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Final Project for publishing a student code of conduct. The purpose is to represent my philosophy for what should be covered in a high school student code of conduct.
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By: Janice Thomas
Assignment 8.2
EDU 525: Supervision of Student Conduct
Instructor, Dr. Alana James
October 27, 2012
0
Table of Contents
Mission Statement ... 2
School Culture and Climate ... 3
Rules and Expectations … 4
Policies … 5
SWPBS / Campus Classroom Rules ... 6
Corrective Strategies ... 8
Dress Code … 10
School Disciplinary System ... 11
Special Cases ... 16
References ... 18
1
Mission Statement
Our mission is to sustain a culture of academic
progress and social accountability. Our four
foundation principles are the basis for this journey.
1. All students can experience academic excellence.
2. All students deserve support academically and
socially.
3. All teachers deserve support professionally and
emotionally.
4. Social Accountability is the foundation to support
over discipline.
2
School Culture and Climate
Anyone who spends time in schools quickly discovers how one school can feel different from other schools.
School climate is a general term that refers to the feel, atmosphere, tone, ideology, or milieu of a school. Just
as individuals have personalities, so too do schools; a school climate may be thought of as the personality of
a school." Critical principles that impact the climates of school are Institutional Integrity, Consideration,
Initiating Structure, Principal Influence, Resource Support, Morale and Academic Emphasis. Each of these
principles provides organization emphasis on school climate.
Institutional Integrity
When the world reads our school name, their opinion is influenced and formed by numbers and sub-pops.
The last set of state assessments, and how we fare within each individual sub-pop are the guiding tools used
to judge are Institutional Integrity, a snap shot of what we do daily. We will not limit our integrity to such a
minimal standard. We will take pride in our efforts educate the persons that enter through our doors daily,
not just the content. As a result, our approach to education is holistic and humanistic. We will honor that
code.
Consideration
As a community we must remain objective and optimistic when faced with adversity. We multiple
personalities and perspectives, every ones vision must be taken into consideration to create a democratic
culture that respects the community, parents, students, faculty, staff and administrators. Consideration does
not mean one individual is correct and another wrong. Consideration is a tool used in the pursuit of the
truth.
Initiating Structure
Every culture has a structure that governs the day to day roles and responsibilities of all stake holders. We
will follow this protocol from day one. All faculty and staff will reinforce the SWPBS strategies
continuously. The strategies set in place are for building support and positive results both academically and
socially.
Principal Influence
As the captain of our "scholars-ship", everyone must respect his final decisions with loyalty and
commitment. In difficult and emotionally influences situations, it is often challenging not to take final
decisions personal for the student, faculty, and parents. We have to trust leadership and their decisions.
Resource Support
Teachers are often charged with educating students in the most strenuous environments. The last thing
teachers should have to concern themselves with is adequate resources to accomplish the goals set by them
and for them. As an administrative team and students of this campus we must be committed to doing our
part in providing resources and supplies need to promote academic progress and success.
Morale and Academic Emphasis
Morality is a characteristic trait that drives our mission. As educators we have a moral obligation to provide
each student with an opportunity to be the best they can be. We must grade students on academic mastery,
while promoting positive behavior.
As students of our campus, your moral obligation is to make the effort to obtain and master the information
necessary for academic mastery, while demonstrating excellent behavior. This included autonomy for your
assignments. Peer tutoring is great. Remember, that you are the one who must demonstrate mastery in the
end to obtain your grade for your classes.
3
Rules and Expectations
Students are expected to be respectful and engaged in their community. Nothing is expected of a student that
is not also expected of others in the community. Teachers and staff, led by the principal, and members of the
community should model good behavior and the values of the Code in and wherever students are present
(including on the bus).
As a student,
• I will follow the Student Code of Conduct.
• I will encourage my friends to respect the Student Code of Conduct.
• I will behave in an acceptable manner when I am a guest or a visitor at other schools.
As a parent,
• I will teach my children how to behave civilly.
