Post on 26-Aug-2020
SPECIALEDUCATIONDISCIPLINEPROCEDURESANDMANIFESTATION
DETERMINATIONREVIEWS
FallICASE2017
Presenters:
MonicaConrad FrancescaHoffmannMConrad@lewis‐kappes.com Hoffmann@Lewis‐Kappes.com
Merrillville,Indiana219.648.2072
Topics
DefensibleManifestationDeterminationConferences• Preparation• ReviewofMDCquestions• DevelopmentofFBAorReviewofBIP• DevelopmentofIAES
11th DayRemovals• Ensuringproperservicesduringremoval
ManifestationDeterminations:Doesthedocumentationsupportthemanifestation
determinationmadebytheCCC?
ComponentsofaReview.Within10schooldaysofanydecisiontochangetheplacementofachildwithadisability,thecaseconferenceshallreviewallrelevantinformationincluding:
• thestudent’sIEP;• anyteacherobservations;and• anyrelevantinformationprovidedbytheparents.
WhatmustbereviewedinaManifestationDeterminationConference?
AfterreviewingtherelevantinformationtheMDCwilldetermine:• Iftheconductinquestionwascausedby,orhadadirect
andsubstantialrelationshipto,thechild’sdisability;or
• IftheconductinquestionwasthedirectresultoftheSchool’sfailuretoimplementtheIEP.
Whatdecisionsmustbedocumented?
(1)Getacopyoftheincidentreportandreviewitfordetails–clearupanyquestionspriortogettingtothemeeting.BringacopytotheMDC.
(2)CheckwithallteacherswhomayhavebeenresponsibleforimplementinganypartoftheIEPonthedayoftheincidentandmakesurethata)theywereawareoftheIEP,andb)theyimplementedtheIEP,aswritten.IfthereisabehaviorplaninplaceoranIEPgoalthataddressesbehavior,bringdocumentationtosupportthatyoufollowedtheplan
Whatneedstobepreparedinadvanceofamanifestationdeterminationconference?
(3)Reviewthestudent’seducationalfile:• Whathasbeenthetrendofthestudent’sIEPsforthepastseveralyears?
• Whataretheareasoffocusforgoalsandobjectives?
• Whatinformationisprovidedinthepresentlevelsofperformancethatisrelevanttothebehaviorinquestion?
Whatneedstobepreparedinadvanceofamanifestationdeterminationconference?
• Hastherebeenanyfunctionalbehaviorassessmentsorbehaviorinterventionplanning?
• Whathasbeenthelevelorintensityofspecialeducationprogrammingoverthepastcoupleyears?
• HowdoesthecurrentIEPaddressbehaviorsthatrelatetothemisconduct?
• WastheIEPbeingfollowedinallsettingsbyallpersons?
• Whattrendsareseenintheevaluationsthathavebeenconducted?
MDCpreparation‐ continued‐
• Whatbehaviorsoccurredonthedateoftheincident?
• Howdidthestudentrespondintheinvestigatoryinterview?
• Whowasinvolvedinobservingthemisconduct?
• Havesimilarlyrelatedbehaviorsbeenobservedpriortothismisconduct?
• Whatandwhichteacherobservationswillbeshared?
• IfthisMDCconcernscumulativesuspensions,thenreviewdisciplinehistory.
MDCpreparation‐ continued‐
YES:Related toDisability NO: NotRelatedtoDisabilityIfthemisconductISrelatedtothestudent’sdisability,thentheCCC:
• mustconductaFBAandimplementaBIP(ifnonehasbeendonebefore);
• reviewand/orreviseanyexistingBIPtoaddressthebehavior;and
• returnthestudenttotheformerplacementbeforetheincidentoccurred,unlessotherwiseagreedtobytheparentandtheSchool.
Eveniftheconductisrelated,CCCmaystillrecommendtheremovalofthestudenttoanIAESforupto45daysonlyifweapons,drug,orseriousbodilyinjurywasinvolved
IfthemisconductisNOTrelatedtothestudent’sdisability,then:• Schoolpersonnelmayapplytherelevant
disciplinaryprocedurestothestudentinthesamemannerandforthesamedurationasstudentswithoutdisabilities
Forinstance,theCCCmayrecommendtheremovalofthestudenttoaninterimalternativeeducationalsettingDuringanyremovalthestudentmustcontinuetoreceiveappropriateservicesasdefinedin511IAC7‐44‐5(f)(1)‐(3)
• AcopyoftheCCCrecommendationissubmittedtotheexpulsionexaminerfortheexpulsionhearing.
Wasthemisconductamanifestationofthestudent’sdisability?
