Grove School Renewal Charter FINAL Version - 2019

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The final determination of whether the student will or will not be identified as a person with a disability is made by the 504 team in writing and notice is given in writing to the parent or guardian of the student in their primary language along with the procedural safeguards available to them. If during the evaluation, the 504 team obtains information indicating possible eligibility of the student for special education per the IDEA, a referral for assessment under the IDEA will be made by the 504 team. If the student is found by the 504 team to have a disability under Section 504, the 504 team shall be responsible for determining what, if any, accommodations or services are needed to ensure that the student receives a free and appropriate public education (“FAPE”). In developing the 504 Plan, the 504 team shall consider all relevant information utilized during the evaluation of the student, drawing upon a variety of sources, including, but not limited to, assessments conducted by TGS’s professional staff. The 504 Plan shall describe the Section 504 disability and any program accommodations, modifications or services that may be necessary. All 504 team participants, parents, guardians, teachers and any other participants in the student’s education, including substitutes and tutors, must have a copy of each student’s 504 Plan. The site administrator will ensure that teachers include 504 Plans with lesson plans for short-term substitutes and that he/she review the 504 Plan with a long-term substitute. A copy of the 504 Plan shall be maintained in the student’s file. Each student’s 504 Plan will be reviewed at least once per year to determine the appropriateness of the Plan, needed modifications to the plan, and continued eligibility. Services for Students under the “IDEA” TGS and the District shall continue to work together to provide special education and related services for TGS’s students in accordance with state and federal law, and with the specific delineation of duties as described in the Memorandum of Understanding that has been mutually agreed upon by TGS and the District. Included in Appendix E, please find the current Memorandum of Understanding between TGS and RUSD regarding Special Education Services. Overview TGS will adhere to all laws affecting individuals with exceptional needs, including all provisions of the Individuals with Disabilities in Education Improvement Act of 2004, Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act. All students will be given equal access to the school, regardless of disabilities, and TGS will not discriminate against any student based on his or her disabilities. TGS shall not require the modification of an Individualized Education Program (IEP) or 504 Plan as a condition of enrollment at the charter school. Commitment to Serving Students with Special Needs TGS recognizes the importance of providing educational opportunities to all students regardless of physical challenges or special needs. To that end, the school pledges to work in cooperation TGS Charter Renewal PAGE 49 of 127
with the SELPA and Redlands Unified School District, as needed, ensure that students enrolled in TGS are served in accordance with applicable federal and state laws. TGS shall follow all policies and procedures of the SELPA. The TGS dedicated staff shall follow the IDEA/IDEIA guidelines (IDEA, 1997/IDEIA 2004) by (1) having high expectations for students with disabilities and ensuring them access to the general education curriculum to the maximum extent possible, (2) strengthening the role of parents and ensuring that families have meaningful opportunities to participate in their child’s education, (3) coordinating the IDEIA requirements with other school improvement efforts to ensure that students benefit from those efforts as well as other special education and related services, aids, and supports in the regular classroom whenever possible, (4) providing incentives for whole-school approaches and pre-referral interventions to reduce the need to label children to obtain services, and (5) focusing resources on teaching and learning while reducing paperwork and requirements that do not assist in improving educational results. TGS shall provide planned staff development activities and participate in available appropriate SELPA trainings to support access by students with disabilities to the general education classroom, general education curriculum, integration of instructional strategies, curriculum adaptations to address the diverse learner, and interaction with non-disabled peers. Timely communications between the RUSD’s special education personnel and TGS teachers and staff will ensure that all who provide services to a student with disabilities are knowledgeable of the content of the student’s IEP. All students will receive educational services in the least restrictive environment (LRE). Removal from regular classes is to occur only when the student cannot be successfully educated in that setting even with the assistance of supplemental aides and services. The TGS educational program will be appropriate to meet the student’s individual needs. Staffing All special education services at TGS shall be delivered by individuals or agencies qualified to provide special education services as required by the California Education Code and the IDEA. TGS staff shall participate in SELPA in-service training relating to special education. TGS shall be responsible for the hiring, training, and employment of site staff necessary to provide special education services to its students, including, without limitation, special education teachers, paraprofessionals, and resource specialists. TGS shall ensure that all special education staff hired or contracted by TGS is qualified pursuant to SELPA policies, as well as meet all legal requirements. TGS shall be responsible for the hiring, training, and employment of itinerant staff necessary to provide special education services to TGS students, including, without limitation, speech therapists, occupational therapists, behavioral therapists, and psychologists. Notification and Coordination TGS shall follow SELPA policies as they apply to all SELPA schools for responding to implementation of special education services. TGS shall adopt and implement policies relating to all special education issues and referrals. TGS Charter Renewal PAGE 50 of 127
Page 1 and 2:
The Charter of The Grove School A C
Page 3 and 4:
Element 9: Financial Audits .......