• I will ensure that my children come to school ready to learn.
• I will learn the rules, expectations and procedures, including the Student Code of Conduct, and
reinforce these rules with my children.
• I will collaborate with my child and the administration by supporting the standards of this code and
the measures taken by the faculty and staff to reinforce positive behavior.
• I will communicate reasonably with administration, faculty and staff.
• I will encourage and demonstrate appropriate behaviors within the community.
As a teacher,
• I will teach the Student Code of Conduct.
• I will encourage responsible behavior.
• I will model appropriate behavior within the community.
• I will maintain order and discipline within my classroom and encourage a positive learning and
working environment.
• I will have clear and appropriate expectations, based on the state standards and relevant policies, with
regard to student behavior.
• I will communicate these expectations to students, parents and the community.
As a principal,
• I will ensure that measures are taken to create and maintain a safe, positive and effective learning and
working environment, consistent with the state standards and relevant policies.
• I will communicate these measures throughout the school and the community.
• I will maintain order and discipline at the campus to cultivate a positive learning and working
environment.
• I will provide leadership at all times, especially when problems arise.
4
As a member of the personnel,
• I will collaborate with administration, faculty and staff to encourage a safe and positive learning and
working environment.
• I will encourage students to behave responsibly and appropriately.
• I will participate in the efforts to implement the Student Code of Conduct.
As a member of the community,
• I will support my local school in its efforts to create a safe and positive learning and working
environment.
• I will work with my school's administration, faculty and staff to promote and support a safe and
positive learning and working environment by becoming familiar with rules. • I will cooperate with the administration, faculty and staff’s effort to implement the Student Code of
Conduct.
Policies
Confidentiality
Parents or eligible students have the right to consent to disclosure of personally identifiable
information contained in the student’s education record, except to the extent that FERPA authorizes
disclosure without consent. One exception, which permits disclosure without consent, is disclosure to
officials with legitimate educational interests. “ official” is defined as those individuals employed by,
or a person or company contracted by the school system, who has a legitimate educational interest in
a student record in order to fulfill professional or job responsibilities, as determined by
circumstances. An official has a legitimate educational interest if the official needs to review an
education record in order to fulfill his or her professional responsibility. Upon request, the school
will disclose, without consent, a student’s education record to another school or educational system
in which the student seeks or intends to enroll.
Directory Information
FERPA requires that the school, with certain exceptions, obtains written consent prior to the
disclosure of personally identifiable information from a student’s education record. However, the
school may disclose appropriately designated “directory information” without written consent, unless
advised to the contrary as outlined below.
The following information has been designated by school as “directory information” and can be
released without parental consent: student’s name, address, date of birth, participation in officially
recognized activities and sports, weight and height of members of athletic teams, dates of
attendance, degrees and awards received.
5
Initiative Matrix Purpose Outcome Target Stakeholders
Involved
Campus Action
Plans
Attendance
Committee
Increase
Attendance
Increase % of
student attendance
All Students Administrator,
Attendance clerk,
Career Teacher,
Inclusion teacher,
Member of
Student Counsel,
PTA Member
Goal #2
Character
Education
Improve Character Improve Character All Students Administrator,
Counselor, Career
teacher, Member
of Student
Counsel
Goal #4
Safety Committee Improve Safety Predictable
responses of
crisis/threats
Dangerous
Students
Administrator,
Police, Hall
Monitors, Career
Teacher, PTA
Member
Goal #5
School Spirit
Committee
Enhance School
Spirit
Improve Moral All Students Administrator,
Faculty sponsors,
Student Counsel,
Cheerleaders, Prep
Squad, PTA
Member
Discipline
Committee
Improve Behavior Decrease office
referrals
Bullies, antisocial
students, repeat
offenders
Administrator,
Career Teacher,
Counselor, Police
Officer, Parent
Goal #4
EBS Committee
Effective Behavior
Support
Implement Tier-3 Decrease office
referrals, increase
attendance,
enhance academic
engagement,
improve grades
All Students Administrator,
Counselor, Career
teacher, Student
counselor, Parent
Volunteer
Goal #2
Goal#3
Goal#4
Peacemakers Promotes Social
Awareness on
campus
Decrease violence
and enhance
school climate
All Students Administrator,
Career Teacher,
Community
Sponsors, Student
Body
Roles and Responsibilities
SWPBS
6
Conduct
Matrix
Settings All
Settings
Hallway Food
Court/
Black
Top
Cafe Library/
Comput
er Labs
Assemb
ly
Bus
Exp
ect
atio
ns
Respect
Ourselves
Be on
task. Give
your best
effort. Be
prepared
Walk Have a
Plan
Eat all of
your
food.
