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Cotrane Penn (Intervention Team Specialist) Christine Coe (Zone Coordinator for Exceptional Children) Marianne Haulk (Zone Coordinator for Exceptional.

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Presentation on theme: "Cotrane Penn (Intervention Team Specialist) Christine Coe (Zone Coordinator for Exceptional Children) Marianne Haulk (Zone Coordinator for Exceptional."— Presentation transcript:

1 Cotrane Penn (Intervention Team Specialist) Christine Coe (Zone Coordinator for Exceptional Children) Marianne Haulk (Zone Coordinator for Exceptional Children) Jeremy Batchelor(Zone Administrator) 1

2 Cotrane Penn, Ph.D. East Zone Intervention Team Specialist 2

3  A multi-disciplinary school team, based on the system of care philosophy, that serves to provide educational and behavioral supports to promote individual student success.  Intervention team is tier III of the response to instruction (RtI) process.  All schools must have an intervention team

4 4 Basic IT MembersRationale School AdministratorOversight and accountability Academic Facilitator(s)Academic expertise, awareness of the school’s broad academic resources Referring TeacherExpert on the child, likely intervention provider School Support StaffExpert on behavioral and emotional needs, data analysis, likely intervention provider Parent(s)/Guardian(s) of referred student Expert on the child Others as neededExpertise on specific cases, ex. nurse, ESL teacher, EC teacher

5  Learning difficulties  Behavior/emotional difficulties  Transitioning into the regular education setting from: ▪ Alternative education ▪ Mental health facility  Suspected attention, drug/alcohol, or health problems 5

6 1. Implementation of a PEP or Individualized Behavior Plan with progress monitoring * 2. Progress monitoring data indicates that the student requires an increased level of support 3. Referring person submits referral documentation to IT facilitator 4. IT reviews referral and accepts or rejects *Gen. ed. Students returning from alternative ed or mental health placement must be reviewed by the IT 6

7  Review all available information  Identify targeted skill(s) for intervention  Select scientifically research-based interventions  Develop an intervention plan per general area of need  Develop progress monitoring plan for each targeted skill  Progress review meeting is scheduled 20-30 school days after the initial meeting

8  Review Intervention Plan and progress monitoring data  Team selects outcome based on progress monitoring and other pertinent information for example: ▪ Student attendance ▪ Intervention implementation fidelity 8

9  Web-IT is the online intervention team case log  IT administrators have view-only access to case data  Intranet-> Web Applications -> Intervention Team Application

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11  Monthly  Case List sent by IT Specialist ▪ School IT facilitator can generate at any time  Annually or upon request to IT Specialist  Overview charts showing referred student demographics and outcome

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14 Christine Coe and Marianne Haulk Zone Coordinators for Exceptional Children East Zone 14

15  10 days ONLY for the entire year  Manifestation Determination Packet Reviews  Invitation to Conference/Due Process Letter (signed and dated)  504 & Diabetic Support– Cindy Vines x343-3653  McKinney Vento Compliance – x343-6950 15

16  A removal of a child from school constitutes a change of placement if:  A. The removal is for more than 10 consecutive school days  B. The series of removals total more than 10 school days in a school year 16

17  Parents should be notified of a discipline meeting immediately through an “Invitation to Conference/Due Process letter”(DEC5a). This meeting needs to take place within 10 days to address a Manifestation Determination Review. A Functional Behavior Assessment and a Behavior Intervention Plan are developed ONLY if a manifestation is determined by the IEP Team. The DEC5a does not have to reflect 10 days notice.  The DEC 5a; “Prior Notice” needs to be sent to the parent the same day the incident happens.  If a student is 14-17 years of age, they receive their own conference letter to the meeting.  The DEC 5a; “Prior Notice” needs to be sent to the parent the same day the incident happens. 17

18  The IEP team must meet within 10 days after every suspension which removes the child beyond ten cumulative days for the school year. So, if a student has been suspended for 10 cumulative days, and is suspended again, even if it is only for one day, the IEP team must meet to conduct a Manifestation Determination. A Functional Behavior Assessment and Behavior Intervention Plan are developed ONLY if a manifestation is found. If a BIP exists, it is reviewed and revised, if necessary. They must repeat this process for every subsequent suspension during the school year. 18

19  Services must be provided to the student for every removal beyond the first 10 cumulative days of suspension. Services must be such that they afford the student the opportunity to participate in the general education curriculum and make progress on the IEP goals and objectives. 19

20  NO. Only an Administrative Law Judge can overturn an IEP decision. 20

21  YES. The child should return to school as soon as possible after the determination that the behavior was a manifestation of the child’s disability. If the child is in school and at the IEP meeting, they should return to class. If they are not in school, they are to return the next school day.  If the behavior was determined to be a manifestation of the disability, and the IEP team determined that a 45 day placement was necessary, then the student should start attending the Interim Alternative Educational Setting, as soon as possible following that decision. 21

