Non-Discrimination and Equity Statement
Grand Peak Academy does not discriminate on the basis of disability, race, color, creed, national origin, sex, sexual orientation, marital status, religion, ancestry, disability, need for special education services, or on any other basis forbidden by law. Grand Peak Academy serves students with disabilities and English Learners and provides services to students as required by state and federal law.
Special Education and Services for Special Populations at Grand Peak Academy
Like all charter schools, Grand Peak Academy, is a public school. Grand Peak Academy welcomes all students and does not discriminate against students with disabilities and English Learners and provides services to students as required by state and federal law. Charter schools are subject to all federal and state laws and constitutional provisions prohibiting discrimination on the basis of disability, race, creed, color, sex, sexual orientation, national origin, religion, ancestry, need for special education services, and certain other grounds. Laws applicable to students with disabilities include the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973 (Section 504), the Americans with Disabilities Act (ADA), and Colorado’s Exceptional Children’s Educational Act. Grand Peak Academy does not discriminate against students with Individualized Education Programs (IEPs) or 504 plans.
Applicants to Grand Peak Academy are not required to identify whether the applicant has an IEP and admission to the school is made without considering a student’s disability. In most cases, Grand Peak Academy can provide the services required for a student with a disability. Under IDEA, students with disabilities are entitled to a Free and Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE). The services a student requires under IDEA are described in an Individualized Education Plan (IEP). Under Colorado law, the provision of FAPE and specific services required by a student’s IEP are a joint responsibility of the charter school and their authorizer, in most cases the local school district. After a student with an IEP is initially admitted, an IEP team meeting, which would include the parent, (and the student and their representative as appropriate), may be used to review the IEP with the family and to determine if additional support is required.
If you have more questions about how we serve students with disabilities, or would like more information on our programs and services please contact Nicole Parker, Principal, at email@example.com.