Student Code of Conduct: Choosing Support Over Discipline

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


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


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


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)


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


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


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


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


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


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



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




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




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


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

http://education.stateuniversity.com/pages/2392/School-Climate.html



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.

http://www.ppi.wi.gove/rti/pbis.html

http://eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED469537&ERICExtSearch_SearchType_0=no&accno=ED469537

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.

http://www.wrightslaw.com/idea/law/section1415.pdf

http://www.greatschools.org/special-education/LD-ADHD/996-idea-2004-close-up-disciplining-students-with-disabilities.gs





















Student Code of Conduct: Choosing Support Over Discipline

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