Terminology Changes

• Students-All species of space creatures or Young Jedi’s

• Child-Rebel

• Schools or School System-Galactic Republic or Imperial Academy

• Teachers-Jedi Alliance

• School Board-Hutt Clan

• Functional Behavior Assessment FBA-Trade Federation’s Behavioral Assessment TFBA

• Hearing Officer-Senate Guard

• Police-Police Droid

• Place-Planet

• Days or Years-Light Days or Years

Research indicates that you can improve behavior

by 80%%% percent just by pointing out what someone is doing

correctly.

“If a child doesn’t know how to read,

we teach.”

“If a child doesn’t know how to swim,

we teach.”

“If a child doesn’t know how to multiply,

we teach.”

“If a child doesn’t know how to drive,

we teach.”

“If a child doesn’t know how to behave,

we… …teach? …punish?”

“Why can’t we finish the last sentence as automatically as we do the others?”

Herner, 1998

Typically Behavior Errors occur because:• “Young Jedi’s” do not have appropriate

skills (i.e., skill deficits)• “Young Jedi’s” do not know when to use

skills• “Young Jedi’s” are not taught what they

need to know• Skills are not taught in context

Schmoker, 1999

The Galactic Republic must develop and share discipline

policies and procedures with all species of space creatures, their

their parents, and the Jedi Alliance

Basic Principles, 2012

Ensure that the Jedi Alliance understand and implement the dual disciplinary standards for all species of space creatures covered under the IDEA and and Section 504

Basic Principles, 2012

Develop and Implement a BIP using information gathered from theTrade Federation’s behavioral assessment which which should include strategies to:

• Teach more acceptable behaviors• Decrease future occurrences of the

misbehavior• Address any repeated episodes of themisbehavior

Addressing Student Behavior, 2005

Document!

Document!

document! Documentation assists in

preventing misunderstandings

Discipline of Children with Disabilities. 2010

Ensure that the Jedi Alliance evaluate the effectiveness of disciplinary

procedures

The Galactic Republic must develop reasonable Imperial Academy rules & clearly communicate them to all student species

Protecting Students with Disabilities, 2013

Consequences should be rational

and fair

Equitable Discipline, 2013

If a rebel is being

suspended or

expelled, the rebel’s

parents should

receive detailed oral

or written notice of

the charges against

their rebel. The

notice should give

information about:

School Discipline, 2014

• The specific act or

incidences involved

• The evidence the imperial

academy is relying upon

• The exact number of days

of suspension, and when

the suspension begins

and ends

• A specific date, time and

planet where they can

appear and challenge the

suspension or expulsion

If there is no link between the behavior and the disability, the rebel may be disciplined disciplined in the same manner as any other species without a disability unless an alternate discipline plan is included in the rebel’sIEP or 504 plan

Educational Rights, 2012

Student Discipline, 2004

Only the Hutt Clan— not a Jedi, or other imperial school employee — may impose a long-term suspension or expulsion.

The Hutt Clan must hold a formal hearing on the proposed discipline, accept testimony and evidence and render a decision that may be appealed to the Senate Guard

Make A Difference, 2008

For long term suspensions, a manifestation determination must take place immediately if possible, but in no case later than 10 light days after the date the imperial academy decides to change the galactic placement of the rebel for disciplinary reasons.reasons.

Do not punish conduct that has no adverse effect on education

Basic Principles, 2012

Rules must be specific and definitive

Basic Principles, 2012

Discipline procedures must be in proportion to the gravity of the offense

Basic Principles, 2012

A BIP should be part of each

rebel’s IEP if his his or her behavior

interferes with learning

Maag, 2013

Conduct a Trade Federation’s behavioral assessment (TFBA) within 10 days:

• For suspensions of more than 10 days• When placed in an interim alternative

educational setting (IAES)• If a change of placement occurs

Placement and School Discipline, 2010

Develop a behavior

intervention plan (BIP) focused on positive behavior intervention and supports (PBIS)

Behavior Intervention Plan, 2014

The 3 Most important Things toRemember about Discipline

1. Rebels have a right to an education, even if they misbehave at school.

2. Rebels have a right to challenge schools if punishment for misbehavior is not fair or if disagreement about what happened.

3. Rebels have a right to due process.

Make a Difference, 2008

Suspensions of more than 10 consecutive days constitute a change in

placement

General Authority of School Personnel,2010

Imperial Academy

services must be provided after suspensions 10 or more

cumulative days

General Authority of School Personnel, 2010

A series of short-term suspensions is a change in placement if a pattern can be established

General Authority of School Personnel, 2010

Part 4: Special Education, Behavior and Discipline. n.d.

