Discipline of Students with Disabilities. All procedures listed above will be followed when necessary to discipline students with disabilities as defined by the Individuals with Disabilities Act (IDEA). The following additional procedures will also be adhered to when disciplining student with disabilities. When addressing students with disabilities as defined by either IDEA or Section 504, the above procedures will be followed, when necessary and applicable. In addition, steps will be taken to assure compliance with additional federal guidelines and due process implications when addressing individual disciplinary situations for students with disabilities, including but not necessarily limited to: multi-disciplinary team reviews for possible placement changes, provision of educational services, interim educational placement settings in conjunction with IEP team decisions, functional behavioral assessments and Intervention Plans and Manifest Determinations. If a student on an IEP is expelled from school after a Manifestation Determination has found that the student’s behavior was not a manifestation of the student’s disability, educational services, consisting of services necessary to enable the student to appropriately progress in the general curriculum and appropriately advance toward achieving the goals set out in the student’s IEP will be provided to that student in an alternative setting.
Discipline of Students with Disabilities. Charter schools are subject to federal laws and regulations governing the discipline of students with disabilities, including, in particular, the requirements of the Individuals with Disabilities Education Improvement Act (IDEIA) and the federal Department of Education’s implementing regulations. These regulations are highly specific as to discipline and the additional due process protections afforded affected students and parents. Accordingly, please review sections 519-529 of Part 300 of Title 34 of the Code of Federal Regulations (2002). As these regulations are highly technical, it may be best to consult the school’s or outside counsel regarding interpretation. In addition, note that 34 C.F.R. § 300.527 provides due process protections for a student who has yet to be evaluated but who the school knows may be eligible for referral to a CSE or who is undergoing evaluation for special education services (regarded as having a disability). Simply stated, the process is as follows. A charter school must notify the MNPS Office of Exceptional Education of any suspension of a exceptional education student of 10 days or more, or when the cumulative number of days of suspension reaches 10 because this may constitute a “change in program” for the exceptional education student. In addition, after 10 days of suspension the school must provide all exceptional education services listed on the IEP in addition to the regular alternative instruction. The MNPS Office of Exceptional Education may either create or modify an existing behavioral intervention plan for the student, and must review the relationship between the child's disability and the behavior subject to the disciplinary action (manifestation determination). If the behavior subject to discipline is determined to be part of the child’s disability, then his or her IEP must be modified and the child cannot be disciplined in the same manner as a non-disabled child. If the behavior subject to discipline is determined not to be part of the child’s disability, then he or she may be disciplined in the same manner as any other student. Charter schools should have procedures in place to ensure compliance with the above federal regulations. Change In Program Note Please note that the disciplinary policies implemented by the school must be consistent with the disciplinary policies listed in the school’s Charter Application for a period of one year of operation. This does not mean that the school cannot make any changes to...
Discipline of Students with Disabilities. The Board recognizes that it may be necessary to suspend, remove or otherwise discipline students with disabilities to address disruptive or problem behavior. The Board also recognizes that students with disabilities are entitled to certain procedural protections whenever school authorities intend to impose discipline upon them. The District shall take into account whether or not any discipline will result in a change of placement for the student. In the event a suspension or removal of a student with disabilities is deemed necessary, the District’s Committee on Special Education shall intervene and review the relationship between the disability and the behavior and/or to develop or review behavioral intervention plans. Parents are directed to the complete Code of Conduct together with Federal and State authority and regulatory criteria for a more complete review of the procedural safeguards in place. Such Code shall also set forth the procedures for expedited due process hearings, where warranted. This code of conduct affords students with disabilities subject to disciplinary action no greater or lesser rights than those expressly afforded by applicable federal and state law and regulations. School personnel may order the suspension or removal of a student with a disability from his or her current educational placement. Student Conduct on School Buses Waiting for the Bus Students are to arrive at the stop at least five minutes, but not more than ten minutes before the bus is scheduled to stop. If your child misses the school bus NEVER let them run after the bus. NEVER drop off your child behind the school bus at another stop. As the bus approaches, students are to line up fifteen feet from the road. Students are not to approach the bus until it has stopped and the driver has opened the door. If the student has to cross the road to get to the bus from your bus stop, observe these precautions: Make certain that the red lights are flashing. Wait for the driver to signal to begin crossing. The driver will signal with the P.A. or by using their thumb or forefinger to signal when it is safe for the student to approach the end of their driveway or curb. When at the end of their driveway or curb, students are to look both ways (left and right) to make certain that all traffic has stopped, and it is safe for them to cross the road. After they have crossed, students are then to walk along the shoulder of the road to the door entrance. Students are to be alert to an...
Discipline of Students with Disabilities. The School shall ensure that each School’s discipline policy as implemented for students with disabilities is in compliance with Section 22-32-109.1 and 00-00-000 of the Colorado Revised Statutes and the out-of-school suspension and expulsion procedures outlined in DPS Board Policy JK and Regulation JK-R, each as revised from time to time, or if the School receives a waiver from Board Policy JK and Regulation JK-R, as outlined in the School’s replacement policy, to ensure equity across all students.
