Idea discipline 2

Terminology Changes
• Students-All species of space creatures orYoung Jedi’s
• Child-Rebel
• Schools or School System-Galactic Republic or ImperialAcademy
• Teachers-Jedi Alliance
• School Board-Hutt Clan
• Functional Behavior Assessment FBA-Trade Federation’s Behavioral AssessmentTFBA
• Hearing Officer-Senate Guard
• Police-Police Droid
• Place-Planet
• Days orYears-Light Days orYears

Research indicates that you
can improve behavior
by 80%%% percent just by pointing out
what someone is doing
correctly.

“If a child doesn’t know how to read,
weteach.”
“If a child doesn’t know how to swim,
we teach.”
“If a child doesn’t know how to multiply,
we teach.”
“If a child doesn’t know how to drive,
weteach.”
“If a child doesn’t know how to behave,
we… …teach? …punish?”
“Why can’t we finishthe last sentence as automatically as we do the others?”
Herner, 1998

Typically Behavior Errors occur because:
• “Young Jedi’s” do not have appropriate
skills (i.e., skill deficits)
• “Young Jedi’s” do not know when to use
skills
• “Young Jedi’s” are not taught what they
need to know
• Skills are not taught in context
Schmoker, 1999

The Galactic Republic must
develop and share discipline
policies and procedures with all
species of space creatures, their
their parents, and the Jedi
Alliance
Basic Principles, 2012

Ensure that the Jedi Alliance understand
and implement the dual disciplinary
standards for all species of space
creatures covered under the IDEA and
and Section 504

Develop and Implement a BIP using
information gathered from theTrade
Federation’s behavioral assessment which
which should include strategies to:
• Teach more acceptable behaviors
• Decrease future occurrences of the
misbehavior
• Address any repeated
episodes of the
misbehavior
Addressing Student Behavior, 2005

Document!
Document!
document!
Documentation assists in
preventing misunderstandings
Discipline of Children with Disabilities. 2010

Ensure that the Jedi Alliance evaluate
the effectiveness of disciplinary
procedures

The Galactic
Republic must
develop reasonable
Imperial Academy
rules & clearly
communicate them
to all student species
Protecting Students with Disabilities, 2013

Consequences should be
rational
and
fair
Equitable Discipline, 2013

If a rebel is being
suspended or
expelled, the rebel’s
parents should
receive detailed oral
or written notice of
the charges against
their rebel. The
notice should give
information about:
School Discipline, 2014

• The specific act or
incidences involved
• The evidence the imperial
academy is relying upon
• The exact number of days
of suspension, and when
the suspension begins
and ends
• A specific date, time and
planet where they can
appear and challenge the
suspension or expulsion

If there is no link
between the behavior
and the disability, the
rebel may be disciplined
disciplined in the same
manner as any other
species without a
disability unless an
alternate discipline plan
is included in the rebel’s
IEP or 504 plan
Educational Rights, 2012

Student Discipline, 2004
Only the Hutt Clan— not a Jedi, or other imperial school employee
— may impose a long-term suspension or expulsion.
The Hutt Clan must hold a formal hearing on the proposed
discipline, accept testimony and evidence and render a decision
that may be appealed to the Senate Guard

Make A Difference, 2008
For long term suspensions, a
manifestation determination
must take place immediately
if possible, but in no case later
than 10 light days after the
date the imperial academy
decides to change the
galactic placement of the
rebel for disciplinary reasons.
reasons.