Select
good
healthy
choices
Study,
read,
compute
Sit in one
spot
Watch for
your stop
Respect
Others
Be kind.
Hands/fe
et/ to
self.
Help/shar
e with
others.
Use
normal
voice
volume.
Walk to
right
Share
equipme
nt and
area.
Practice
good
table
manners.
Whisper
and
exchange
books.
Listen/
watch.
Use
appropria
te
language.
Use quite
voice.
Stay in
your
seat.
Respect
Property
Recycle/c
lean-up
after
yourself
Pick up
litter.
Maintain
physical
space.
Put trash
in the
can.
Use
equipme
nt
properly.
Replace
trays and
utensils.
Clean up
your
area.
Push in
chairs.
Treat
books
with
respect
Pick up.
Treat
chairs
appropria
tely
Wipe
your feet.
Sit
appropria
tely.
SWPBS
Each student on our campus must have a copy of this
attached to the inside cover of their campus planner.
7
CORRECTIVE STRATEGIES
for Offenses
LEVEL I
• Require the student to complete a community service task/special assignment
• Have the student choose a method of apologizing or making amends to those harmed or offended
• Re-teach the behavioral expectations
• Student conference
• Parent conference/contact
• Create a behavior/school contract that includes expected student behaviors, as well as consequences
for infractions and incentives for demonstrating expected behaviors
• Provide a reflective activity
• Refer to Intervention Assistance Team
• Time-out
• Detention, during which the student completes work
• Building level behavioral curriculum activities
• Loss of privileges
• Referral to Truancy/Student Service Advisor
• Student mediation
8
LEVEL 3: Mandatory administrative referral
• Work with juvenile court to identify opportunities for restitution
• Time in an Alternative to Suspension or Expulsion program while support plans are developed
• Recommendation for expulsion
• Press charges against law violators
• Referral made to DPS Drug Assessor/Drug Analysis Also include Corrective Strategies listed in
Levels I and II
LEVEL 2
• Ask before borrowing
• Parent conference/contact
• Student conference
• Create a school-wide behavior contract
• Written reflection
• Restitution
• Referral to community agency
• Referral for counseling
• Create a home/school communication system
• Require class-by-class report check-ins with
• Identify a mentor and establish a schedule of staff member for a set period of time activities related
to school performance
• Complete a Functional Behavioral
• In-school/Out-of-school suspension
• Referral to Intervention Assistance Team
9
Student Dress Code
All students are expected to adhere to common practices of humility, appropriate hygiene and tidiness; to
dress in a business casual manner within the acceptable standards that contribute to the academic
atmosphere, not detract from it.
Students who fail to comply with this dress code will be required to call for someone to bring them the
appropriate attire, wear an outfit provided by the campus for the day or the student may be sent home and
may be subject to disciplinary actions.
Any clothing, accessories, symbols, jewelry or other paraphernalia, which represents or advocate for gang
affiliation, secret society or fraternity, illegal substances shall not be brought to school, worn at school or in
any way be present at any school-sponsored event.
Any other incidents not specifically outlined will be dealt with according as circumstances occur that are
considered in the best interest of the academic culture of the campus.
Any questions of concerns about the appropriateness of any attire should be addressed prior to wearing it to
any school related function.
