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

Susan Traynor Chastainstraynorchastain@lewis-kappes.com

317-221-8978

Monica J. Conradmconrad@lewis-kappes.com

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Michelle Coopermcooper@lewis-kappes.com

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Karen Glasser Sharpksharp@lewis-kappes.com

317-221-8996

Robert W. Rundrrund@lewis-kappes.com

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Sara Blevinssblevins@lewis-kappes.com

317-639-1210

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