ReviewandReviseBIPor
DevelopmentofaFBA
Ifthestudent’sconductwasamanifestationofthestudent’sdisabilityIftheCCCdeterminesthattheconductwasamanifestationofthestudent'sdisability,thestudent'sCCCmust[either]
(A)conducta functionalbehavioralassessment,unlessthepublicagencyhadconductedafunctionalbehavioralassessmentbeforethebehaviorthatresultedinthechangeofplacementoccurred,andimplementabehavioralinterventionplanforthestudent;or(B)ifabehavioralinterventionplanalreadyhasbeendeveloped,reviewthebehavioralinterventionplanandmodifyit,asnecessary,toaddressthebehavior
511IAC7‐44‐5(e)(1)
ReviewingFBAs/BIPsaspartofaMDC
• Apatternofbehaviororanisolatedevent?• Behavioroccurringinacademicornonacademicsettings?• DoestheBIPspecifyhowinventionswillbeimplementedwithmaximumconsistencyacrosssettingsandpeople?
• Wasregularprogressmonitor,review,andrevisionofBIPsavailableforreviewbyMDC?
• HowwillFAPEorappropriateFBAand/orBIPbeprovidedduringperiodsofremovals?
QuickReview:WhatisanFBA?• "Functionalbehavioralassessment"meansaprocessthatusesdatatoidentify:• (1)patternsinthestudent'sbehavior and• (2)thepurposeorfunctionofthebehaviorforthestudent.
• FBAsaretypicallydoneprecedingthecreatingofaBehavioralInterventionPlan(BIP)
511IAC7‐32‐41
IsparentalconsentrequiredtoconductanFBA?
• Parentalconsent:• Afunctionalbehavioralassessmentmayrequirewrittenparentalconsentifitisaneducationalevaluation
• Writtenparentalconsentisnotrequiredwhenafunctionalbehavioralassessmentreviewsexistingdataregardingastudent(511IAC7‐32‐41)• ORbefore“Ascreeningofstudentsbyateacheroraspecialisttodetermineappropriateinstructionalstrategiesforcurriculumimplementation.”511IAC7‐40‐3
DoesthedocumentationsupporttheIEPand/orBIP?
BehaviorInterventionPlanDefined• (a)"Behavioralinterventionplan"meansaplanagreeduponbytheCCCandincorporatedintoastudent'sIEPthatdescribesthefollowing:• (1)Thepatternofbehaviorthatimpedesthestudent'slearningorthelearningofothers.
• (2)Thepurposeorfunctionofthebehaviorasidentifiedinafunctionalbehavioralassessment.
• (3)Thepositiveinterventionsandsupports,andotherstrategies,to:• (A)addressthebehavior;and
• (B)maximizeconsistencyofimplementationacrosspeopleandsettingsinwhichthestudentisinvolved.
• (4)Ifapplicable,theskillsthatwillbetaughtandmonitoredinanefforttochangeaspecificpatternofbehaviorofthestudent.
• (b)TheIEPcanserveasthebehavioralinterventionplan aslongasthedocumentationtheparentreceivesmeetsalltherequirementsinthissection
DevelopmentoftheIEAS
DeterminingAnAppropriateIAES:• IAESlikelytocomeupin4situations:
• (1) Studentbringsweapon,illegaldrugs,orinflictsseriousbodilyinjury• Schoolpersonnelmayremoveastudenttoaninterimalternativeeducationalsettingfornotmorethan45schooldayswithoutregard towhetherthebehaviorisdeterminedtobeamanifestationofthechild’sdisability,ifthechild—• (1)Carriesaweapontoorpossessesaweaponatschool,onschoolpremises,ortoorataschoolfunctionunderthejurisdictionofanSEAoranLEA;
• (2)Knowinglypossessesorusesillegaldrugs,orsellsorsolicitsthesaleofacontrolledsubstance,whileatschool,onschoolpremises,orataschoolfunctionunderthejurisdictionofanSEAoranLEA;or
• (3)Hasinflictedseriousbodilyinjuryuponanotherpersonwhileatschool,onschoolpremises,orataschoolfunctionunderthejurisdictionofanSEAoranLEA (IDEA§ 300.530(g)).
IAES(continued)• (2)IHOdeterminescurrentplacementlikelytoresultininjurytostudentorothers• ”anindependenthearingofficermayorderachangeofplacementtoanappropriateinterimalternativeeducationalsettingfornotmorethanforty‐five(45)instructionaldaysifthehearingofficerdeterminesthatmaintainingthecurrentplacementofthestudentissubstantiallylikelytoresultininjurytothestudentortoothers.”( 511IAC7‐32‐53 4
• (3)Expulsionforbehaviorisnotamanifestationofdisability• ”when aCCCdetermines that astudent's conduct isnotamanifestation of thestudent's disability.TheCCCmay determine that duringany period of removalastudentwill receive servicesinaninterimalternativeeducational setting”511IAC7‐32‐53 3
• (4)Removalsexceeding10daysin“uniquecircumstances”
• “Thepublicagencymayconsideranyuniquecircumstancesonacase‐by‐casebasiswhendeterminingwhetherachangeinplacement,consistentwithotherrequirementsinthisrule,isappropriateforastudentwithadisabilitywhoviolatesacodeofstudentconduct.Uniquecircumstancesmayincludethefollowing:
• (1)Astudent’s:• (A)disciplinaryhistory;and• (B)abilitytounderstandconsequences.
