All children are entitled to a Free Appropriate Public Education (FAPE) as outlined by state and federal law. At Raleigh Oak Charter School, children with disabilities will be educated in the regular educational environment with children who are non-disabled to the maximum extent appropriate, according to the IEP specifications. Children with disabilities will receive services from certified special education teachers and support staff/therapists in the regular education setting to the fullest extent possible by providing modifications, inclusion services, and remedial services as deemed necessary and appropriate by the IEP team to meet individual needs.
If you are new to Raleigh Oak Charter School and have a child who has been receiving special education services at another school, contact the Exceptional Children’s Coordinator with documentation of your child's special needs (i.e. a copy of the student's Individualized Education Program). If your child has an active plan, services will be provided upon entry. If you believe your child may have a disability, reach out to our student support team and our EC Coordinator.
Project Child Find
Raleigh Oak Charter School is required to locate and identify young people with physical, emotional or intellectual disabilities who may be in need of special education and related services.
Raleigh Oak Charter School will provide special education and related services to students identified with a disability according to the Individual with Disabilities Act (IDEA) and N.C. Public School Law, Article 9.
Multi-Tiered Student Support Team (MTSS)
Raleigh Oak Charter School’s Multi-Tiered Student Support Team is a resource for students, teachers, and parents to explore recurring concerns that affect academic progress. This team includes the Administrative Director, Education Director, Exceptional Children teacher, grade-level teachers, service providers, the parents, and child. For additional information, please visit the North Carolina Department of Instruction (NCDPI) Multi-Tier System Support.
Individualized Education Plans (IEP)
Raleigh Oak Charter School provides special education and related services through Individualized Education Plans (IEPs) according to the federal mandates of the Individual with Disabilities Act (IDEA) and the regulations of the North Carolina law.
The Public Schools of North Carolina, Exceptional Children Division, provides local educational agencies with detailed procedures for the delivery of special education services to include child find, discipline procedures, transfer students, and dispute resolution. These rules and regulations are detailed in the Policies Governing Services For Children With Disabilities. For additional information on the Exceptional Children Program in North Carolina, please visit the North Carolina Department of Public Instruction (NCDPI) Exceptional Children Division website.
504 Accommodation Plans for Qualifying Students
Section 504 is part of the Rehabilitation Act of 1973. It is a civil rights law that prohibits discrimination of students on the bases of a handicapping condition but it is not the same as the Individuals with Disabilities Act. For additional information, please visit the NCDPI at Section 504.
Academically and Intellectually Gifted (AIG)
Academically or intellectually gifted (AIG) students perform or show the potential to perform at substantially high levels of accomplishment when compared with others of their age, experiences or environment. Academically or intellectually gifted students exhibit high performance capability in intellectual areas, specific academic fields, or in both the intellectual areas and specific academic fields. Academically or intellectually gifted students require differentiated educational services beyond those ordinarily provided by the regular educational program. Outstanding abilities are present in students from all cultural groups, across all economic strata, and in all areas of human endeavor.
The NC AIG Program Standards have been developed to serve as a statewide framework and guide LEAs to develop, coordinate, and implement thoughtful and comprehensive AIG programs. These standards reflect Article 9B (N.C.G.S. § 115C-150.5-.08) and nationally-accepted best practices in gifted education. Furthermore, the AIG Program Standards help ensure that the needs of AIG students are met and the potential of AIG students is optimally developed.
Title XI and ADA Coordinator
504 Coordinator and Homeless Liasion