Discipline Requirements Under IDEA 2004 - PowerPoint PPT Presentation

1 / 36
About This Presentation
Title:

Discipline Requirements Under IDEA 2004

Description:

Discipline Requirements Under IDEA 2004. Exceptional Student Services ... General Rules Of Discipline. All students are entitled to ... Discipline Procedure ... – PowerPoint PPT presentation

Number of Views:70
Avg rating:3.0/5.0
Slides: 37
Provided by: tsam
Category:

less

Transcript and Presenter's Notes

Title: Discipline Requirements Under IDEA 2004


1
Discipline Requirements Under IDEA 2004
  • Exceptional Student Services
  • Arizona Department of Education
  • (602) 542-4013

2
Discipline for Special EducationIDEA 2004
  • This presentation represents the current
    understanding of the Arizona Department of
    Education, Exceptional Student Services.
    Recognize that new Regulations, court decisions
    and future OSEP interpretations may change or
    alter the guidance being provided.

3
General Rules Of Discipline
  • All students are entitled to certain rights.
  • Students with disabilities are treated like all
    other children until the end of the tenth day of
    suspension.

4
Discipline Procedure
  • PEAs can remove a student with disabilities for
    a maximum of 10 cumulative school days per school
    year without providing FAPE.

5
Discipline Procedure
  • Students with disabilities can be suspended more
    than 10 days but are entitled to receive FAPE on
    the 11th day.

6
Discipline Procedure
  • For suspensions beyond 10 school days, the
    students IEP team must determine the need to
    conduct a FBA and develop a BIP and document the
    need for the decision if a FBA will not be
    conducted.

7
Discipline Procedure
  • If a BIP is already in effect, the IEP team must
    review the existing BIP to recommend any
    revisions that may be necessary.

8
Functional Behavior Assessment
  • A process for developing a useful understanding
    of how behavior relates to the environment.
  • Interviews
  • Observations
  • Reports from teachers and other professionals
  • Review of records

9
Behavior Intervention Plan
  • Behavior Supports
  • Proactive Strategies
  • Positive Interventions

10
Code of Conduct v. BIP
  • Codes of Conduct
  • Negative
  • Reactive
  • Applies to every student
  • Is what the school does to students
  • BIPs
  • Positive
  • Proactive
  • Applies to select students
  • Is what the school does for the student

11
Balancing Zero Tolerance with Zero Rejection
  • Identify programs geared toward preventing or
    mitigating problem behaviors
  • Early intervention strategies
  • Social skills training and positive behavioral
    supports
  • Violence prevention

12
Discipline Procedure
  • Suspension of a student with disabilities for
    more than 10 school days in a school year
    constitutes a change of placement.

13
Change of Placement
  • 10 consecutive school days and/or
  • 10 cumulative school days that constitute a
    pattern
  • When the student no longer has access to the
    general curriculum and his/her IEP is not being
    addressed, a change of placement has occurred.

14
Discipline Procedure
  • If a series of short suspensions constitute a
    change of placement, the IEP team must
    determine what educational services are to be
    provided to the student during future suspensions.

15
Discipline Procedure
  • An IEP meeting must be convened within 10 school
    days after a change of placement occurs to
    conduct a manifestation determination.

16
Within 10 Days
  • Notify Parents
  • Provide Procedural Safeguards Notice
  • Conduct Manifestation Determination
  • Provide FAPE

17
Discipline Procedure
  • A manifestation determination must be conducted
    by the students IEP team, including the parent,
    and other qualified personnel. The IEP team must
    determine whether the students behavior was a
    manifestation of his/her disability.

18
Manifestation DeterminationReview
  • NOT required when-
  • less than 10 days
  • IS required when-
  • reach 10 school days
  • change in placement
  • removal for drugs, weapons, or serious bodily
    injury

19
Manifestation DeterminationReview
  • The IEP team shall review all relevant
    information in the students file to determine
  • If the conduct was caused by or had a direct and
    substantial relationship to the disability
  • If the conduct was caused by a failure to
    implement the IEP.

