General SPED Discipline PPT
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This document summarizes IDEA 2004 provisions related to student behavior, discipline, and students with disabilities. It discusses how IEP teams must consider positive behavioral interventions for behavior that impedes learning. It also outlines the disciplinary removal process and protections for students with disabilities, including allowable suspension days, manifestation determinations, and interim alternative educational settings. Key terms like weapons, drugs, and serious bodily injury are also defined.
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This presentation outlines best practices regarding IDEA, Child Find, Evaluations, Eligibility, Individualized Education Programs, and procedural safeguards when working in the area of special education.
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This document provides an overview of the planning and placement team (PPT) process for special education in Connecticut. It discusses referral and eligibility, transition from early intervention programs, evaluations, individualized education programs (IEPs), placement considerations, and the roles and rights of parents. The PPT is a team that includes parents and professionals that determines if a student qualifies for special education and develops the IEP. Parents are involved throughout the process and must provide consent for evaluations and programs. The goal is to provide students with disabilities the support they need in the least restrictive environment.
Discipline procedures for students with disabilities
This document outlines discipline procedures for students with disabilities. It discusses the differences between removals of 10 days or less, which do not require special education services, versus removals of 11 days or more, which do require services. It also covers change of placement procedures for more serious behaviors involving weapons, drugs, or serious bodily injury, as well as procedures for manifestations determinations and appeals. Key aspects include allowing removals of 10 days or less per year without special education services, providing services after the 11th day of removal, and placing students in interim alternative educational settings for certain serious behaviors.
The Individualized Education Program (IEP) Process.pdf
Educators and parents should collaborate to document any challenges a child is facing in school, try classroom interventions to resolve issues, and consider evaluating the child if interventions are not working. If evaluations determine the child needs special education services, an Individualized Education Program (IEP) team including the child, parents, teachers, and other professionals will create an IEP outlining goals and services. The school will then provide services to support the child based on the IEP.
Rights Training Coalition
This document summarizes parents' rights in the special education process under Ohio law. It discusses the history of special education law and key acts like IDEA. It then summarizes various aspects of the special education process, including consent requirements, evaluations, IEPs, least restrictive environment, parental participation and procedural safeguards. Key terms like FAPE, IEE and due process are defined in under 3 sentences.
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This document provides a checklist of items to consider when suspending a student to ensure due process and that all necessary documentation and procedures are followed. It includes items to attach like attendance, behavior records, IEPs, and photos. The checklist then lists questions about the student's status, nature of the incident, previous suspensions, special education status, notifications, and documentation collected. Following these guidelines can help structure the discipline process, especially for long-term suspensions, expulsions, or repeat offenses. Assigning roles can help ensure all tasks are completed at the building level.
U.S. Dept. of Ed. PPT on SPED Discipline
The document discusses proposed changes to regulations under the Individuals with Disabilities Education Act (IDEA) regarding discipline procedures for students with disabilities. Key proposed changes include allowing consideration of unique circumstances on a case-by-case basis for disciplinary removals, expanding removal authority for serious bodily injury, clarifying when services are required during removals, establishing new standards for manifestation determinations, and revising due process hearing provisions for disciplinary cases.
Discipline Chart
The document outlines the procedures that must be followed when disciplining a student with a disability under IDEA. It includes the following key points:
1) A student with a disability cannot be removed for more than 10 consecutive days or a series of removals totaling more than 10 days without determining if it is a change in placement requiring continued services.
2) If the student's conduct involves weapons, drugs, or serious bodily injury, they can be placed in an interim alternative educational setting for up to 45 days regardless of manifestation determination.
3) Within 10 days of any disciplinary removal constituting a change in placement, the IEP team must determine if the conduct was a manifestation of the student's disability.
Mediation Guide for Parents
This document provides information about special education mediation for parents. It describes mediation as a voluntary process where an impartial mediator helps parents and educators communicate and find mutually agreeable solutions to disagreements regarding a child's special education. The document outlines the benefits of mediation, such as jointly developing agreements and better understanding different perspectives. It also provides guidance on preparing for and requesting mediation.
MDR Checklist And Responsibilities
This document schedules a Manifestation Determination Review meeting to discuss a student's behavior and determine if it is related to their disability. It lists the meeting date, time, location, expected attendees and their roles. The general education teacher, parents, administration, school psychologist, social worker, special education teacher, and possibly the student will attend. Discussion topics include the disciplinary incident, teacher input, grades, attendance, IEP and evaluation information, and parent/student input. All information shared will remain confidential.
Discipline Flowchart
This document outlines discipline procedures for students with disabilities. It states that for suspensions of 10 days or less, no special procedures apply. For suspensions over 11 days, the school must determine on a case-by-case basis if there has been a change in placement. A change in placement occurs if the student is removed for over 10 consecutive days or if removals accumulate to over 10 days in a school year and constitute a pattern. Within 10 days of a suspension over 10 days, the IEP team must review information and conduct a manifestation determination. Depending on whether the behavior was found to be a manifestation of the disability, different procedures apply regarding functional behavior assessments, revision of behavior plans, and determination of educational placement.
Discipline Chart
This document provides guidance on special education considerations in student discipline procedures. It explains that students receiving special education have additional due process protections during disciplinary procedures. It provides flowcharts outlining the procedures and timelines that must be followed depending on the type of disciplinary removal, including removals for 10 days or less, removals resulting in a change of placement, and the process for determining if a behavior is a manifestation of a student's disability. The document is intended to explain the laws and regulations around disciplining students with disabilities in a clear manner.
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