qwertyuiopasdfghjklzxcvbnmqw ertyuiopasdfghjklzxcvbnmqwer tyuiopasdfghjklzxcvbnmqwerty uiopasdfghjklzxcvbnmqwertyui opasdfghjklzxcvbnmqwertyuiop asdfghjklzxcvbnmqwertyuiopas dfghjklzxcvbnmqwertyuiopasdf ghjklzxcvbnmqwertyuiopasdfgh jklzxcvbnmqwertyuiopasdfghjk lzxcvbnmqwertyuiopasdfghjklz xcvbnmqwertyuiopasdfghjklzxc vbnmqwertyuiopasdfghjklzxcvb nmqwertyuiopasdfghjklzxcvbnm qwertyuiopasdfghjklzxcvbnmqw ertyuiopasdfghjklzxcvbnmqwer tyuiopasdfghjklzxcvbnmqwerty Baltimore County Public Schools Extended School Year (ESY) Program Site Administrator’s Guide Summer 2015
Extended School Year (ESY) ProgramSite Administrator’s Guide
Summer 2015
TABLE OF CONTENTS
Purpose.............................................................................................................................................2P rogram D escriptions .......................................................................................................................3Staffing.............................................................................................................................................4
Prior to the Start of ESYTimeline.............................................................................................................5P aperwork ..........................................................................................................6Transportation....................................................................................................8Final preparation for day one.............................................................................9Teacher Set Up D ay .........................................................................................11
During ESYPaperwork........................................................................................................13Transportation..................................................................................................15Health...............................................................................................................16P arent C ommmunication .................................................................................17Daily Schedule.................................................................................................18Student Discipline............................................................................................20.......................................................................................................................................................................................................................................................... ..............................................................................................................................
APPENDIX
Attachment A: BCPS ESY First Day FolderAttachment B: BCPS ESY Resource and ContactsAttachment C: BCPS Emergency & Safety Plan/Emergency ResponseAttachment D: BCPS ESY Payroll CalendarAttachment E: BCPS ESY Health ProgramAttachment F: Studen t Discipline - The Basics, A Resource /Reference Guide for School Administ rators to Use in Referring Disciplinary Cases to the Superintendent’s Designee s
1
PURPOSE
The purpose of this working document is to:
Provide an overview of the Baltimore County Public Schools (BCPS) Extended School
Year Program (ESY) Site Administrator responsibilities and duties; and
Identify resources that site administrators can utilize to successfully implement the ESY
program.
The development of the BCPS ESY Site Administrator Guide is to provide guidance for the site
administrator regarding the tasks before, during, and after the ESY program.
Acknowledgements
Appreciation is expressed to all Baltimore County Public School personnel who were involved in the development of the guide.
2
EXTENDED SCHOOL YEAR LEARNING PROGRAM
PROGRAM DESCRIPTIONS
ESY Programs
Extended School Year (ESY) is services designed to address the needs of special education students as identified by the IEP team in support of students’ IEP goals. ESY will be offered in all five geographic areas of Baltimore County Public Schools at the elementary and secondary school levels. A continuum of services will be provided included service for eligible students who do not attend regional programs during the school and students in regional programs including Behavior Learning Support (BLS), Functional Learning Support (FALS), Communication and Learning Support (CALS), Early Childhood, and Deaf/Hard of Hearing (DHH) programs.
The ESY session for students will be provided Monday, July 6, 2015, through July 31, 2015, (20 days total) for 3 hours each day. This provides students with 60 hours of instruction. Scheduling of HSA administration is determined by the Department of Research, Accountability, and Assessment.
ESY STAFFING
ESY positions are determined by the Office of Special Education based upon student enrollment and services. Site administrators and appropriate offices review personnel candidates from a preapproved list of applicants generated through the application process with BCPS Temporary Services and interview candidates to determine qualifications and interest in specific positions. If a candidate meets qualifications, and is interested in the position, the administrator makes a recommendation to the Office of Temporary Services for employment. The Office of Temporary Services hires teachers and support staff through a contractual process. If a classroom or support position contract is canceled due to insufficient enrollment, the staff member will be given priority consideration for new positions in which he/she is highly qualified.
All teachers and select support staff are required to attend paid professional development programs as a condition of employment and stated in the ESY application and contract. Professional development for middle and high school teachers and behavior interventionists who will be providing instruction in the blended learning program for diploma bound students, including those in BLS programs, will be held on Thursday, June 25, 2015 at the George Washington Carver Center for Arts and Technology from 8:00 am – 3:30 pm. All elementary and CALS/FALS teachers and elementary behavior interventionists will attend professional development on Monday, June 29, 2015, at Parkville High School from 8:00 am – 3:30 pm.