• (2)Supportsprovidedtothestudentpriortoviolatingacodeofstudentconduct.(3)Otherrelevantconsiderations.”(511IAC7‐44‐2(c))
IAES(continued)
Appropriateservicesthatenablethestudentto:
• continuetoparticipateinthegeneraleducationcurriculum,althoughinanothersetting;
• progresstowardgoalssetoutinthestudent’sIEP;and
• receiveFBA/BIPservicesandmodificationsthataredesignedtoaddressthebehaviorviolationsothatitdoesnotrecur,ifappropriate.(Ifdeemednotexplainappropriate,whynot.)
Whatservices needtobeinplacetosupportaFAPEforinterimalternativeeducation
services?
511IAC7‐44‐5 f
Whatdocumentation needstobeinplacetosupportaFAPEforinterimalternativeeducationservices?
• DidtheCCCreviewthestudent’sIEPandplanforhowthegoalsandobjectiveswouldcontinuetobeaddressedthroughtheIAES?
• DidtheCCCdeterminethedurationofservicefrombeginningdatetoenddate?(Ifnotrelated,thentheperiodoftimewillbethedurationoftheexpulsionperiod– notsimply45schoolday.)
Whatdocumentation needstobeinplacetosupportaFAPEforinterimalternativeeducationservices?
• DidtheCCCreviewallthegeneraleducationcoursesthatthestudentparticipatesinanddevelopofplanforhowthoseareaswouldbeaddressedthroughtheIAES?
• DidtheCCCdeterminethefrequencyandlocationoftheservicesprovided?
• DidtheCCCreviewanyprovisionofrelatedservicesthatmayneedtobeprovided?
• Eachdecisionwillbeacasebycaseanalysis;however,previousIHOdecisionscanassisttheCCCdecisionforanIAESplacement.• SchoolsendingworkpacketshometothestudentforhimtocompletewasnotappropriateIAES;schoolshouldhaveprovidedaprogramtoattendatwhichserviceswereprovided‐ 115LRP16763.
• IHO concludedthattheproposedIAES atanalternativeschoolwithsmallerclasssizesandmorestructurewasanappropriateplacementforastudentwhoifstayedincurrentplacementwould“substantiallylikelytoresultininjurytostudentorothers”‐ 111LRP 21577.
AppropriatenessofIAES
PracticePointsontheIAES• DoestheIAEShavetocomplywithLRE? NO!
• CanyouusehomeboundservicesfortheIAES? YES!
• Eg.HR‐072‐2017‐E,August,2017,• IHOfoundachangeofplacementtohomebound(5hrs perweek)forthe2017‐2018schoolyearwasappropriateafterahighschoolstudentwithamildcognitivedisabilitywasinvolvedinaschoolbusfightandrepetitivenamecalling/tauntingofanotherstudent• IHOconsidered:
• whetherornotthestudentwasawareoftheconsequencesofhisactions;citedstudent’spossessionofstudenthandbookandpreviousfightatschoolthatmadehimawareofconsequences
• Priordisciplinehistory• Otherstudentsinvolvedwereexpelled
• IHOalsoordered:• AnFBAofthestudentanddevelopmentofBIPiftheFBAsodeterminesoneisneeded.• Socialwork/counselingfor1hourperweek
Whatshouldbecoveredatthemanifestationdeterminationconference?
ItisimportanttofocustheMDCdiscussions.
• AMDCisnot todeterminewhetherthemisconductdidordidnotoccur.(Thisisanissueforanexpulsionmeeting.)
• AMDCisnot todetermineorreviewwhethertherecommendeddisciplineisappropriatefortheoffense.(Thisisanissueforanexpulsionmeeting.)
• TheMDCmustnot presumerelatednessbasedcategoricallyonthestudent’sdisability.
Haveweconsideredallrequisitedatawhenmakingamanifestationdetermination?
• HastheMDCprovidedpriorwrittennoticeof:• Adescriptionoftheproposedorrefusedaction;• Anexplanationofwhytheactionwasproposedorrefused;
• Adescriptionofeachevaluation,procedure,assessment,orrecordusedasthebasisfortheproposedorrefusedaction.
