The Charter School Performance Criteria (Criteria) are presented in the three guiding areas of charter school accountability defined in the current regulations, 603 CMR 1.00: faithfulness to charter, academic program success, and organizational viability.
There are ten (10) Criteria that define expected performance in the three guiding areas of charter school accountability: faithfulness to charter, academic program success, and organizational viability. The Department evaluates these criteria through the use of quantitative and/or qualitative data as well as affirmative evidence presented by the school, compiled over the course of the school's charter term. For more detailed information on the Criteria, select the Accountability tab to the left.
Criteria 2: Access and Equity is under the guiding area of faithfulness to charter in the Criteria. Criteria 2 defines the expectations for schools to ensure program access and equity for all students eligible to attend the school. The following links are a collection of laws and resources for schools to reference related to Criteria 2.
These sites contain information on the Migrant Education Program (operated by EDCO Collaborative), which serves children of migratory agricultural workers and fishers. EDCO provides advocacy and outreach, interpreting, ESL (English as a Second Language), family literacy, parent empowerment workshops and preschool services. The site also contains guidance for school districts and families, orientations for new homeless education liaisons, upcoming trainings, meetings and orientations, and data.
The Systems for Student Success (SfSS) is a blueprint for school improvement that focuses on system structures and supports across the district, school, and classroom to meet the academic and non-academic needs of all students. It was developed to help guide the establishment of a system that provides high-quality core educational experiences in a safe and supportive learning environment for all students and targeted interventions/supports for students who experience academic and/or behavioral difficulties and students who have already demonstrated mastery of the concept and skills being taught.
This site provides Massachusetts resources and information on discipline laws and regulations, checklists for implementation, a model high school protocol, and federal resources and information.
These resources may be useful for schools when creating and updating local Bullying Prevention and Intervention Plans.
Providing a safe and supportive learning environment is a key to helping students develop essential skills and knowledge necessary for college and career readiness. A wide range of services and supports are needed to establish and maintain these learning environments. This web page outlines a number of Department of Elementary and Secondary Education programs and related resources that can help school districts and communities build safe and supportive learning environments for all students.
The Safe Schools Program for Lesbian, Gay, Bisexual, Transgender, Queer and Questioning (LGBTQ) offers a range of services designed to help schools implement state laws impacting LGBTQ students, including the state's anti-bullying law, gender identity law, and student anti-discrimination law.
Trauma Sensitive Schools provide an environment that may include: staff awareness of trauma, training on teaching students affected by trauma, linking with mental health professionals, academic instruction for traumatized children, and nonacademic strategies for traumatized children.
Last Updated: May 19, 2020
Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street, Malden, MA 02148-4906
Voice: (781) 338-3000
TTY: (800) 439-2370
Disclaimer: A reference in this website to any specific commercial products, processes, or services, or the use of any trade, firm, or corporation name is for the information and convenience of the public and does not constitute endorsement or recommendation by the Massachusetts Department of Elementary and Secondary Education.