Campus security, administrators and teachers are charged with the responsibility of enforcing student dress
code at all times on the campus.
Finally, it is the student and parent responsibility to adhere to the dress code.
Failure to comply will result in disciplinary actions that can easily be avoided.
10
School Disciplinary System
LEVEL 1
Behavior
Bus misconduct (this includes at bus pick-ups, on the bus and drop-offs)
Detection and Reporting
Report is filed and turned in to school officials
Action
• Parent Conference with Detention
• Parent Conference with Suspension from Bus for 3 days
• Parent Conference with Suspension from Bus for one week
• Parent Conference with Loss of Bus privileges
Behavior
Dress and grooming code violations
Detection and Reporting
Report is filed and turned in to school officials
Action
• Warning
• Lunch / Afterschool Detention
• In School Suspension
• Parent Conference with detention
• Suspension
Behavior
Failure to comply with directives given by school personnel (insubordination)
Detection and Reporting
When detected in the hallway, this form of insubordination is one-on-one. Because there are no witnesses,
each offense is reported, tracked and dealt within the action sequence.
When detected in the classroom, statements are taken from witnesses to determine the severity of the
offense. Each offence is tracked with and dealt with in order to ensure the action is appropriate for the
offense. Action
• Warning • Lunch / Afterschool Detention • In School Suspension • Parent Conference with detention • Suspension
11
Behavior
Leaving school grounds/events without permission
Detecting and Reporting
This type of offense usually occurs during lunch on a closed campus. Campus Police patrols the
neighborhoods of the school looking for truant students. If the students are not detained at that time, hall
monitors detain them as they attempt to re-enter the campus. A discipline referral is written and in some
cases the students receive a citation.
Action
• Parent Conference with In School Suspension for one day
• Parent Conference with In School Suspension for 3 days
• Parent Conference with In School Suspension for one week with Behavioral contracts or individually
developed behavior management plans
• Citations
• Truancy Court
Behavior
Offensive language
Detecting and Reporting
This behavior is observed, heard in the hallway, during passing period or at lunch.
Action
• Warning
• Lunch / Afterschool Detention
• In School Suspension
• Parent Conference with detention
• Suspension
Behavior
Inappropriate use of any electronic devices (i.e., Cell Phones, iPods, or other video, listening or
entertainment device) during school hours
Detecting and Reporting
This offense occurs in the classroom. If the teachers lesson plan does not specifically state students will use
personal devices, the devices are removed from the student’s possession.
Action
The cell phone or electronic device is confiscated and a fee of $15 will be charged for the return of the
phone. School district is not liable for lost or stolen cell phones. All confiscated phones must be turned in to
the principal’s office immediately, if possible, or as soon as practicable the day the phone is confiscated.
12
LEVEL 2
Behavior
• Computer system violations
• Cheating/Copying
• Classroom disruption
• Disrespect of school personnel
Detecting and Reporting Students in these circumstances are dealt with by what is in the teacher’s syllabus on campus and the student
code of conduct.
Action
• Parent Conference with Detention
• Parent Conference with In School Suspension for 1 day
• Parent Conference with In School Suspension for up to one week with Behavioral contracts or
individually developed behavior management plans
• Parent Conference with Suspension
Behavior
• Extortion/blackmail
• Falsification of school records
• Gambling
Detecting and Reporting
For extortion and blackmail, this type of offense is usually reported by an individual. After the report is filed
an investigation is conducted to determine if the is evidence to support the allocation.
Falsification of school records could occur in many facets. A few would be for students to have fake hall
passes, turn in falsified attendance excuses, submit false grade reports or early dismissal forms.
Gambling is usually detected by hall monitors or other faculty or staff observe irregular behavior in places
such as bathrooms, locker rooms, or gym.
