Student Services for All Learners

At Global Learning Charter Public School, all educators effectively support each student and require a thoughtful system and approach. This framework is designed to guide our educators in implementing intervention and acceleration strategies that respond to the unique skills and needs of every learner. 

What is MTSS?

A Multi-Tiered System of Support (MTSS) is a framework for how school districts can build the necessary systems to ensure that each and every student receives a high-quality educational experience. It is designed to support schools in proactively identifying and addressing the strengths and needs of all students by optimizing data-driven decision-making, progress monitoring, and the use of evidence-based supports and strategies with increasing intensity to sustain student growth. (MA DESE)

MTSS is not about success, it’s about access!   

Acceleration and Intervention Process

This is a structured process for identifying and addressing student needs. By establishing clear steps for intervention and acceleration, educators can proactively support learners at various stages of their academic journey, ensuring they receive appropriate assistance when necessary.

Recognizing Individual Skills and Needs

Every student brings a unique set of abilities to the classroom. Understanding these individual differences is crucial for effective teaching. This framework encourages educators to assess and acknowledge each student’s strengths and areas for improvement, allowing for tailored support that enhances their learning experience.

Process and Progress Monitoring

Monitoring student progress is essential for effective intervention. This framework emphasizes the importance of regular assessments and data collection to monitor students' progress over time. By analyzing this information, educators can make informed decisions about necessary adjustments to interventions, ensuring that each student continues to move forward.

Differentiation

Differentiation is a key strategy for meeting students' varied needs. This framework provides guidance on implementing differentiation effectively, helping educators modify content, processes, and assessments to meet individual student needs. This intentional approach fosters an inclusive learning environment where all students can engage meaningfully with the material.

Understanding DCAP Implementation 

A thorough understanding of the District Curriculum Accommodation Plan (DCAP) is vital for successful intervention practices. This framework highlights the importance of aligning interventions with DCAP goals and consistently implementing them. By doing so, educators can ensure that their efforts are coherent and focused, ultimately benefiting student learning.

The Age of Majority is the transfer of parental rights to students at age 18.  In Massachusetts, regardless of the severity of their disability, students are considered adults and competent to make their own decisions at age 18 (Age of Majority).

Unless there is a court appointed guardian or the student has chosen to share decision making with his or her parent, the school district must seek the consent of the student to continue the special education program. Students at age 18 have the right to make their own educational and medical decisions and must sign all consent forms. Parents and students must be notified about the transfer of parental rights to the student at least one year before the student turns 18 years of age.

This information was obtained from the Massachusetts Department of Education. For more, visit http://www.doe.mass.edu/sped/links/transition.html.

The Global Learning Charter Public School district (in accordance with federal and state regulations) provides special education programs designed to meet the needs of children who are attending.

Special education services provided by the public schools are available to all children in grades 5-12, who have disabilities which prevent them from making progress in school and which require specialized instruction. Eligible areas of disability include autism, development delays, intellectual, sensory/hearing, multiple disabilities, sensory/vision, sensory/deaf-blind, neurological, emotional, communication, physical, specific learning disabilities and/or health impairments. Parents, guardians or concerned individuals of students who might qualify for special education are encouraged to contact the public school district to determine the eligibility of the child or children.

The school districts have annual or more frequent outreach and continuous liaison with the following groups which promotion or transfer of students in need of special education may be expected, or which would include students in need of special education: professionals in community, group homes, parent organizations, clinical/health care agencies, other agencies/organizations, and the school or schools that are part of the city.

GLCPS provides a full continuum of special education services. Parents or public school licensed professionals may refer a child for evaluation for special education eligibility if regular education interventions or the MTSS process are not successful.

For further information about student services, please contact the Student Services Director's Office. Any parents or members of the community who would like to participate in our planning for special education should call the Director of Student Services or should plan to attend a meeting of the Special Education Parent Advisory Council.

Please contact the Director of Student Services if you are interested in serving on or chairing the Parent Advisory Council. If you have any questions or concerns regarding these laws and how they affect your children, please do not hesitate to contact your local Principal or the Student Services Office. Anyone may obtain copies of special education laws and regulations from the Department of Education, 75 Pleasant Street, Malden, MA 02148-4906 or from their website

GLCPS is dedicated to educating all students and believes that students with disabilities should be educated in full inclusion to the greatest extent possible within the least restrictive environment. Special education services are a continuum of services, accommodations, and/or modifications designed to meet the needs of students through the Team process. Inclusive classrooms are welcoming and support the diverse academic, social, emotional, and communication needs of all students. 

Academic Support: Identified students may take part in an academic support period once per day during their focus time. This period is designed to pre-teach or re-teach skills in the areas of ELA and Math.

Reading Support: Identified students may benefit from a specialized reading group, as documented in their educational plan, to work on skills such as fluency, phonics and reading comprehension to better support them in the general education classroom. 

Social Skills/ Social Emotional Support: Identified students may benefit from a specialized social skills/ social emotional group, as documented in their educational plan, to work on skills such as emotional regulation, peer relationships and social conflict skills to better support them in the general education classroom. 