22  A request for a 45 day placement is appropriate when the IEP team determines that the behavior IS a manifestation of the child’s disability. The behavior involves the use of controlled or illegal drugs, possession or use of a weapon, and the infliction of serious bodily injury upon another person.  A mild concussion and a broken nose are not considered “serious bodily harm”. If you are not sure the incident meets the definition for a 45 day placement, call the Legal Department. 22

23  Assignment to in-school suspension does count as an out of school suspension day(s) if the student does not receive the opportunity to participate in the general education curriculum and does not receive his/her exceptional children’s services while in ISS.  Documentation should be kept of EC services if it is delivered in ISS. Services must be comparable to service delivery listed on IEP. 23

24  Suspension off the bus only counts as an out of school suspension if the student receives special transportation as a related service on their IEP. 24

25  If the student does not receive the opportunity to participate in the general education curriculum and does not receive his EC services while attending the Alternative to Suspension Center, then the days do count as out of school suspension days. 25

26  YES. Students who are in the referral process for consideration for eligibility as a student with special needs are protected under IDEA 2004 discipline regulations regarding the need for a Manifestation Determination, Functional Behavior Assessment and a Behavior Intervention Plan. 26

27  NO. Under IDEA 2004, if a parent refuses to provide consent for EC services, then they are forfeiting their child’s right to protection under IDEA 2004 discipline regulations regarding need for a Manifestation Determination, Functional Behavior Assessment, Behavior Intervention Plan and continuation of services. 27

28 Jeremy Batchelor (Zone Administrator) 28

29  Students who were incarcerated, mental health, behavioral health, alternative education. Transfer from outside the district & student may be a danger to self or other students  Students returning from jail (felonies) for incidents that take place off school grounds  REGISTRARS ARE CRITICAL – CHECK CUMULATIVE FOLDERS AND OTHER INFO!!!!!!  ENROLL THEM!!! – Notify the EZ Administrator and Intervention Specialist and Hearing Office  Contact Safe Schools Office @ 343-5330  Ryan Reiter or Julia Booth will make a recommendation from the hearing office.  If the Area Supt. disputes – MDT is put together to determine placement.  Multi-Disciplinary Team Meetings  Invited via CMS Web Calendar  Students from Multi-Disciplinary Team meeting should go through Intervention Team (IT) to return to home school  If student is assigned another 10 days and DTM…documentation should be available from IT.  Team consist of:  Zone Admin., Asst. Prin., Intervention team specialist, Social Worker*, Court Counselor*, Mental/Behavioral Health Specialist*, Legal counsel*, Etc… 29

30  Safe Harbor Provision - Clarifies that this rule does not apply to the possession of firearms or destructive devices.  Truancy - Adds a reference to Rule 1. Removes the statement that OSS is not imposed for attendance violations.  Personal Technology Devices (PTDs) Rule 5: Personal Property -With the approval of the Superintendent, principals may permit students to possess and use PTDs at school for defined educational purposes, only.  Tier III - Changes maximum number of days of Alternative to Suspension Center attendance from 30 to 35 days. Adds that a disciplinary reassignment may be made during (as well as in lieu of) a long-term suspension.  Rule 1, Attendance –Clarifies that OSS is limited to 2 days for violating this rule. Clarifies that 2-day limitation is not applicable if conduct involves violations of other rules.  Rule 8 Bullying - Adds cyber bullying to the definition of bullying and to rule title. Adds that students may be disciplined for off campus bullying. Clarifies how bullying reports may be made. Adds language from and reference to Board policy on bullying (Policy JICK).  Rule 9 Repeated Offenses - Changes rule to require participation in School Intervention Team process for repeated rule violations. A Rule 9 review must come from the school-level Intervention Team, following appropriate documented interventions.  Rule 21 Use of Computer - Adds social media or other sites to ways by which bullying may occur.  Rule 22 Pornographic, Profane and/or Violent Material - Authorizes punishment under Tiers I, II, or III as well as Tiers IV or V.  Rule 26 Aggressive Physical/Verbal Action - Adds that the consequence for fighting in high density areas of the campus may not be less than a long- term suspension, even for a first offense. Tier 3. 30

31  Tier I – zero (0) days; unless repeated violations  Infractions of Rules 1 – 5  Exception: Rule 1 progresses to Rule 7  Tier II – one (1) to ten (10) days  Infractions of Rules 5 – 10  Exception: Rule 9 is repeated violations  Tier III – eleven (11) to thirty (35) days  Yellow Pages  Comes through a DTM or hearing  Tier IV – up to 365 days  Yellow Pages  Comes through a DTM or hearing  Tier V – Expulsion  Yellow Pages  Comes through a DTM or hearing Student Code of Conduct  Make sure each student gets the information from the handbook through assemblies, homeroom, etc. The Student and Parent Acknowledgement Form still has to be signed and collected even though students are not getting hard copies  Review behaviors and consequences early and often. (Class and School wide).  Be clear, consistent and fair with discipline as noted in the handbook 29

32  P. 9 Reports to Law Enforcement Agencies  Assault involving serious injury  Sexual assault  Sexual offense  Rape  Kidnapping  Indecent liberties w/ a minor  Assault involving a weapon  Possession of a firearm  Possession of a controlled substance  Bomb Threats 32