20
Disciplinary Procedure
  • If the IEP team determines the behavior was not
    a manifestation of the students disability, the
    student may be subjected to the same disciplinary
    action as a regular education student, but the
    student remains entitled to FAPE.

21
Manifestation Determination Review
  • If the behavior involves drugs, serious bodily
    injury or weapons and is not a manifestation of
    the disability
  • Conduct the FBA, as appropriate
  • Develop or modify the BIP, as appropriate
  • Provide FAPE for the student during the entire
    extent of the suspension
  • If student is in Jail (Secure Care), FAPE will
    be provided by Secure Care staff.

22
Discipline Procedure
  • If the IEP team determines the behavior is a
    manifestation of the students disability, the
    student may not be suspended.

23
Manifestation Determination Review
  • If the behavior is a manifestation of the
    disability
  • Conduct a FBA, then develop a BIP if not already
    done prior to the determination
  • If a BIP has been developed, review it and modify
    as necessary
  • Return the student to the placement from which
    he/she was removed unless the parent and LEA
    agree to a change of placement

24
Manifestation Determination Review
  • If the behavior was or was not a manifestation
    of the disability, but the IEP was not
    implemented as written
  • Conduct the FBA
  • Develop or revise the BIP
  • Review and modify the IEP as necessary
  • Return the student to his/her placement and
    provide compensatory time as needed

25
Discipline Procedure
  • PEAs may order a student with disabilities be
    placed in an interim alternative educational
    setting (IAES) for no more than 45 school days
    if the student is involved in matters of
    dangerous weapons , drugs or serious bodily
    injury regardless of relationship to disability.

26
IAES Interim Alternative Educational Setting
  • To provide FAPE
  • No more than 45 school days
  • Placement by hearing officer if considered a
    danger to self or others
  • Can be reviewed and extended by IEP team

27
Discipline Procedure
  • If a parent disagrees with an IEP teams
    manifestation determination, he/she may request
    an expedited due process hearing to resolve the
    dispute.

28
APPEALS
  • A parent may request a hearing if he/she
    disagrees with any decision regarding placement,
    manifestation determination, or with an LEA who
    believes that maintaining the current placement
    is likely to result in injury to the child or
    others.

29
APPEALS/STAY PUT
  • Student shall remain in IAES pending hearing
    decision or expiration of 45 days if the
    infraction involved drugs, weapons or serious
    bodily injury
  • Expedited hearing shall occur within 20 school
    days of the date the hearing is requested
  • A determination shall be made within 10 school
    days after the hearing
  • Parents who refused consent for evaluation or
    placement have no rights under IDEA discipline
    procedures

30
Discipline Procedure
  • The PEA may order a change of placement to an
    IAES for a student with a disability, based on a
    case-by-case basis, for a for a code of conduct
    student violation

31
Discipline Procedure
  • 10 days or less
  • May or may be a manifestation
  • IAES, another setting, or suspension
  • To the extent such alternatives are applied to
    students without disabilities

32
Discipline Procedure
  • More than 10 Days
  • Not a manifestation of the disability
  • Must provide FAPE
  • To the extent such alternatives are applied to
    students without disabilities
  • May be an IAES

33
Discipline Procedure
  • A regular education student may assert the
    disciplinary protections of IDEA if the PEA had
    knowledge that the student was disabled prior to
    the students misconduct.

34
Discipline Procedure
  • If a regular education student is facing
    expulsion and the parents assert that the student
    had a disability (and the district had
    knowledge), the PEA must conduct an expedited
    evaluation.

35
Before An Incident Occurs
  • If a student displays behaviors that indicate
    the potential for suspension, timely
    interventions can prevent the need for such
    action.
  • Evaluation/Re-evaluation
  • Individual Education Plan
  • Behavior plans
  • All involved should be supported in the
    implementation of behavior plans.

36
The goal of school discipline should be to
change students' behavior, not eliminate them
from school. -Eric P. Hartwig
Write a Comment
User Comments (0)
About PowerShow.com