Action
• Parent Conference with In School Suspension for one day
• Parent Conference with In School Suspension for 3 days
• Parent Conference with In School Suspension for one week with Behavioral contracts or individually
developed behavior management plans
• Parent Conference with school-assessed and school-administered probation
• Parent Conference and placement in a Disciplinary Alternative Education Program
13
LEVEL 3: ZERO TOLERANCE
Behavior
• Assault (Class C) (student on personnel or volunteer) – student may be placed in the DAEP on the
first offense.
• Assault Class C (student on student)
• Bullying
• False accusation of conduct that would constitute a misdemeanor or felony
• Fighting
• Gang activity
Detecting and Reporting
This situation is reported by a student, faculty, volunteer or a parent; it is on video from campus cameras or
another student, or reported by the police.
Action
• Parent Conference and placement in a Disciplinary Alternative Education Program
Behavior
• Harassment
• Hazing
• Hit list
• Profanity/obscene gestures toward personnel
• Repetitive Level II Offenses (Six Level II Offense referrals occurring within a period of 45 rolling
school days.) – The Student Support Team is required.
• Threats (student on personnel/facility)
• Video or audio recording of students or employees for disruptive purposes
Detecting and Reporting
This situation is reported by a student, faculty, volunteer or a parent; it is on video from campus cameras or
another student, or reported by the police. Documentation is found or submitted that provides evidence of
the offense.
Action
• In-school suspension maximum of five days minimum of three days
• Out-of-school suspension for up to three days (Texas Education Code 37.005)
• Off-campus Disciplinary Alternative Education Program is permissible for students that commit the
same offense more than one time or the offense creates a major school disruption.
14
Behavior
• Stealing / Theft
• Vandalism
Detecting and Reporting
This situation is reported by a student, faculty, volunteer or a parent; it is on video from campus cameras or
another student, or reported by the police. Documentation is found or submitted that provides evidence of
the offense.
Action
• In-school suspension maximum of five days minimum of three days
• Restitution/restoration, if applicable
• Out-of-school suspension for up to three days (Texas Education Code 37.005)
• Off-campus Disciplinary Alternative Education Program is permissible for students that commit the
same offense more than one time or the offense creates a major school disruption.
Behavior
• Knife possession (play, legal or illegal)
• Possessing a toy gun, look-alike gun, pellet gun, or stun gun
• Possession or use of fireworks or other explosive devices
• Possessing/distributing/exhibiting/transmitting drugs and / or obscene items
Detecting and Reporting
This situation is reported by a student, faculty, volunteer or a parent; it is on video from campus cameras or
another student, or reported by the police. Documentation is found or submitted that provides evidence of
the offense. Also, this situation occurs during random campus searches conducted by the Dallas police
Department.
Action
• Dallas ISD Police and Security Services Department notification
• Restitution/restoration, if applicable
• Parent Conference and placement in a Disciplinary Alternative Education Program
15
Special Handling of Handicapped Students
This handbook will preview key components that every local education agency (LEA) must establish.
Policy and procedures to ensure that students protected by IDEA rights are not violated. The Texas
Education Agency has pointed out five target areas that generate the most questions and legal procedures. In
each disciplinary case, the LEA must conduct a “Functional Behavior Assessment” to be presented at the
Manifestation Determination Review. This “… self-assessment process (is) to review the development and
implementation of IEPs, the use of positive behavioral interventions and supports, and procedural
safeguards…” for the student. These procedures are “… to ensure that while the LEA’s data may indicate a
concern with disciplinary actions, it is not a result of policies, procedures, and practices related to
disciplining students with disabilities.”
Question The Short Answer
Can a child with a disability who is
experiencing significant disciplinary
problems be removed to another
placement?
Yes, school officials can remove any child with a disability from
his or her regular school placement for up to 10 school days at a
time, even over the parents' objections, whenever discipline is
appropriate and is administered consistent with the treatment of
nondisabled children.
Do the IDEA regulations mean that a
child with a disability cannot be
removed from his or her current
placement for more than ten school
days in a school year?