Transitional Life Skills Program: The Transitional Skills course is designed to prepare students for life after high school by focusing on the development of practical, social, and vocational skills necessary for greater independence. Through hands-on learning experiences and science based labs, community-based instruction, and individualized support, identified students will strengthen their ability to navigate daily living, workplace expectations, and postsecondary opportunities.

Related Services:

• School-based counseling services support students in need of mental health therapy to succeed in academic life.
• School- based Applied Behavior Analysis support students in an educational setting utilizing positive reinforcement and breaks complex tasks into small, manageable steps to build essential communication, social, and life skills 
• School-based Speech Therapy supports the educational program for students who have a disorder in communication involving articulation, language, fluency and/or voice. 
• School Occupational Therapy is a support service to a student's educational program. School occupational therapy assesses and addresses the following areas: postural stability, fine motor skills, visual perception and integration; and sensory motor. 
• School Physical Therapy assesses and addresses students' needs in the following areas: posture, balance, strength, coordination, mobility; and gross motor skills. 

• All services are documented in the student’s educational plans

Section 504 of the Rehabilitation Act of 1973 is a federal civil rights law that protects qualified students with disabilities from discrimination. It requires public schools to provide eligible students with the accommodations, related aids, and services they need to access the general education curriculum, learning opportunities, school programs, and activities to the same extent as their peers without disabilities.

A student may be eligible under Section 504 if they have a physical or mental impairment that substantially limits one or more major life activities. Eligibility is determined individually by a school-based team using information from multiple sources. Parents, guardians, teachers, or other school staff may refer a student for a Section 504 evaluation when there is reason to believe the student may have a disability and may need accommodations or services to access their education.

Please review the additional documents and resources on this page for more information about Section 504 eligibility, referral and evaluation procedures, parent and student rights, and available supports.

For questions or to request a Section 504 evaluation, please contact:

Rachel Lambauer

Assistant Director of Student Services

Global Learning Charter Public School

101 Nye St.

New Bedford, MA 02746

Phone: 508-991-4105 Ext. 238

The Global Learning Charter Public School's Multilingual Learner (MLL) program ensures that English Language Learners and Former English Language Learners develop English proficiency, content knowledge, and academic language skills to prepare them for success at GLCPS and beyond. GLCPS' ML students attend daily direct instruction classes in English Language Development and receive push-in language development services in at least one other academic course each day. Additionally, all teachers are required to obtain their SEI endorsement and deliver Sheltered English Immersion (SEI) instruction to all students who require MLL support, to ensure academic success across content areas. 

English Language Learner progress monitoring is completed twice yearly by all core content area teachers and sent home to parents in the language of their preference. ML students also complete interim assessments twice yearly to monitor their progress towards language proficiency. Those students not making sufficient progress are then put on an English Learner Success Plan (ELSP) that is created with the support of students, core content area teachers, ELD teachers and parents. This plan is revisited at the end of each year to determine whether ML students were able to meet their Language  Proficiency Growth Goal by the end of the year or whether a student needs to amend their ELSP plan. 

FEL progress monitoring is also completed twice yearly to check on the continued success of Former English Language Learners. Additionally, GLCPS utilizes their ELD para professional during focus periods to provide FEL students academic support if needed. 

The MLL program hosts monthly English Learner Parent Advisory Council (ELPAC) meetings, inviting parents and students to take part in the development and initiatives of GLCPS’ MLL department.

Important Links:

Family Resources Center of MA

DESE Family Portal

Families play an important role in special education. Parents and students have rights protected under state and federal law.

Procedural Safeguards

Procedural Safeguards explain your rights related to:

• Special education evaluations and eligibility
• IEP development and decision making
• Access to student records
• Dispute resolution options, including mediation and due process

The Parents’ Notice of Procedural Safeguards – Special Education was updated in May 2025. The notice is available in English and multiple additional languages to help families understand their rights.

Parent Safeguards (English)

Parent Safeguards Spanish

Restraint Policy and Procedures

Section 504 Parent Rights (English)

Section 504 Parent Rights (Spanish)

SEPAC Parent Waiver 

The Global Learning Charter Public School has established a Special Education Parent Advisory Council (S.E.P.A.C.). This Council provides annual training on parent and guardian rights and identifies topics of interest related to the current student population.  We also welcome families of students with special education services, 504 plans or MLL status. New members are encouraged to join at any time! 

 Special Education Parent Advisory Council (SEPAC) 

• The mission of the Global Learning Charter Public School (GLCPS) Special Education Parent Advisory Council is to provide education and information to parents/guardians on special education issues and services, to establish better understanding and support of special education, and to work with the GLCPS District to ensure that students’ needs under applicable laws are being met.
• Parent driven meetings for families of students with disabilities and multilingual learners.
• Question and answer with the Director and Assistant Director of Student Services and the Director of Multilingual Learner Education each meeting.
• Serves as a platform to voice suggestions, questions, and concerns about the Student Service programs at GLCPS.
• Provide the school and staff feedback on additional needs for students who require additional services.

Parent Advisory Council meetings are held from 6:00 - 7:00 PM in the cafeteria of the GLCPS Main Campus.

All GLCPS families, including children are welcome. Please check quarterly flyers for specific dates and details of each meeting.