WrittenNoticeRequirementsforMDCdetermination
RemovalsBeyond10Days
• Step1:Howmanydayshasthestudentbeenremoved?• calculatehowmanydaysthestudenthasbeen“removed”
• 1‐10days:Noserviceslikelyrequired• 11+days:movetostep2
• Step2:Wereremovalsbeyond11daysachangeofplacement?• No:servicesarestillrequiredforeachdayofsuspensionbeyond11th day(SeeStep4)However,holdingaMDCishelpful.
• Yes:manifestationdeterminationrequired;movetostep3
• Step3:Wasbehavioramanifestationofthedisability?• CCCsaysYES:FBAand/orreviseBIPandremaininplacement• CCCsaysNO:studentmustcontinuetoreceive“appropriate”services;canbeinanIAESmovetoStep4
• Step4:WhatistheappropriateIAES?
StepstoEnsureAppropriateServicesProvidedduringRemoval
Step1:Howmanydayswasthestudent“removed?”Nota“removal”underArticle7 Considereda“removal”underArticle7
• Ashort‐termremovalofastudentpursuanttothestudent’sIEPisnotaremoval.
• Anin‐schoolsuspensionisnotconsideredaremovalif,duringthein‐schoolsuspension,thestudenthastheopportunityto:(1)progressappropriatelyinthegeneralcurriculum;(2)receivethespecialeducationservicesspecifiedinthestudent’sIEP;and(3)participatewithnondisabledstudentstotheextentthestudentwouldhaveinthestudent’scurrentplacement.
511IAC7‐44‐1(c)&(d)
• Article7definesaremovalastheremovalofasstudentforany partofaday.
• Ifbustransportationispartofastudent’sIEP,aremovalofastudentoffthebusisconsideredaremovalforpurposesofdisciplineprocedures.
• unless theschoolprovidestransportationinanalternativemanner
511IAC7‐44‐1(b)&(e))
Step1:Howmanydayshasthestudentbeenremoved?
Schoolsarenotrequiredtoprovideservices toastudentwithadisabilityduringanyofthefirstten(10)cumulativeinstructionaldaysofremovalinaschoolyear,forviolatingacodeofstudentconduct,ifservicesarenotprovidedtoanondisabledstudentwhohasbeensimilarlyremoved.
511IAC7‐44‐1
Removalsfordays1‐10
Day#1 Day#10 Day#11
Certainproceduresmustbefollowedbytheschool(andservicesprovided)ifastudentiseither• Removedformorethan(10)consecutive
instructionaldaysinaschoolyear;or,• Removedformorethanten(10)cumulative
instructionaldaysinaschoolyearANDtheschooldeterminedthattheremovalsconstituteachangeofplacement.
511IAC7‐44‐1(g)&(h)
Removalsforday11+
Howisitdeterminedthataseriesofremovalsresultsina“changeofplacement?”
Certainproceduresmustbefollowedbytheschoolifastudentiseither:• Removedformorethan(10)consecutive
instructionaldaysinaschoolyear;or,• Removedformorethanten(10)cumulative
instructionaldaysinaschoolyearANDtheschooldeterminedthattheremovalsconstituteachangeofplacement.
studentmustbesubjectedtoaseriesofremovalsthatconstituteapattern
Areviewmustbemadeonacase‐by‐casebasis,considering:
• Thestudent’sdisciplinaryhistory;• Abilitytounderstandconsequences;and
• Supportsprovidedtostudentpriortomisconduct
• Similarityofthebehaviorineachsuspension;• Lengthofremovals;
• Cumulativetimeofremovals;and• Proximityofremovalstooneanother.
Step2:Was11th dayRemovala“changeofplacement”?
Notachangeofplacement:noservicesrequiredYesachangeofplacement:MDCrequired(movetostep3)
Providenoticetotheparentinformingtheparentof:• numberofdaysofremovals;
• therationalefordeterminingthatitisnotconsideredtobeapattern/changeinplacement;
• thepersonnel(includingteachers)whowereconsultedinthedecision;
• thestudents’IEPwithanexplanationofhowthestudentswillbeprovidedwithservicesthatcontinuestomeethis/herIEPandgeneraleducationcurricularneeds;
• adescriptionoftheduration,frequencyandlocationoftheservicesprovided;and
• Proceduralsafeguards.• StronglyconsidereitherusingtheCCCprocessortofollowupwithaCCCsoonafterprovidingnotice.
Howshoulddocumentationsupporttheservicesofferedforservicesinthe11th dayofsuspension?
LewisKappesSchoolLawTeam
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Adam Swordenasworden@lewis-kappes.com
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Emma Jayejay@lewis-kappes.com
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Francesca Hoffmannfhoffmann@lewis-kappes.com
219.648.2072