In-School Suspension(ISS ) & Progressive ARDs

1. In-School Suspension(ISS) & Progressive ARDs Progress monitoring & case managementconsiderations

2. What is a disciplinary change in placement? If a student with an identified disability who has an Individualized Education Plan (IEP) or Section 504 plan is either removed from his/her placement for violation(s) of the Student Code of Conduct for more than 10 consecutive or cumulative school days, or recommended for a disciplinary placement for longer than 10 days (such as an assignment to alternative school), the law considers that a “change in placement.”

3. Manifestation Determination Review Prior to the implementation of that “change in placement” the ARD or Section 504 Committee must conduct a Manifestation Determination Review (MDR) meeting. The MDR must determine whether the student’s conduct (1) was directly and substantially related to the student’s disability – that is, was the disability related to or the reason for the conduct, and (2) was caused by a school’s failure to implement the student’s IEP or Section 504 plan. If the answer to either of these questions is yes, then the student cannot be disciplined in the same way as a non-disabled student.

4. ISS is not a change in placement when… The student is given the opportunity to continue to appropriately progress in his/her curriculum – i.e. they are assigned individualized work that can be considered as part of the evaluation of progress monitoring. The student continues to receive his/her IEP services as listed in the most current IEP. The student continues to participate with nondisabled children to the extent they would have in their usual placement (meaning, the student is not placed in some sort of segregated ISS setting which is designated exclusively for students with disabilities).

5. What Does ISSLook Like? • Campus will need to ensure that general education & special education supports are pushed into the ISS interim placement • Campus will need to ensure/address specials, P.E., etc. • Support provider or teacher will need to go into ISS (can be done during conference period) • Campus will need have documentation that the services were provided

6. Progress Monitoring & Case Management • Review current Full Individual Evaluation report – How does the student’s disability impact access to the general education curriculum? • Review recent IEP progress reports • Review instructional benchmark data • Review behavioral data sets (Rethink), ABC data sheets

7. Progress Monitoring & Case Management • Refer to the student’s present levels of academic achievement and functional performance • Ensure appropriate services, including accommodations, modifications, goals, behavior intervention plans, and related services are being implemented with fidelity • Collect and analyze data to determine progress for both academic and behavior goals • Ensure instructional lesson plans are individualized to meet students’ specific needs

8. Admission, REVIEW, Dismissal • The purpose of the Review ARD is to consider a student’s current needs and determine if any changes are needed to the IEP. • If a student who receives special education services is not making progress on his/her IEP goals, the ARD committee must meet to address the lack of expected progress. Changes should be made through and ARD meeting or amendment. • The reporting of progress toward IEP goals is distinctly different than the issuing of grades in the courses in which the student is enrolled.

9. Review ARD -v- Revision ARD A Review ARD may be held when an annual is not necessary. However, holding an annual may be more appropriate even it is not due: A Revision ARD may be held for changes to existing services in the IEP based on data: Consider changes to goals/objectives Consider changes to accommodation/modifications that are in place Consider Changes to BIP Consider a change to schedule of services Complete Manifestation Determination Review Make changes to existing STAAR assessments Revise decisions about ESY • Consider new related or other services (e.g., Transportation, Student Health Services, etc.) • Make schedule changes • Make decisions about state assessment • Make multiple changes to a student’s programs • Discuss failures and retentions • Reconsider ESY • Complete a Manifestation Determination Review (MDR)

10. Points of Contact Gerard G. Cortez, Executive Director Catherine ‘Katy’ Davis, Director of Budget & Compliance Jan Greer DeHaven, Director for Section 504 Lorena Gonzalez, Director of NETS & Related Services Brian Kelly, Director for Psychological Services Kristen Williams, Director for Curriculum & Instruction