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Green Dot SPED Binder

Green Dot SPED Binder

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Published by Robert D. Skeels
Within it are instructions to reject any IEPs that might cut into the 501C3′s bottom line. From a parent with a special needs child who is an advocate for ALL students, not a revenue hungry charter school executive:

“Most egregious – see pdf pg 31 (GD handbk pg 25), item 3 which states “return student back to LAUSD” BEFORE a team decision is made in an IEP as required by IDEA.”

Of course, we’ve known for years http://j.mp/O1XmRC that the charter-voucher industry discriminates, but to have it documented in Green Dot’s own procedural manuals is incontestable.

It grieves me to know that public dollars flow into an organization that has a corporate policy of discrimination against special needs children. Steve Barr made millions at Green Dot (he averaged $250K a year when is was there). 501c3 non-profit is merely a tax status, it doesn’t confer anything else. The Heritage Foundation, The Cato Institute, and the Manhattan Institute are all 501c3 “Non-Profits,” too. Charter cheerleaders keep insisting their little corporations are public, but never mention that their boards are unelected, private affairs.

Of course, the lucrative Green Dot Corporation’s failings are limited to exacerbating segregation and marginalizing special needs children. Their results are simply terrible.

http://www.schoolsmatter.info/2011/09/perfidious-petruzzi-calls-for-accurate.html

Green Dot’s portfolio include three schools with the lowest 100 APIs in Los Angeles County. They also feature five schools with the lowest 35 average SAT scores in the County. Their so-called “turn around” project is a case in point. Fall 2010 Locke Senior High Admissions into the California State University system: 88% were NOT proficient in mathematics and an astonishing 98% were NOT proficient in English.

Despite mountains of evidence of their underperforming public schools, Green Dot and profiteers Steve Barr are regarded as “rock stars.” Why? Ask Goldman Sachs, Microsoft, Pearson, and all the other corporate vultures circling the charter school trough.
Within it are instructions to reject any IEPs that might cut into the 501C3′s bottom line. From a parent with a special needs child who is an advocate for ALL students, not a revenue hungry charter school executive:

“Most egregious – see pdf pg 31 (GD handbk pg 25), item 3 which states “return student back to LAUSD” BEFORE a team decision is made in an IEP as required by IDEA.”

Of course, we’ve known for years http://j.mp/O1XmRC that the charter-voucher industry discriminates, but to have it documented in Green Dot’s own procedural manuals is incontestable.

It grieves me to know that public dollars flow into an organization that has a corporate policy of discrimination against special needs children. Steve Barr made millions at Green Dot (he averaged $250K a year when is was there). 501c3 non-profit is merely a tax status, it doesn’t confer anything else. The Heritage Foundation, The Cato Institute, and the Manhattan Institute are all 501c3 “Non-Profits,” too. Charter cheerleaders keep insisting their little corporations are public, but never mention that their boards are unelected, private affairs.

Of course, the lucrative Green Dot Corporation’s failings are limited to exacerbating segregation and marginalizing special needs children. Their results are simply terrible.

http://www.schoolsmatter.info/2011/09/perfidious-petruzzi-calls-for-accurate.html

Green Dot’s portfolio include three schools with the lowest 100 APIs in Los Angeles County. They also feature five schools with the lowest 35 average SAT scores in the County. Their so-called “turn around” project is a case in point. Fall 2010 Locke Senior High Admissions into the California State University system: 88% were NOT proficient in mathematics and an astonishing 98% were NOT proficient in English.

Despite mountains of evidence of their underperforming public schools, Green Dot and profiteers Steve Barr are regarded as “rock stars.” Why? Ask Goldman Sachs, Microsoft, Pearson, and all the other corporate vultures circling the charter school trough.

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Published by: Robert D. Skeels on Jul 19, 2012
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08/16/2013

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Special EducationHandbook
 
Green Dot Public SchoolsSpecial Education Introduction
The mission of Green Dot Public Schools' Special Education programs is to support allstudents with special needs with accessing the general education curriculum. SpecialEducation Programs at Green Dot foster an inclusive approach with specialized instruction tomaximize students' exposure to high-quality, rigorous, standards-based education.Green Dot's special education models are developed to promote a high-quality program for students with special education needs. Additionally, our special education programs cultivatecollaboration between general and special education teachers to ensure that students withdisabilities are integrated into the school to the maximum extent possible to allow them fullaccess to all programs.Green Dot is dedicated to providing the services and support our students need in order to beprepared for college, leadership, and life. We strive to provide a continuum of services inorder to meet the unique individual needs of our students. We use data to inform decisionswhen designing programs and support systems for students. All our schools are committed todeveloping systems for making several levels of support available based on analysis of dataand student need. To support this effort, we have created this Green Dot Special EducationHandbook with a special education framework as a guide for the special education programsat our schools.
Acknowledgements
 The Green Dot Special Education Handbook was a collaborative effort of the Initiative 3Special Education team lead by Susana Campo-Contreras and Phil Wolfson.
 
Table of Contents
Section -1 Program Development Planning Tools
Green Dot Special Education Program Framework: Essential Practices
…………….....
3Green Dot Special Education Program Framework: Essential Practices Detail Guide
5Academic Success Description: A Learning Center Model Approach
…………
..
………
15Special Education Recommended RSP and SDP Schedules
……………………………..
18
Section-2 Special Education Technical Procedures
Special Education Standard Opening Procedures
……………………………………..…
24Monthly To Do List
………………………………………………………………………
27Weekly To Do List
……………………………………………………………………….
28Obtaining A Welligent Account/Single Sing-On
………………………………………
29Enrolling in LAUSD Trainings
………………………………………………………….
. 30Transferring Welligent Records
…………………………………………………………
. 31Special Education Evaluation Practices Involving a School Psychologist
…………….
32Psychoeducational Triennial Practices for Special Education Students
……………….
33DIS Counseling Criteria
………………………………………………………………….
34Considerations for Moving a Student to a More Restrictive Environment
…………….
36Responding to a Parent Assessment Request
…………………………………………….
37Requesting Services from Outside Providers
…………………………………………….
38Exiting Students from Special Education
………………………………………………..
40Service Logs Compliance
………………………………………………………………….
41Powerschool Special Ed. Screen
………………………………………………………….
42Exiting Special Education Students from Powerschool
………………………………….
47Running Caseload Reports in Powerschool
……………………………………………..
49Data Director Reports
……………………………………………………………………
51
Documenting Accommodations and BSP Implementation in Power School………….
65

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