All clericals hired for the ESY program are required to attend a paid professional development to review attendance and payroll procedures as a condition of employment and stated in the ESY application and contract. This professional development will be held on Wednesday, June 3, 2015, from 4pm – 6pm at the Kenwood Administrative Offices.
Note: ESY staff will not use Kronos during summer 2015.
The following notes the staffing/payroll hours for all ESY positions:
HSA Technical Support – 5 hours/day for 5 days total ONLY THE WEEK OF JULY 27
ESY 2015 ADMINISTRATOR TIMELINE
March 25, 26, or 30 First ESY administrator professional development Overview of procedures and guidelines Overview ESY hiring
By April 17 Hiring completed By April 24 Site visit completed by ESY Administrators June 2, 4, or 5 Second ESY administrator professional development
Training for opening procedures Review of July implementation expectations Overview of student database for ESY - STARS/SILK
June 2, 4 or 5 – All Schools 12:30pm – 3:30pm Pulaski 307June 3 EYLP and ESY clerical professional development
Kenwood Admin Office – CIRT Lab, 4:00pm – 6:00pmWeek of June 22 STC/HSA professional development
Pulaski Park, Suite 219, 9:00am – 11:00 amJune 25 EYLP and secondary ESY teachers in the blended learning
program professional development George Washington Carver Center for Arts and Technology,
8:00 am – 3:30pmJune 26 Teacher set up day for EYLP and ESY teachers in the blended
learning program 9:00am –11:00am
June 29 Elementary and all CALS/FALS teacher professional development Parkville High School, 8:00 am – 3:30pm
June 30 Teacher set up day for elementary and all CALS/FALS teachersJuly 6 ESY beginsWeek of July 27 Administration of ESY HSAJuly 31 Last day of ESY
PAPERWORK
Completing and maintaining paperwork is a large portion of the responsibilities associated with being an ESY Site Administrator. Site administrators can create a folder on the S:/Drive to store all files related to ESY in this location. This also allows for easy copying and/or sharing of related files year to year.
Folder Contents
Site administrators will keep copies of: Opening Day Letter Student Health, Transportation, and Parent/Guardian Contact Information ESY Contracts Weekly monitoring forms Any other document that is created that may be reusable
Student Assignments
Each site administrator will consult the STARS and/or TIENET database to construct a list of students who are in the ESY program. This list should be shared with the appropriate staff members to determine the final list of enrolled students and their assignment to BCPS ESY classes.
Site administrators will prepare BCPS ESY paperwork to distribute to each student on the first day of classes. The prepared student packet should contain the following:
BCPS ESY Student/Parent Information Packet signed by the site administrator Attachment A: BCPS ESY First Day Folder
First Day FolderStudent LetterESY Contract Health, Transportation, and Parent /Guardian Contact Information FormStudent Dress CodeTransportation Procedures
CLEARLY indicate where and when forms are to be returned.
Host Building Support
The site administrator will coordinate with the host building administrator to determine the areas of the building that will be utilized by the ESY program and support needed. This meeting should occur prior to Friday, April 24, 2015. Secondary ESY and EYLP administrators should attend the meeting with the host school together.
Topics to discuss include:
Location of ESY office and telephone Implementation of Raptor during ESY Classroom/lab space identification
Copy machines with code and in working order (designate main copier to be used) Printers in working order (identify printer(s) to be used) Promethean Boards to be used Bathrooms Breakfast distribution area Daily custodial support Supplies/equipment/location for ESY nurse Coordination with secretarial staff as to how parent phone calls will be handled
before and during the program
NOTE: All ESY sites will serve breakfast to students. Snacks will not be provided as an option.
In addition, prior to the start of ESY, site administrators should:
Contact the Office of Food and Nutrition Services to determine the administrator’s role in the Breakfast Program
Collaborate with resource personnel from various BCPS’ offices (Special Education, Temporary Services, curriculum offices, Physical Facilities, Assistant Superintendents, Transportation, Food Services, School Safety and Security,etc.). Attachment B: BCPS ESY Resource and Contacts
Work with the school secretaries to determine the best way for parents to contact the school with questions (e-mail, phone message, snail mail, etc.)
Develop proficiency using FileMaker Pro, STARS, and TIENET for hiring and student enrollment
Collaborate with the Office of Transportation to ensure punctual and safe transportation of students, both to and from ESY sites
Obtain a copy of the Emergency Safety Plan from the hosting principal before June 2
TRANSPORTATION
Baltimore County Public Schools offers transportation to all eligible students participating in the ESY Programs.