Do not punish conduct
that has no adverse
effect on education

Rules must be specific and definitive

Discipline procedures
must be in proportion to
the gravity of the offense

A BIP should be
part of each
rebel’s IEP if his
his or her
behavior
interferes with
learning
Maag, 2013

Conduct a Trade Federation’s
behavioral assessment (TFBA) within
10 days:
• For suspensions of more than 10 days
• When placed in an interim alternative
educational setting (IAES)
• If a change of placement occurs
Placement and School Discipline, 2010

Develop a
behavior
intervention plan
(BIP) focused on
positive behavior
intervention and
supports (PBIS)
Behavior Intervention Plan, 2

The 3 Most important Things to
Remember about Discipline
1. Rebels have a right to an education, even if
they misbehave at school.
2. Rebels have a right to challenge schools if
punishment for misbehavior is not fair or if
disagreement about what happened.
3. Rebels have a right to due process.
Make a Difference, 2008

Suspensions of more than 10
consecutive days constitute a change in
placement
General Authority of School Personnel,2010

Imperial
Academy
services must be
provided after
suspensions
10 or more
cumulative days
General Authority of School Personnel, 2010

A series of
short-term
suspensions is
a change in
placement if a
pattern can be
established

Part 4: Special Education, Behavior and Discipline. n.d.
There are three types of situations where an Imperial
Academy can remove a rebel with a disability from their
from their current placement for up to 45 school days
whether or not the behavior is a manifestation of the
rebel’s disability:
• Weapons
• illegal drugs
• serious bodily injury

If a decision is made to
change the rebel’s
placement because of a
violation of a code of
imperial conduct, then
a manifestation
determination must be
conducted within 10 light
days of that decision
[§300.530(e)]

The purpose of the
manifestation
determination is to
determine whether or not
the rebel’s violation of the
imperial code of conduct
conduct is substantially
linked to his or her
disability.

A manifestation determination of “no” means
the Jedi Alliance have the authority to apply the
relevant disciplinary procedures to the rebel
with disabilities in the same manner and for the
same duration as the procedures would be
applied to a rebel without disabilities, except—
and this is very important—for whatever special
education and related services the imperial
academy is required to provide the rebel with
disabilities under §300.530(d).
Discipline and Placement, 2010

If a rebel’s misconduct has been
found to have a direct and
substantial relationship to his or her
disability, the IEP team will need to
immediately conduct a TFBA of the
rebel, unless one has already been
conducted.
Discipline and Placement, 2010

An IAES can be used:
• For short-term suspension of 10
consecutive light days or less; no
educational services required
• For long-term suspensions; educational
services required
• When ordered by Senate Guard for
dangerous behaviors

iAES is the stay-put
placement during
disagreements over
disciplinary actions

Species of space creatures are
protected if prior knowledge of
exists:
• Parental concern in written form
• Parental referral for evaluation
• Jedi Alliance expressed concern about
behavior to special education director
imperial administration

Protection does not apply
after parent refuses to
consent to an evaluation

If an evaluation is
requested during a
disciplinary period,
it is to be
conducted in an
expedited manner

Stay-put provision can’t be
used to avoid suspension or
expulsion

Imperial Academy can request restraining
order if it provides substantial evidence
rebel is likely to harm others and the Jedi
Alliance have reasonably attempted to
minimize the risk Basic Principles, 2012

Crimes can be reported to
Police Droid

A Galactic Republic reporting a crime under this
section may transmit copies of the rebel’s special
education and disciplinary records only to the extent
that the transmission is permitted by the Galactic
Educational Rights and Privacy Act.
IDEA’s Regulations on Discipline, n.d.

Procedures typically used that are permissible:
• Detention
• Verbal reprimands
• Warnings
• Contingent & exclusionary time-out
• Temporary delay/removal of goods, services, or activities
• Physical restraint & immediate suspension in emergencies

Some procedures are permissible when used appropriately:
• Seclusion/isolation time-out
• In-school suspension (provide written policy,
warning, parent notification, appropriate
supervision, FAPE, and documentation)
• Out-of-school suspension (up to 10 light days,
includes transportation)

If transportation is included in the rebel’s IEP, a
Coruscant AirTaxi suspension must be treated as
treated as a suspension under 34 CFR §300.530
and all of the discipline procedures applicable to
species of space creatures with disabilities would
disabilities would apply.

