/visually impaired
Description of how the school will ensure
appropriate staffing (i.e. by hiring staff members,
contracting for services, etc.)
Plan for monitoring the provision of services using
the Welligent Tracking Log
Rubric Scores
4 - Plan provides an explicit and thorough
description of program options and demonstrates the
school’s ability to ensure access to a full continuum
of placement and program options
3 - Plan provides a strong description of the school’s
program options, which includes a continuum of
placement options
2 - Plan lacks some elements in the description of the
school’s programs or fails to demonstrate the
school’s ability to provide access to a full continuum
of program options
0- Plan does not describe the school’s programs and
fails to demonstrate that the school has the ability to
access a sufficient continuum of program options
4 - Plan provides an explicit and thorough
description of planning for students with support
services and demonstrates the school’s ability to
provide all necessary supports and services
3 - Plan provides a strong description of planning
for students with support services
2 - Plan lacks either the service provision or
monitoring element
0 - Plan does not describe either service provision or
monitoring
11
Describe the Extended School Year program or
plan for accessing ESY for students who may
require it pursuant to an IEP.
 There is a plan to guide IEP Teams in determining
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12
Describe the plan for arrangement and funding
of non-public school placements, should
placements be necessary.
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13
Describe or explain how students with
disabilities are ensured access to the extracurricular and non-academic activities
available to students at the charter school.
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when Extended School Year is appropriate
There is a plan to ensure ESY programs and
services in excess of the regular school year are
provided
Instructional programs are developed for the ESY
period to address individual student needs
Plan for covering expenses of ESY (i.e. annual
budget planning includes an allocation for personnel
and resources to provide ESY services)
There is a plan to guide IEP Teams in determining
when non-public school placement is appropriate
There is a plan to arrange for non-public school
placement when appropriate
There is a plan for participation in IEP development
and monitoring for students placed in non-public
schools
Plan for covering expenses of possible NPS
placements (i.e. annual budget planning includes an
allocation or reserve for NPS expenses)
Description of how students will participate in
nonacademic or extra-curricular activities
Description of how accommodations will be
provided for students to participate in these
activities
How will student participation in general education
elective classes be accomplished?
What extra-curricular activities (i.e. clubs, teams)
will be available to students with disabilities?
What additional activities will students have access
to?
BEHAVIORAL SUPPORTS AND STUDENT DISCIPLINE:
Component
Descriptors
 Description of the school’s expectations for student
14
Provide a description of the student discipline
behavior
policy and procedures for discipline of students
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Description of procedures for discipline and
with disabilities.
removal of students with disabilities who violate
the student expectations for student behavior
including convening of a manifestation
determination IEP meeting
2 - Clear planning is evident to ensure students have
access to Extended School Year services
1 - Some planning is evident to ensure students have
access to Extended School Year services
0 - No planning is evident
4 - Clear planning is evident to ensure students have
access to non-public school placement when
necessary
3 - Some planning is evident to ensure students have
access to non-public school placement when
necessary
2 - The potential need for non-public placements is
acknowledged, planning is incomplete
0 - No planning is evident
4 - A process is well described and clear planning is
evident to ensure students have access to ExtraCurricular and Non Academic Activities
3 - A process is described and some planning is
evident to ensure students have access to ExtraCurricular and Non-Academic Activities
2 - The need for processes is acknowledged,
planning is incomplete
0 - No planning is evident
Rubric Scores
4 - Plan demonstrates that the school has a clearly
articulated expectations for student behavior that are
compliant with state and federal laws regarding
suspension and expulsion of students with
disabilities and provides evidence of clearly
articulated, compliant procedures for discipline of
students with disabilities
 Description of personnel responsible for overseeing
discipline of students with disabilities and
compliance with state and federal laws with regard
to discipline (including District Discipline
Foundation Policy)
15
Describe the positive behavior supports and
behavior intervention programs used at the
charter school.