33 Short term site 1 – 10 days Transportation NOT provided Middle School Students – Sugar Creek Recreation Center High School Students – Right Choices @ J.T. Williams Long term sites 11 – 35 days Transportation provided after 7-10 days Students are cross-enrolled at J.T. Williams (_________) Turning Point Academy (long term EC or Regular Education more than 45 days) Ryan Reiter – Ryan.Reiter@cms.k12.nc.usRyan.Reiter@cms.k12.nc.us Violence Is Preventable (VIP) Sexual Harassment Is Preventable (SHIP) Community Service (CS) Positive Options Program (POP) email POP@cms.k12.nc.us POP@cms.k12.nc.us Provide student initials & ID # Provide updated phone contact 33

34 Christine Coe and Marianne Haulk– EC (Make sure all paperwork is entered into EasyIEP) Cotrane Penn– IT ( Rule 9 ONLY paperwork) When requesting a DTM, send the following to Jeremy Batchelor (jeremyj.batchelor@cms.k12.nc.us):  Administrative Statement  DTM Request Form  STS Form and LTS Recommendation (with pending return to school date)  Interventions used @ School Level  Clear pictures (pellet gun, marijuana, knife, burned trash can, etc)  Student Statements (witnesses)  Adult Statements (witnesses)  SRO Statement… when possible Send via Courier - # 838 or Fax - 343-3796 to Hearing Office  5131.7H Recommendation for Long- Term Suspension or Exclusion Form  ESL/LEP students who need a DTM – contact Title I office for interpreters.  - 504 students DTM packets – send manifestation to 504 office for review. 34

35  There are five acceptable reasons for a teacher and/or administrator to touch a student.  1) To quell a disturbance threatening injury to others;  2)To obtain possession of weapons or other dangerous objects on the person, or within the control, of a student;  3) For self-defense;  4)For the protection of persons or property; or  5)To maintain order on school property, in the classroom, or at a school-related activity on or off school property. Staff members need to be aware that physical confrontations with students resulting from  Administration/staff attempting to block the door way  Administration/staff attempting to restrain a student in any manner in an effort to keep the student from leaving his/her immediate presence  Administration/staff attempting to break up fights will NOT be viewed as an assault on the staff member. 35

36  Care  Welfare  Safety  Security  http://www.crisispreve ntion.com/Products/M anaging-Your-Anger- Maintaining-Your- Professionali http://www.crisispreve ntion.com/Products/M anaging-Your-Anger- Maintaining-Your- Professionali 36

37  Visit student during alternative placement  Via school intervention team  Change schedule  Change seating arrangement, etc. 37

38  1. Remember that all crimes have to be reported to CMS Law Enforcement (6030)----------DO NOT wait to conduct your own investigation to determine if allegations are true or not----- --if something is brought to your attention and you’re not sure if you should report it, REPORT IT ANYWAY--- ---CMS Law Enforcement gets those calls everyday--------but at least when you make the report, YOU ARE COVERED.  2. Be wise in your use of an EC student's first ten days of OSS------You know that all OSS suspensions beginning with the 11th OSS day of a particular school year must have an MDR. The fewer MDR’s your school has to have, the better. If an EC student gets a 10 day OSS and an MDR is required, the MDR and DTM (if requested) must be completed in 10 days---or the student will be returning to school. OSS extensions are no longer possible.  Thus, it will be very probable that many EC students will be returning to school before their DTM has been held. You will have the option of putting them in ISS in this scenario, as long as they receive their EC services there.  3. EC students can only be assigned to Turning Point Academy for 45 days  4. Re: Disciplinary data into NC WISE---- ---all PD/RO incidents must be entered within 24 hours of the time of the incident; all other incidents (UB) must be entered within 48 hrs.  5. Please provide suspension paperwork to students and parents at the time of suspension.  Be sure to give Long Term Suspension paperwork to student and parent when suspended. (if DTM). 38

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40  Whenever calls are generated into the East Zone office, the first question always asked is: “Have you had the opportunity to speak with the principal?”  If the answer is “No”, then we communicate to the caller the importance of being able to afford the principal the opportunity to address the concern first.

41  If the caller shares that he/she has spoken to the principal, we next will continue the conversation with the parent by: ▪ Collecting key information (i.e. names, grade level, phone numbers) ▪ Have the caller to share their concern ▪ General discipline calls are handled in the office - specific incidents of concern are directed to Mr. Cunningham ▪ Ask the caller what the results were regarding the concern ▪ Ask the caller for the resolution they would like to see ▪ Office staff will follow-up with an administrative contact to the school for additional information to resolve the concern

42  If there are concerns regarding CMS policy and state law, at this point Dr. Robinson will become involved to address any questions regarding specific policies and laws  “Heads-up” contacts are encouraged  Our primary focus is assisting schools. Where is it that we can assist you with providing top- notch customer service?

43  PowerPoint Presentation (via email)  R&R Handbook (link via email)  Hearing Process (via email) (Including the updated Recommendation for Long Term Suspension or Exclusion Form) Questions? 43


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