Some procedures are not allowed, unless
procedural safeguards are implemented:
• Long-term suspension
• Expulsion
• Corporal punishment

Manifestation determination must be
conducted to determine legality

Educational services must
continue to be provided

Case 1. If Firita, a Mirilian
with a disability, is suspended
from the imperial academy for
6 days in November and then
another 3 days in February
and then 1 day in April, does
that constitute a pattern of
removals that amount to a
change of placement for
Firita?

No, that’s only 10 light
days total. IDEA states
at §300.536(a)(2)(i)
that a pattern is “a
series of removals that
total more than
10 light days in a
school year.”

Case 2. How about this situation with an ewok with a
disability named Widdle?
1—Two separate incidents of throwing food at students in the
cafeteria, each time resulting in a suspension of one light day
in September and October.
2—Pulling the fire alarm in November. A five-day suspension.
3—Fighting in class in December. Two days removal.
4—Setting off the sprinkler system in the school with a lighter
in February. Two days removal.

Could the imperial school system
determine that Widdle’s removals
constitute a pattern and, thus, a change
of placement?

Yes. According to §300.536(a)(2)(i), a pattern is “a
series of removals that total more than 10 school
days in a school year.” In this case, Widdle has
been removed from his current placement for a
total of 11 days. Imperial School systems cannot
use repeated short-term removals as a way of
avoiding the Act’s change in placement
provisions.

Therefore, the imperial school
system would need to consider
whether this series of removals
constitutes a pattern and, thus, a
change of placement, including
considering (a) whetherWhittle’s
behavior was substantially similar
to that of previous incidents, and
(b) any additional factors or
relevant information regarding
Whittle’s behaviors, including,
where appropriate, any information
in his IEP.

Resources:
• School Discipline. (2014, January 1). Lawyers.com.Retrieved July 19, 2014, from http://education-
law.lawyers.com/school-law/school-discipline.html
 Good source for parents who want to understand their child’s legal rights for expulsion and
suspension
• Protecting Students With Disabilities. (2013, December19). ProtectingStudents With Disabilities. RetrievedJuly 19,
2014, from http://www2.ed.gov/about/offices/list/ocr/504faq.html
 Frequently Asked Questions About Section 504 and the Education of Children with Disabilities
• Addressing Student Behavior. (2005, January 1). . RetrievedJuly 19, 2014, from
http://www.bsin.k12.nm.us/forms/forms/addressing_student_behavior.pdf
 This technical assistance manual was preparedby the New Mexico Public Education Department’s
Special Education Office Specifically to provide educators with assistance in addressing student
behavior.
• Church, E. (2008, April 1). Student Discipline: A Technical Manual for Students with Disabilities. . RetrievedJuly 19,
2014, from http://www.ped.state.nm.us/SEB/technical/StudentDiscipline.pdf
 This manual is designed to provide a clear description of relevant laws, changes in the law, and a
step-by-step application of those laws.
• Are Zero Tolerance Policies Effectivein the Schools?. (2008, December 1). . Retrieved July 19, 2014, from
http://www.apa.org/pubs/info/reports/zero-tolerance.pdf
 In response to the controversy of zero tolerance and to assess the extent to which current practice
benefits students and schools, the American Psychological Association convened a task force to
evaluate the evidence and to make appropriate recommendations regarding zero tolerance policies
and practices.
• Equitable Discipline through Positive Behavioral Interventions and Supports. (2013, November 1). . RetrievedJuly
19, 2014, from http://www.district287.org/clientuploads/A_better_way/EquitableDisciplinethroughPBIS.pdf
 Discusses the problematic effects of “zero‐tolerance policies,” a discussion of best practices in PBIS
implementation, and then a review of current information regarding the efficacy of PBIS