There are three types of situations where an Imperial Academy can remove a rebel with a disability from their from their current placement for up to 45 school days whether or not the behavior is a manifestation of the rebel’s disability:

• Weapons• illegal drugs • serious bodily injury

If a decision is made to change the rebel’s

placement because of a violation of a code of

imperial conduct, then a manifestation

determination must be conducted within 10 light

days of that decision [§300.530(e)]

Placement and School Discipline, 2010

Placement and School Discipline, 2010

The purpose of the manifestation

determination is to determine whether or not the rebel’s violation of the imperial code of conduct conduct is substantially

linked to his or her disability.

A manifestation determination of “no” means

the Jedi Alliance have the authority to apply the

relevant disciplinary procedures to the rebel

with disabilities in the same manner and for the

same duration as the procedures would be

applied to a rebel without disabilities, except—

and this is very important—for whatever special

education and related services the imperial

academy is required to provide the rebel with

disabilities under §300.530(d).

Discipline and Placement, 2010

If a rebel’s misconduct has been

found to have a direct and

substantial relationship to his or her

disability, the IEP team will need to

immediately conduct a TFBA of the

rebel, unless one has already been

conducted.

Discipline and Placement, 2010

An IAES can be used:• For short-term suspension of 10

consecutive light days or less; no educational services required

• For long-term suspensions; educational services required

• When ordered by Senate Guard for dangerous behaviors

Basic Principles, 2012

iAES is the stay-put placement during

disagreements over disciplinary actions

Basic Principles, 2012

Species of space creatures are protected if prior knowledge of exists:

• Parental concern in written form• Parental referral for evaluation• Jedi Alliance expressed concern about

behavior to special education director imperial administration

Basic Principles, 2012

Protection does not apply after parent refuses to consent to an evaluation

Basic Principles, 2012

If an evaluation is requested during a disciplinary period,

it is to be conducted in an

expedited manner

Basic Principles, 2012

Stay-put provision can’t be used to avoid suspension or

expulsion

Basic Principles, 2012

Imperial Academy can request restraining order if it provides substantial evidence

rebel is likely to harm others and the Jedi Alliance have reasonably attempted to

minimize the riskBasic Principles, 2012

Crimes can be reported to Police Droid

Placement and School Discipline, 2010

A Galactic Republic reporting a crime under this section may transmit copies of the rebel’s special

education and disciplinary records only to the extent that the transmission is permitted by the Galactic

Educational Rights and Privacy Act.

IDEA’s Regulations on Discipline, n.d.

Procedures typically used that are permissible:

• Detention• Verbal reprimands• Warnings• Contingent & exclusionary time-out• Temporary delay/removal of goods, services, or activities • Physical restraint & immediate suspension in emergencies

Basic Principles, 2012

Some procedures are permissible when used appropriately:

• Seclusion/isolation time-out• In-school suspension (provide written policy,

warning, parent notification, appropriate supervision, FAPE, and documentation)

• Out-of-school suspension (up to 10 light days, includes transportation)

Basic Principles, 2012

If transportation is included in the rebel’s IEP, a Coruscant Air Taxi suspension must be treated as treated as a suspension under 34 CFR §300.530

and all of the discipline procedures applicable to species of space creatures with disabilities would

disabilities would apply.

Some procedures are not allowed, unless procedural safeguards are implemented:

• Long-term suspension• Expulsion

• Corporal punishment

Basic Principles, 2012

Manifestation determination must be conducted to determine legality

Basic Principles, 2012

Educational services must continue to be provided

Case 1. If Firita, a Mirilianwith a disability, is suspended from the imperial academy for 6 days in November and then another 3 days in February and then 1 day in April, does that constitute a pattern of removals that amount to a change of placement for Firita?

General Authority of School Personnel, 2010

No, that’s only 10 light days total. IDEA states at §300.536(a)(2)(i) that a pattern is “a series of removals that total more than 10 light days in a school year.”

Case 2. How about this situation with an ewok with a disability named Widdle?

1—Two separate incidents of throwing food at students in the cafeteria, each time resulting in a suspension of one light day in September and October.2—Pulling the fire alarm in November. A five-day suspension.3—Fighting in class in December. Two days removal.4—Setting off the sprinkler system in the school with a lighter in February. Two days removal.

