District Administration - March 2009 - (Page 35)

Manifestation Determination. Removing a student from the education program designated in her IEP for more than 10 consecutive days (or a pattern of removals of more than 10 days) constitutes a “change in placement” under IDEA, requiring the school to convene a manifestation determination meeting in which members of the child’s IEP team will consider whether the violation was a manifestation of the disability. If the team determines that it was, the school may not change the student’s placement without parental consent. Functional Behavior Assessment. If a manifestation determination results in finding that a student’s conduct was a manifestation of disability, or if a school changes the placement of a child with a disability under IDEA by removing him for more than 10 days, the school must conduct a functional behavioral assessment (FBA) to examine the “function” of the behavior, meaning its cause or purpose, and create a BIP aimed at managing the behavior in the future. For example, Billy, a student with ADHD, engaged in a violent and highly disruptive outburst at school one afternoon. To conduct an FBA, Billy’s special education teacher and other relevant school staff gathered all the evidence they could find regarding the outburst. What happened before the outburst? Had it happened before? If so, what interventions or discipline were used? e team isolated the reason for Billy’s behavior. Doing so allowed them to better formulate a BIP that not only suppressed the behavior or minimized its intrusion on the school, but ultimately extinguished that behavior and channeled Billy toward acceptable and productive behaviors in the future. Post-Expulsion Services. Where a manifestation determination conference results in the finding that a student’s violation of a code of conduct was not a manifestation of disability, the school may discipline the student as it would a student without a disability by changing her placement, such as by expelling her or transferring her to an alternative school. However, the school must still continue to provide the student educational services that permit her to participate in the general education curriculum and to progress toward her IEP goals. The End Result e bottom line is that administrators should be well schooled on appropriate districtwide and individualized preventative measures for managing student behavior and on the legal issues relating to the discipline of students with disabilities. Because the law can be intricate and unforgiving to administrators, they should seek good training and counsel from their attorneys, skilled vendors, and/ or professional and school associations in drafting policies and carrying out disciplinary strategies. DA Allison Fetter-Harrott and Amy Steketee are attorneys specializing in school law with Baker & Daniels LLP, and Mary Jo Dare is an educational consultant for B & D Consulting in Indiana. www.DistrictAdministration.com March 2009 35 http://www.DistrictAdministration.com

Table of Contents for the Digital Edition of District Administration - March 2009

District Administration - March 2009
Contents
Editor’s Letter
News Update
Health & Fitness
Online Learning
Conversations
District Profile
Administrator Profile
The College Promise
Do Economic Rewards Work?
The SIFication of America
Disciplining Students with Disabilities
How Well Does This Web Site Work?
Tech Disruptions
New Products
Product Focus
New Books
Research Center

District Administration - March 2009

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