2012 Principals’ In-serviceAugust 6, 2012

Process Procedure Manual/ Handbookhttp://

intranet.rcas.org/administration/SE/Pages/PPM.aspxPoints of Interest

Timeline for Special Education Teachers (p8-9)Case Manager Responsibilities (p.10)Case Manager Overview Checklist for

paraprofessionals (p.12) due October 1st.

Best Practices Regarding Paraprofessional Assigned Responsibilities (p.14) Handout of Roles & Responsibilities

Meetings sent out

Skyward TrainingAugust 21st

1:00-4:00Lincoln Academy

For new Special Ed Staff Make sure new staff bring their caseloads

Sent to the buildings on July 30th

Special Education Staff In-serviceAugust 23rd; 9:00-3:00

Starting an hour later so staff can start at buildings and out earlier so they can get back

Please make sure other staff are not getting planning time during this training as this creates inequities

PresentationsState In-service regarding last year’s review and

corrective actionRTISharepoint/SkywardAccommodationsTransition

Child CountMake sure staff get their caseloads updated

as this has staffing implicationsStaff should send copy of front page to

Specialists after each IEP meeting

BudgetSupply AllocationsBe sure to check your monthly sheets to

monitor expenditures

504 Training

What is Section 504A nondiscrimination law, prohibiting

discrimination based solely on a person’s disabilityRequires that no person with a disability can

be excluded from or denied benefits of any program receiving federal assistance; this include education

Everyone Has Section 504 ResponsibilitiesSchool Principals, Certified, and Classified

StaffConduct nondiscriminatory practices in

classroomsRefer/identify/evaluate students as appropriate

The district must identify and locate every qualified handicapped person residing in the district’s jurisdiction who is not receiving a public education; and

Take appropriate steps to notify handicapped persons and their parents or guardians of the district’s duty under Section 504

How are students identified for accommodations/services?The student has a mental or physical

impairment that substantially limits one or more major life activities

Has a record of such impairment, orIs regarded as having such an impairment

Physical or Mental Impairment?Physical or Mental Impairment means (A) any

physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological; musculoskeletal; special sense organs; respiratory, including speech organs; cardiovascular; reproductive, digestive, genito-urinary; hemic and lymphatic; skin; and endocrine; or (B) any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities.

Major life activities?Includes but not limited to functions such as

caring for one’s self, performing manual tasks, walking, seeing, communicating, hearing, speaking, breathing, learning, reading, concentrating, thinking, working, helping, eating, sleeping, standing, lifting, bending, and operation of bodily function

District responsibilitiesProvide a FAPE (Free and Appropriate Public

Education)An appropriate education is the provision of

regular or special education and related aids and services that are designed to meet individual educational needs of handicapped persons as adequately as the needs of nonhandicapped persons

If a child is identified as having an impairment, it is not an option to not provide needed services.

Discipline

Suspension DataClassroom removals have increased in the

last couple of years for our districtLast year we had an increase of 201 removals

from the previous school year Total of 970 removals (SpEd)

AffectsLower graduation rates

Regular Ed 76% graduated in 2009-10, 23% did not 82% graduated in 2010-11, 17% did not

Special Ed 61% graduated in 2009-10, 23% did not 52% graduated in 2010-11, 48% did not

Increased dropout ratesRegular Ed

422 students dropped out in 2009-10; 472 students dropped out in 2010-11

Special Ed 123 students dropped out in 2009-10; 91 students dropped out

in 2010-11

Affects continuedDecrease in student achievement

As pointed out in past auditsState Performance PlanOCR concerns

Legal ‘dos’ and ‘don’ts’ of suspensions ‘Dos’

Investigate the facts – is it a violation that can lead to suspensionExamine BIP interventions – were proper interventions provided

prior to the offenseVerify suspension term – is it appropriate and equal to other

student disciplineNotify the student – of your decision to suspend and proposed

length and the evidence of the offenseTake the students verbal statement – let the student present his

viewsAllow a written statement – allow but don't requireInform parentsKeep track of suspensions – count all including partial daysExamine future alternatives – is suspension modifying behavior

Legal ‘dos’ and ‘don’ts’ of suspensions continued ‘Don’ts’

Don’t force students to answer questions about incident that led to the suspension if they decline

Don’t lose track of number of days you have suspended student – as the 10 day mark approaches proactively convene and IEP meeting, conduct a FBA and develop a BIP

Don’t rely on suspensions to modify behavior – suspensions are not likely to eliminate misbehavior

Don’t lose focus of proactive behavior strategies – peer mediation, conflict resolution, instruction for students and staff

Don’t forget to provide notice of suspensions to students and parents

Don’t apply arbitrary limits on services – need to individualize Don’t neglect students’ emotional and behavioral needs

during suspensions while trying to address their academic needs – addressed through FBA/BIP

Special Education Discipline“FAPE Free Zone”

When a student is suspended for less than 10 days the district is not obligated to provide services.

After 10 cumulative days within the same school year services must be provided On the 11th day services must be provided 10 days is the line of demarcation and the 10 day

rule does not start over after completing a “Manifestation Determination Review.”

What counts as a removalISS

Does not count if student is afforded the opportunity to appropriately

progress in the general curriculum Continue to receive the services specified on his/her

IEP and Continue to participate with nondisabled students

to the extent they would have in their current placement

Take caution in this removal also as academic progress can be limited

Bus SuspensionsPartial Days

Can a suspension be longer than 10 days?Under IDEA, school personnel (Katie) may remove a

student in an interim alternative educational setting for not more than 45 school days, without regard to whether the behavior is determined to be a manifestation of the child’s disability, if the child:(i) carries or possesses a weapon to or at school, on school

premises, or to or at a school function Not a pen knife, blade should be 2 ½ inches or more

(ii) knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled substance, while at school, on school premises, or at a school function

(iii) has inflicted serious bodily injury upon another person while at school, on school premises, or at a school function

Serious Bodily InjuryWhat is Serious Bodily Injury

Substantial risk of deathExtreme physical painProtracted and obvious disfigurementProtracted loss or impairment of the function of

a bodily member, organ, or mental facultyWhat is not Serious Bodily Injury

In general, most “simple assaults by a student upon another student, teacher, or administrator will not meet the definition

Not a school yard scuffle

What to do?Out of school suspensions should be used for

severe misbehavior (dangerous or violent conduct)The state of Maryland

Many suspensions are for nonviolent offenses, such as insubordination or classroom disturbance More than 63% of all school suspensions

Consider strategies to avoid suspensionTarget a students problem behavior before

suspension – teach appropriate replacement behaviorsBuild task-completion systems – student gets to do

task enjoyed after undesired task has been completedAllow time-away procedures – option to leave a

learning task that has become aversive (designated spot)

Build relationships with students Focus on prevention through positive behavior

supports – Teach behavioral expectations directlyAdjust expectations to studnts abilities

Consider strategies to avoid suspension continuedUse 5:1 ratio of positive-to-negative

attentionFollow predictable schedulesEmbed routines within routines – doing

the same things during specific time of dayTeach peer related social skillsTop 20 trainingPBIS

How does this work with the discipline matrix?