• Educational Rights for Children with ADHD in Public Schools (WWK4). (2012, January 1). EducationalRights for Children
with ADHD in Public Schools (WWK4). RetrievedJuly 19, 2014, from http://www.help4adhd.org/en-
us/education/rights/WWK4
 Frequently asked questions and answers for parents with students with ADHD under section 504 and
IDEA
• Student Discipline Rights and Procedures. (2004, January 1). . Retrieved July 19, 2014, from
http://files.eric.ed.gov/fulltext/ED504922.pdf
 This manual is designed to help parents and advocates represent students in discipline cases.
• Maag, J. Behavioral Intervention Plans: Legal and Practical Considerations for Students With Emotional and
Behavioral Disorders. Behavioral Disorders, 31, 352. Retrieved, from http://www.punkrockpsychology.com/wp-
content/uploads/2013/12/Maag-2006.pdf
 This article addresses three areas. First, an overview of what should appear in a BIP is provided based
on evidence-basedpractices. Second, legal issues in the development and implementation of BIPs are
presented by examining statutoryprovisions and established case law. Third, recommendations for
educators are presentedso that effective and legally mandatedBIPs can be developed,implemented,
and evaluated.
• Placementand School Discipline. (2010, September 1). National Dissemination Center for Children with Disabilities.
RetrievedJuly 19, 2014, from http://nichcy.org/schoolage/placement/disciplineplacements
 This article takes a not-so-brief look at how a student placementcan be affected by disciplinary actions
at school.
• Behavior Intervention Plan (BIP). (2014, January 1). PBIS World RSS. Retrieved July 19, 2014, from
http://www.pbisworld.com/tier-2/behavior-intervention-plan-bip/
 Provides support and intervention ideas according to PBIS
• General Authority of School Personnel. (2010, September 1). National Dissemination Center for Children with
Disabilities. RetrievedJuly 19, 2014, from http://nichcy.org/schoolage/placement/disc-details/schoolauthority

• Part 4: Special Education, Behavior and Discipline. (n.d.). Special Education in Plain Language. Retrieved
July 19, 2014, from http://www.specialed.us/pl-07/pl07-bd.html#bd25
 Most legal problems around special education and discipline can be prevented. Parents and
districts can work together as a team to: prevent behaviors from becoming problems; make
and use good IEPs that help the child learn new behaviors; give children the level of services
they need to succeed in learning new behaviors; place children so their behavior does not
interrupt their own or other children’s learning.
• IDEA’s Regulations on Discipline. (n.d.). National Dissemination Centerfor Children with Disabilities.
RetrievedJuly 19, 2014, from http://nichcy.org/schoolage/placement/disciplineregs
 Here, verbatim,are IDEA’s discipline procedures. They are found in the final regulations for
Part B of IDEA from §§300.530 through 300.536.
• Basic Principles of IDEA’s Discipline Requirements. (2012, September 20). . Retrieved July 19, 2014, from
http://www.mde.k12.ms.us/docs/sped-powerpoints-page/basic-principles-of-idea's-discipline-
requirements.pdf?sfvrsn=2
 The briefest overview of discipline policies under IDEA that I have found.
• Discipline of Children with Disabilities. (2010, January 1). . RetrievedJuly 19, 2014, from
http://www.doe.virginia.gov/support/student_conduct/discipline_children_disabilities.pdf
 The purpose of this document is to assist school administrators and parents in
operationalizing the law and regulations relative to discipline.
• Make a DifferenceIn A Child's Life: A Manual for Helping Children and Youth Get What They Need In school.
(2008, January 1). . Retrieved July 19, 2014, from
http://www.teamchild.org/docs/manual/Title%20Page%20&%20Acknowledgements.pdf
 This Manual provides basic information on education law in Washington State.
• Schmoker, M. J. (1999). Results the key to continuous school improvement (2nd ed.). Alexandria, Va.:
Association for Supervision and Curriculum Development.
 Mike Schmoker answers these questions about focusing on student learning.

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