No. School authorities may unilaterally suspend a child with a
disability from the child's regular placement for not more than 10
school days at a time for any violation of school rules if
nondisabled children would be subjected to removal for the same
offense.
These are only a few of the critical laws outlined in IDEA to protect both the students with disabilities and
the local school districts. Each case is addressed individually. When mediators are involved, these settings
can be drawn out and last an entire school year. For more detailed answers you can review NICHY.org and
TEA.org as just a few resources to guide you through the intricate details dealing with behavior and students
with disabilities.
16
Question (continued) The Short Answer (continued)
What must a school district do when
removing a child with a disability
from his or her current placement for
the eleventh cumulative day in a
school year?
Beginning on the eleventh cumulative day in a school year that
a child with a disability is removed from his or her current
placement, … in consultation with the child's special education
… the child must receive services aligned toward achieving the
goals set out in the child's IEP to appropriately progress in the
general curriculum.
Does the IDEA or its regulations
mean that a child with a disability can
never be suspended for more than 10
school days at a time or expelled for
behavior that is not a manifestation of
his or her disability?
No. If the IEP team concludes that the child's behavior was not
a manifestation of the child's disability, the child can be
disciplined in the same manner as nondisabled children, except
that appropriate educational services must be provided. Sec.
300.524(a). This means that if nondisabled children are long-
term suspended or expelled for a particular violation of school
rules, the child with disabilities may also be long-term
suspended or expelled.
What is a Functional Behavior
Assessment?
Evaluations used to develop positive behavioral
supports and a Behavior Intervention Plan (BIP)
What if the parent disagrees with the
evaluation and placement of the
student?
Parents may request mediation whenever there is a complaint or
disagreement about special education services that were
provided which they feel could have prevented the student from
being removed from their current educational setting and placed
in an alternative location.
What are special circumstances that
allow school personnel have to
remove a student with a disability?
School authorities can unilaterally remove a child with a
disability from the child's regular placement for up to 45 days at
a time if the child has brought a weapon to school or to a school
function, or knowingly possessed or used illegal drugs or sold
or solicited the sale of controlled substances while at school or
a school function.
17
18
Identifying Elements of a Student Conduct Handbook Formulating School Policies, Rules, and Strategies Project Supervision of Student Conduct
Dallas ISD Dallasisd.org
Dallas Independent School district effectiveness indices, as they are implemented in Dallas, are designed to
identify effective schools. They include multiple input and outcome indicators. (For a complete discussion of
the accountability system. No attempt is made to develop a theory of school effectiveness, but rather reliably
and validly identify those schools that are most effective. Therefore, the first step in developing
methodology to identify effective schools must be the development of a community consensus as to the
important goals of schooling…
Identifying Elements of a Student Conduct Handbook TEA: www.tea.state.tx.us
TEA mission is to provide leadership, guidance, and resources to help schools meet the educational needs
of all students and prepare them for success in the global economy. TEA’s philosophy is to support the stakeholders of public education to best achieve local, state education
goals for students. This philosophy respects the primacy of local control so that the most important decisions
are made as close as possible to students, schools, and communities. It is based on the idea that all parties, as
well as every TEA employee, must work together efficiently and effectively to support and improve teaching
and learning in Texas public schools. TEA puts its philosophy into action with a consistent focus on results,
fact-based decision-making and value-added analysis. Key to TEA’s philosophy is the belief that every
employee’s job, and every business process, is tied to achieving the agency mission.
Establishing a School Climate Conducive to Good Student Conduct HALPIN, ANDREW W, and CROFT, DON B. http://education.stateuniversity.com/pages/2392/School-Climate.html
Curriculum materials designed to provide students with practice interpreting plotted evidence of global
climate change were developed using graphs from the scientific literature and tested with one hundred urban
high school students from a high-poverty school in a major northern city in the US. The graph interpretation
lessons followed a constructivist-teaching learning cycle format. Additional activities included watching
videos related to climate change and completing a graphing exercise. Students displayed motivation during
the lessons along with significant improvement from pretest to posttest in graph interpretation skills and
content knowledge of organisms affected by climate change. Student motivation was revealed by task
commitment during the exercises as well as requests for additional activities related to investigating
environmental effects on organisms and stopping global climate change. The efficacy of the lessons is
attributed to the concrete, manipulative nature of the graph interpretation sets, real-world connections of the
topic, the focus on interesting organisms, the opportunity for students to express their views, and the use of
multi-media.