Prevention
 Positively stated behavioral expectations are
developed
 Procedures are planned to define, teach, monitor,
reinforce and correct these expectations
Intervention
 Tier I structures are in place to promote positive
behavior, effective academic support; social skills
curriculum has been selected
 Tier 2 structures are planned to collect and analyze
data, provide additional instruction relative to
behavioral skills and there is effective academic
support; crisis prevention
 Tier 3 structures are planned to collect and analyze
data, conduct Functional Behavioral Assessments,
there is a plan for implementing Behavior Support
Plans and/or Behavior Intervention Plans
3 - Expectations for student behavior are described
and basic planning is evident to ensure that discipline
and removal of students with disabilities is in
compliance with state and federal law
2 - The need for processes is acknowledged,
planning is incomplete for SWD
0 - No planning is evident
4 - All structures are well described and clear
planning is evident
3 - All structures are described and some planning is
evident
2 - Need for structures is acknowledged, planning is
incomplete
0 - No structures or planning is evident
PARENT PARTICIPATION:
16
Component
Describe the plan for ensuring participation of
parents of students with unique needs in all
aspects of their child’s education.
Descriptors
 There are plans outlining how parents will be
informed in their preferred communication mode of
their child’s identification, evaluation, placement,
instruction and re-evaluation for special education
services
 Plans have been developed to ensure parents are
welcome partners in their child’s education
 Plans are in place to ensure parents of students with
disabilities are an integral part of the school
community and have leadership opportunities
within advisory groups, are afforded the opportunity
to attend training at the school or within the SELPA
 A procedure is planned for responding to parents’
concerns and complaints and providing a timely
response
Rubric Scores
4 - Processes are well described and clear planning is
evident to ensure parent’s legal rights are
acknowledged
3 - Processes are described and some planning is
evident to ensure parent’s legal rights are
acknowledged
2 - The need for processes is acknowledged,
planning is incomplete
0 - No planning is evident
ADMINISTRATION:
17
Component
Provide a detailed description of the special
education administrative personnel, including a
description of specific roles and responsibilities.
Descriptors
 Identification of the special education administrator,
including the title and responsibilities
 Identification of any additional staff members
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18
Provide a detailed description of the plan for
special education staffing, service delivery, and
operations.
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19
Describe the past activities and future plans for
professional development with regard to special
education.
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responsible for administrative functions for special
education
Identification of any outside contractors or vendors
on which the school will rely for oversight,
administration, or case management for special
education
Identification of special education teachers and staff
members, including titles and responsibilities
Identification of any outside contractors or vendors
on which the school will rely on for related services
Procedures are planned to ensure highly qualified
teachers are available to students with IEPs
Credential verification and monitoring processes are
planned
Service ratios are developed to ensure the needs of
students are addressed and mandated service norms
are honored
Clerical support for compliance is planned
A plan is developed for maintaining specialized
equipment as needed
A plan is available for providing for health
protocols
A plan is developed for training or professional
development designed to ensure that operators,
administrators, and staff members understand the
special education responsibilities of the school and
the rights and remedies available to students and
parents
Professional development opportunities are planned
for general and special educators to develop a
culture of collaboration in meeting the needs of
students
Training ensures differentiated application of
Rubric Scores
4 - The school has a designated special education
administrator; roles and responsibilities are well
described and clear planning is evident
3 - Roles and responsibilities are described and some
planning is evident
2 - The need for special education administration is
acknowledged, planning is incomplete
0 - No planning is evident
4 - Procedures are described and clear planning is
evident to ensure staffing and operational needs are
met
3 - A process is described and some planning is
evident to ensure staffing and operational needs are
met
2 - The need for processes is acknowledged,
planning is incomplete
0 - No planning is evident
4 - Planning addresses clear opportunities for
collaborative learning regarding the needs of all
students
3 - Planning addresses some opportunities for
collaborative learning regarding the needs of all
students
2 - The need for professional development is
acknowledged, planning is incomplete
0 - No planning is evident
knowledge and skills to meet the needs of all
students
20
Provide a narrative description of the proposed
special education budget, including all revenue
sources, anticipated expenditures, and any
additional fiscal information believed to be
relevant.