Page 5 and 6: Charter Renewal Petition 2019: Affi
Page 7 and 8: TGS shall comply with any applicabl
Page 9 and 10: To better understand The Grove Scho
Page 11 and 12: o 2018 = 2 Semi-Finalists and 2 Com
Page 13 and 14: Increased percentage of full time t
Page 15 and 16: Analysis of Comparison Schools Data
Page 17 and 18: Comparison of Four-Year Averages be
Page 19 and 20: SAT Results 2017-2018 Name Grade 12
Page 21 and 22: (a) of Section 52052.” EC §47607
Page 23 and 24: Developed rotation of courses to en
Page 25 and 26: to be active, moving, be physically
Page 27 and 28: 2014-2018 TGS Student Demographics
Page 29 and 30: Attendance expectations and require
Page 31 and 32: world. TGS has therefore adopted an
Page 33 and 34: Evidence / Artifacts Students will:
Page 35 and 36: The emphasis on freedom with respon
Page 37 and 38: Dr. Maria Montessori’s Plan of St
Page 39 and 40: other such core courses that TGS Go
Page 41 and 42: Each CAWE is required to spend time
Page 43 and 44: The Three-Period Lesson Overview 1
Page 45 and 46: The main learning environments for
Page 47 and 48: Social Science English Math Science
Page 49 and 50: High School Curriculum (10 th -12 t
Page 51 and 52: Grove has added Honors tracks in En
Page 53 and 54: Essential Attributes To guide and s
Page 55: TGS provides experiential instructi
Page 59 and 60: Assessments will be delivered in th
Page 61 and 62: A description of how the student’
Page 63 and 64: Both the ELPAC SA and IA are paper-
Page 65 and 66: Hands-on materials and/or manipulat
Page 67 and 68: TGS identifies students working sub
Page 69 and 70: Orientation Week - Get to know your
Page 71 and 72: After School Tutoring/Work Sessions
Page 73 and 74: the LCAP template adopted by the St
Page 75 and 76: Timeline & Documentation 0 days 5 d
Page 77 and 78: Mathematics: Students must demonstr
Page 79 and 80: Analysis of Math Results Comparativ
Page 81 and 82: Beginning in the Fall of 2017 and S
Page 83 and 84: Element 3: Methods for Measuring St
Page 85 and 86: o All students enrolled in math cla
Page 87 and 88: students is available to all famili
Page 89 and 90: Students at the middle and high sch
Page 91 and 92: The current Board includes the foll
Page 93 and 94: The PAC represents the parent commu
Page 95 and 96: (3) Through a local or state assess
Page 97 and 98: All employees will be mandated chil
Page 99 and 100: California Healthy Youth Act The Ch
Page 101 and 102: Element 7: Racial and Ethnic Balanc
Page 103 and 104: 6. Students with upper elementary (
Page 105 and 106: Element 9: Financial Audits Governi
Page 107 and 108:
Charter School has accounted for th
Page 109 and 110:
smokeless tobacco, snuff, chew pack
Page 111 and 112:
means to knowingly and without cons
Page 113 and 114:
organization or body, whether or no
Page 115 and 116:
3) Notwithstanding subparagraphs (1
Page 117 and 118:
This determination will be made by
Page 119 and 120:
9. Especially for charges involving
Page 121 and 122:
Head of School or designee and the
Page 123 and 124:
In such an appeal, a hearing office
Page 125 and 126:
Element 11: Employee Retirement Sys
Page 127 and 128:
Element 13: Employee Return Rights
Page 129 and 130:
Internal Disputes Attached, as Appe
Page 131 and 132:
Certified Public Accountant selecte
Page 133 and 134:
Pursuant to Education Code Section
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Grove School Renewal Charter FINAL Version - 2019

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