References
19
PBIS
Systems of school-wide positive behavior support have been adopted, sustained, and expanded in elementary
and middle schools. However, the same levels of implementation have not been documented widely and
replicable at the high school level, especially, in large enrollment urban environments. The purpose of this
paper is to describe what we generally are learning about the implementation of school-wide positive
behavior support in high schools, and give recommendations about what educators might do to improve
behavior support for all high school students.
Roles and Responsibilities www.ppi.wi.gove/rti/pbis.html
The goal for most educators, parents, and other professionals is for All students to be successful in school
and in life. To reach that goal, many have adopted a three-tiered model of behavior support. Interventions are
developed at Universal (school-wide), Targeted (small groups or individual students) and Intensive
(wraparound) levels to tech All students what they must do to be successful.
Supervisor of Student Conduct Skiba, R. J. (2000). Zero tolerance, zero evidence: An analysis of school disciplinary practice. ERIC. (Web)
Despite the controversies that it has created in school districts throughout the country, zero tolerance continues to be a widely used response to school disruption and violence. This paper explores the history, philosophy, and effectiveness of zero tolerance school disciplinary strategies. Growing out of Reagan-Bush era drug enforcement policy, zero tolerance discipline attempts to send a message by punishing both major and minor incidents severely. Analysis of a representative range of zero tolerance suspensions and expulsions suggests that controversial applications of the policy are not idiosyncratic, but may be inherent in zero tolerance philosophy. There is as yet little evidence that the strategies typically associated with zero tolerance contribute to improved student behavior or overall school safety. Research on the effectiveness of school security measures is extremely sparse, while data on suspension and expulsion raise serious concerns about both the equity and effectiveness of school exclusion as an educational intervention. Community reaction has led some districts to adopt alternatives to zero tolerance, stressing a graduated system matching offenses and consequences, and preventive strategies, including bullying prevention, early identification, and improved classroom management. Building a research base on these alternatives is critical, in order to assist schools in developing more effective, less intrusive methods for school discipline.
20
Special Handling of Handicapped Students
Procedural Safeguards
Peter W. D Wright 2004
http://www.wrightslaw.com/idea/law/section1415.pdf
An individualized education program must be developed for each student with special needs, in consultation
with parents. A related procedural safeguard is due process procedures that protect parents and students in
evaluation and placement decisions. Other safeguarding requirements are unbiased evaluation and placement
procedures, placement in the least restrictive environment, and the confidentiality of all evaluation and
placement documents.
Special Handling of Handicapped Students IDEA 2004 Close Up: Disciplining Students With Disabilities
Candace Cortiella, The Advocacy Institute 2004
http://www.greatschools.org/special-education/LD-ADHD/996-idea-2004-close-up-disciplining-students-
with-disabilities.gs
The Individuals with Disabilities Education Act (IDEA 2004) - and the federal regulations that provide
guidance to states on how to implement the Act - contain important changes to the way schools can
discipline students with disabilities. Understanding these changes is an important part of being your child's
best advocate. Like all students, those with disabilities can be suspended or expelled for violating the
school's code of conduct. However, IDEA provides some additional procedures that schools must follow
when disciplining students with disabilities. These procedures were put into IDEA to prevent schools from
suspending or expelling students without considering the effects of the child's disability. These procedures
are different depending on:
• the length and type of disciplinary action the school proposes to take;
• the nature of the conduct that led to the disciplinary action; and
• whether the conduct is found to be connected to the student's disability.
Recommended