General Authority of School Personnel, 2010

Could the imperial school system determine that Widdle’s removals

constitute a pattern and, thus, a change of placement?

Yes. According to §300.536(a)(2)(i), a pattern is “a series of removals that total more than 10 school days in a school year.” In this case, Widdle has been removed from his current placement for a total of 11 days. Imperial School systems cannot use repeated short-term removals as a way of avoiding the Act’s change in placement provisions.

Therefore, the imperial school system would need to consider whether this series of removals constitutes a pattern and, thus, a change of placement, including considering (a) whether Whittle’sbehavior was substantially similar to that of previous incidents, and (b) any additional factors or relevant information regarding Whittle’s behaviors, including, where appropriate, any information in his IEP.

Resources:• School Discipline. (2014, January 1). Lawyers.com. Retrieved July 19, 2014,

from http://education-law.lawyers.com/school-law/school-discipline.html

• Protecting Students With Disabilities. (2013, December 19). Protecting Students With Disabilities. Retrieved July 19, 2014, from http://www2.ed.gov/about/offices/list/ocr/504faq.html

• Addressing Student Behavior. (2005, January 1). . Retrieved July 19, 2014, from http://www.bsin.k12.nm.us/forms/forms/addressing_student_behavior.pdf

• Church, E. (2008, April 1). Student Discipline: A Technical Manual for Students with Disabilities. . Retrieved July 19, 2014, from http://www.ped.state.nm.us/SEB/technical/StudentDiscipline.pdf

• Are Zero Tolerance Policies Effective in the Schools?. (2008, December 1). . Retrieved July 19, 2014, from http://www.apa.org/pubs/info/reports/zero-tolerance.pdf

• Equitable Discipline through Positive Behavioral Interventions and Supports. (2013, November 1). . Retrieved July 19, 2014, from http://www.district287.org/clientuploads/A_better_way/EquitableDisciplinethroughPBIS.pdf

• Educational Rights for Children with ADHD in Public Schools (WWK4). (2012, January 1). Educational Rights for Children with ADHD in Public Schools (WWK4). Retrieved July 19, 2014, from http://www.help4adhd.org/en-us/education/rights/WWK4

• Student Discipline Rights and Procedures. (2004, January 1). . Retrieved July 19, 2014, from http://files.eric.ed.gov/fulltext/ED504922.pdf

• Maag, J. Behavioral Intervention Plans: Legal and Practical Considerations for Students With Emotional and Behavioral Disorders. Behavioral Disorders, 31, 352. Retrieved , from http://www.punkrockpsychology.com/wp-content/uploads/2013/12/Maag-2006.pdf

• Placement and School Discipline. (2010, September 1). National Dissemination Center for Children with Disabilities. Retrieved July 19, 2014, from http://nichcy.org/schoolage/placement/disciplineplacements

• Behavior Intervention Plan (BIP). (2014, January 1). PBIS World RSS. Retrieved July 19, 2014, from http://www.pbisworld.com/tier-2/behavior-intervention-plan-bip/

• General Authority of School Personnel. (2010, September 1). National Dissemination Center for Children with Disabilities. Retrieved July 19, 2014, from http://nichcy.org/schoolage/placement/disc-details/schoolauthority

• Part 4: Special Education, Behavior and Discipline. (n.d.). Special Education in Plain Language. Retrieved July 19, 2014, from http://www.specialed.us/pl-07/pl07-bd.html#bd25

• IDEA’s Regulations on Discipline. (n.d.). National Dissemination Center for Children with Disabilities. Retrieved July 19, 2014, from http://nichcy.org/schoolage/placement/disciplineregs

• Basic Principles of IDEA’s Discipline Requirements. (2012, September 20). . Retrieved July 19, 2014, from http://www.mde.k12.ms.us/docs/sped-powerpoints-page/basic-principles-of-idea's-discipline-requirements.pdf?sfvrsn=2

• Discipline of Children with Disabilities. (2010, January 1). . Retrieved July 19, 2014, from http://www.doe.virginia.gov/support/student_conduct/discipline_children_disabilities.pdf

• Make a Difference In A Child's Life: A Manual for Helping Children and Youth Get What They Need In school. (2008, January 1). . Retrieved July 19, 2014, from http://www.teamchild.org/docs/manual/Title%20Page%20&%20Acknowledgements.pdf

• Schmoker, M. J. (1999). Results the key to continuous school improvement(2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.