Student Handbook 2018-19

1. considers all relevant information in the student’s file, including the child’s IEP, any teacher observations, and any relevant information provided by the parents and 2. determine- a. if the conduct in question was caused by, or had a direct and substantial relationship to, the child’s disability; or b. if the conduct in question was the direct result of the Carroll County Public Schools’ failure to implement the IEP. If Carroll County Public Schools, the parent, and relevant members of the IEP Team determine that either (a) or (b) is applicable for the child, the conduct shall be determined to be a manifestation of the child’s disability. If Carroll County Public Schools, the parent, and relevant members of the IEP Team make the determination that the conduct was a manifestation of the child’s disability the IEP Team shall- 1. conduct a functional behavioral assessment, and implement a behavioral assessment, and implement a behavioral intervention plan for such child, provided that Carroll County Public Schools had not conducted such assessment prior to such determination before the behavior that resulted in a change in placement; 2. in the situation where a behavioral intervention plan has been developed, review the behavioral intervention plan if the child already has such a behavioral intervention plan, and modify it, as necessary to address the behavior; and 3. except as stated in Section F return the child to the placement from which the child was removed, unless the parent and the local education agency agree to change of placement as part of the modification of the behavioral intervention plan. The parent of a child with a disability who disagrees with any decision regarding placement, or the manifestation determination or if Carroll County Public Schools believes that maintaining the current placement of the child is substantially likely to result in injury to the child or to others, may request an expedited due process hearing. D. Disciplinary Action for Behavior that is Determined Not to be a Manifestation Once it is determined that the behavior was not a manifestation of the child’s disability, the disciplinary procedures will be applied to the student with a disability in the same manner as applied to non-disabled students. Following a removal which constitutes a change in placement, the student must continue to receive the educational services necessary to appropriately progress in the general curriculum and appropriately advance toward achieving his or her IEP goals. In addition, the special education and disciplinary records of the child must be made available to the person who makes the final decision on the student’s discipline and the parents have a right to request an expedited due process hearing to appeal the manifestation determination made by the IEP team. E. Disciplinary Action and/or Alternative Placement for Behavior that is Determined to be a Manifestation A student with a disability whose behavior is determined to be a manifestation of his or her disability may not be disciplined. They may be removed to a more restrictive placement by following change in placement. F. Interim Alternative Educational Settings for Weapons and Drugs In addition to any disciplinary action provided for in the IEP or behavioral intervention plan, students with disabilities who carry a weapon to or possess a weapon at school, on school premises, or to or at a school function or who knowingly possess or use illegal drugs or sell or solicit the sale of a controlled substance while at school or a school function or inflict serious bodily injury upon another person while at school, on school premises or at a school function may be placed in an appropriate interim alternative educational setting for the same amount of time that would be applied to a child without a disability, but not more than 45 school days. The parents must receive notice of the intent to take this disciplinary

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