 Report of projected revenues and personnel to be
hired
 Proposed budget to ensure services are provided
 Most recent audit report
4 - All items are clearly described and planned for
3 - Most items are described and planned for
2 – Minimal fiscal information provided
0 - No planning is evident
COMPLIANCE:
21
Component
Describe the procedures for assessment and
provision of accommodations to students under
Section 504 of the Rehabilitation Act
Descriptors
 Procedures for identifying students Section 504
eligibility
 Procedures for evaluating students for Section 504
eligibility and accommodations
 Procedures for developing and providing
Rubric Scores
2 - All three items are clearly described and planned
for
1 - One or two items are described and the need for
additional planning is acknowledged
0 – No planning is evident
accommodations to students under Section 504
22
23
Describe the facility’s compliance with the
Americans with Disabilities Act. If not
compliant, describe the plan to come into
compliance with ADA.
 Proof is provided that the site meets the
Describe compliance with the Modified Consent
Decree.
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requirements of the Los Angeles Department of
Building and Safety and/or the LAUSD Facilities
Access Compliance Unit (FACU)
If not compliant, a plan is in place to become
compliant with ADA
Procedures are in place that ensure students are
receiving all services on their IEPs regarding
frequency and duration
Procedures are in place that students are in general
education classes for the appropriate amount of time
as based on their IEPs
There is a plan for reviewing IEPs on a regular basis
Procedures are in place that assure the timely
submission of required reports
2 - The facility is compliant with ADA
1 - A plan is in place to become compliant with
ADA
0 - No planning is evident
2 – All items are clearly described and planned for
1 – Items are described and the need for additional
planning is acknowledged
0 – No planning is evident
DUE PROCESS AND STATE COMPLAINTS:
24
Component
Describe any experiences with due process, as
well as the procedures for informal dispute
resolution, mediation and due process
settlements.
Descriptors
 The school has identified an individual or entity
responsible for receiving requests for mediation
and/or due process
 Procedures have been developed for handling due
process litigation, including responding to due
process complaints, conducting resolution
Rubric Scores
4 - All four items are clearly described and planned
for
3 - Three items are described and the need for
additional planning is acknowledged
2 – Two items are described
0 - No planning is evident
 Sessions and mediation, and handling hearings
 The school has a plan for covering expenses
arising out of due process litigation
25
Describe any experiences with state compliance
complaints, as well as the procedures for
handling state compliance complaints.
 The school has identified an individual or entity
responsible for receiving and tracking state
compliance complaints made against the school
 Procedures have been developed for handling state
compliance complaint investigations and
complying with resolution orders
2 - Both items are clearly described and planned for
1 - Items are described and the need for additional
planning is acknowledged
0 - No planning is evident
TRANSITION:
26
Describe the procedures for transition planning
for students aged 14 years and older (applicable
to middle and high school programs).
Elementary School
 Students are engaged in instructional activities
which include the acquisition of appropriate
functional/daily living skills and expose students to
post-secondary life
 Students are involved in activities which support
their development as learners and encourage the
matriculation process to higher grade levels and life
 Students and parents are apprised of expectations
and procedures for the next matriculation period
 There is an system that assist students who are
demonstrating difficulty with the acquisition of
developmental skills
Middle/High School
 Students 14 years and older have a completed
Individual Transition Plan with activities aligned to
Education/Training, Employment, and Daily Living
Skills
 All students have a completed commercially
produced transition assessment and is evident in
their IEP prior to their sixteenth birthday
 Students graduating with a diploma, certificate of
completion, or aging out of the system will have a
high school exit inventory on file in their records
and will be provided with a copy for future
reference
 Transition instruction (including education/training,
employment, and daily living skills) is provided as
appropriate to students that facilitate a successful
transition with a focus on post-secondary outcomes
4 - Plan provides an explicit and thorough
description of instructional planning for students
with disabilities 14 and older;
3 - Plan provides a strong description of instructional
planning for students with disabilities 14 and older
2 - Plan lacks some elements in the description of
instructional planning for students with disabilities
14 and older
0 - Plan does not describe instructional planning for
students with disabilities 14 and older