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City Charter High School uses the following identification activities on an on-going basis for locating, identifying, and evaluating the needs of school-aged students who may require the provision of special education programs and services.

City Charter High School has a system to collect and maintain data on child identification activities. Parents with concerns regarding their child may contact the school at any time to request an evaluation of their child that may result in a special education determination. All communication with parents will be in English or the family’s native language.

The Board of Trustees adopts this policy to set forth the requirements and procedures governing the protection of the confidentiality of any personally identifiable data, information, and records collected or maintained by City Charter High School pursuant to Part B of the Individuals With Disabilities Education Improvement Act. (The Act and its implementing regulations are hereinafter collectively referred to as "IDEA,") Specifically, the records and other information covered by this policy include but are not limited to records and information related to initial evaluations and re-evaluations to determine whether a child is a child with a disability as defined herein in accordance with IDEA, individualized education programs (IEPs), and communications related to the same. This policy covers records and information related to children with disabilities, as well as records and information such as evaluations related to children thought to be disabled, regardless of whether a determination is ultimately made that the child is disabled as defined herein in accordance with IDEA.

Title IX Regulation Core Concept

“No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.”

20 USCA Sec. 1681(a), June 23, 1972

City Charter High School receives Title I funding from the Federal Government.
This funding is used to provide the following: ï‚· Teachers to provide support for reading, writing and mathematics; ï‚· Paraprofessional assistance for students in reading, writing, mathematics and technology; ï‚· After school tutoring for ninth, tenth and eleventh graders; ï‚· Funding for the Student Assistance Program; ï‚· Support for parent workshops; ï‚· Transportation for student academic field experiences; and ï‚· Staff development sessions and staff continuing education.

Your transition from school to adult life is an important series of steps.
To help you map out this process, the Bureau of Special Education has developed a website for you, your family and school. The name of the website is “Secondary Transition Guide.” The address for the website is www.secondarytransition.org. The website is organized by topics. The topics cover key areas of your secondary transition, including postsecondary education and training, employment and community living. Some of the information on the website suggests important subjects and activities for you to think about, based on your age. The website also has links to other Pennsylvania Agencies and Departments that can help support your transition. You can access the website any time and look for information when it’s important to you. If you cannot access the website, you can request a CD or printed copy of the website’s core documents, available in either English or Spanish, by contacting your school or by calling the Pennsylvania Training & Technical Assistance Network (PaTTAN) at 800-446-5607.

Family Engagement: LEA to LEA Webinar Series
All families want the best for their children. In fact, “parents express a genuine and deep-seated desire to help their children succeed academically, regardless of differences in socioeconomic status, race, ethnicity, and cultural background (Mapp, 2004).” Providing families with opportunities to become partners in their children’s learning takes commitment and planning from both educators and families. During these hour-long webinars, members of Local Educational Agencies (LEAs) throughout Pennsylvania, along with PaTTAN educational consultants, will share current practices and strategies for other LEAs to consider as a means to effectively engage families to support student learning. LEAs will share their rationale as well as the effects of their practices. This webinar series is designed for school administrators, teachers, and others interested in learning how Pennsylvania leaders are engaging families to effect student learning. Hear of their successes, creative ideas, challenges, and results.

Parents are very important participants in the special education process. 

They know their child better than anyone else and have valuable information to contribute about the kinds of programs and services that are needed for their child’s success in school. To ensure the rights of children with a disability, additional laws have been made. In this guide we also use the term “rules.” Sometimes these rules can be confusing to parents. They may be written in language that is difficult to understand. This booklet has been written to explain these rules so parents will feel comfortable and can better participate in the educational decision-making process for their child. The chapters that follow address questions that parents may have about special education as it relates to their child who is thought to have, or may have, a disability.

Chapter One focuses on how a child’s need for special education is determined. 

Chapter Two explains how a special education program plan is developed and the kinds of information it must include. 

Chapter Three deals with the responsibilities that a school district has to a child who is eligible for special education services and the child’s parents. 

Chapter Four outlines the actions that parents can take if they disagree with school officials about their child’s education program.