The IEP team identifies if students receive curb to curb or shuttle stop transportation service. Prior to the start of ESY, site administrators should:
1. Develop a list of students with coordinating transportation arrangements including bus number, driver’s name, and alphabetical list of students by, including shuttle stop if applicable
2. Collaborate with the Office of Transportation to ensure punctual and safe transportation of students, both to and from ESY sites
3. Know respective dispatchers and phone number(s)4. Contact dispatchers before July 6th to discuss any special transportation issues that apply
to your specific site
SOUTHWEST AREA
NORTHWEST AREA
CENTRAL AREA
NORTHEAST AREA
SOUTHEAST AREA
AREA MANAGER
Janet TeterX-4321
Robin AutenX-4321
Joyce AlmondX-4321
Merv MawhinneyX-4321
Lou SergiX-4321
DISPATCHER
Lynn Morningstar
X-1435
Bev CainX-1321
Trema Hoffman
X-1814
Linda BealmearX-6353
Jean BaughmanX-7046
Transportation Contact Information
NOTE: This information is for internal use only. Please do not give parents dispatcher names or extensions.
FINAL PREPARATION FOR DAY ONE
Before ESY begins and prior to the June 25 or June 29 professional developments, site administrator should plan on completing each of the following tasks:
Meet with the school principal/designee in order to finalize office usage (including use of computers, printers, copiers, and telephones)
Complete a walkthrough of designated classrooms and computer labs to be used Assign classrooms to teachers including identified labs and classrooms using mobile
carts Consult with the tech liaison for sites with blended learning programs regarding roles
and responsibilities
NOTE: The Tech Liaison’s primary responsibility will be to support the hardware and network used during the program. This position should be used to directly support student learning when hardware and network support is not needed.
Obtain a copy of the school emergency plan and review it with the school principal/designee Attachment C: BCPS Emergency & Safety Plan/Emergency Response
Identify substitute teachers and support staff from the ESY teacher/staff application file
o Only substitute teachers and staff who are highly qualified for a position should be selected
o Administrators are encouraged to select potential substitute teachers and staff in anticipation of staff absences (prior to the start of ESY)
NOTE: Only ESY administrators are to arrange for substitutes. ESY teachers should not make arrangements for their own substitute teacher.
During the June 25 and June 29 professional developments, site administrators will have time to conduct a staff meeting. During this time, site administrators should inform staff of teacher expectations including:
Teacher attendance o Teachers and staff are expected to attend school each day unless illo A teacher or staff member who is ill may use up to three accumulated sick lea
ve dayso Sick leave is not earned during the summero If a teacher or staff member decides to use sick leave, this information should
be noted on the payroll sheeto Bereavement leave and leave for legal commitments negotiated through the M
aster Agreement will be honored for teachers and staff Teacher working hours
o 4 hours (3 hours teaching and 1 hour planning)o Teachers are required to be on duty 30 minutes before the school day begins a
nd remain on duty 30 minutes after the school day ends. This time is allocated for planning.
Student behavior expectations (i.e. no cell phones, no iPods, etc.) Parent communication ESY schedule including student breaks Bus arrival and dismissal procedures
Bus duty schedules Class lists Room assignments Fire Drill Schedule
o Day 1: Normal Fire Drill Evacuationo Week 1: Lock Downo Week 3: Evacuation of building to include 500 foot drill
NOTE: All drills are to be documented using the Emergency Drill Report and the host principal should log this in their school emergency safety plan.
After the June 25 and June 29 professional developments, but prior to the June 26 and June 30 teacher set-up day, all site administrators should:
Place a copy of the Emergency Procedure Guide in a convenient place in the administrator’s office in case an emergency/incident should arise.
NOTE: This guide contains all of the information/contacts, procedures and phone numbers that the site administrator will follow in the event of an emergency/incident.
Sort ESY supplies Distribute ESY supplies to teachers Create student attendance sheet for each teacher Confer with the administration of the local school and that school’s tech/media
specialist to determine the status of each computer to be used for blended learning courses
Distribute laptop carts Inform support staff on how to direct ESY phone calls Confer with building administration to finalize any lingering logistical issues
NOTE: Be sure to review the above information during the classroom set-up day with any teacher who did not attend the professional development.
TEACHER SET UP DAY Site administrators should ensure that teachers complete the following tasks during the paid classroom set-up day on June 26 or June 30:
Confirm student enrollment within STARS and TIENET, cross referencing enrollment with the class list provided by the site administrator
Set-up classroom with support materials including:o Desk/table arrangemento Laptop distribution when applicableo Weekly pacing schedules o Tips and Tricks (i.e. logging in, logging out, etc.)o Notebooks and/or binderso Break schedule o Behavior expectationso Resource materials (i.e. note taking handouts, lab materials, novels, etc.)
NOTE: It is the expectation that all chairs will be taken down on a daily basis in ESY classrooms. If custodial staff needs the chairs stacked at the end of the day, students should assist in this process.
Confer with special educators regarding IEP review and implementation. Create structures to facilitate parent communication including, teacher generated
e-mail distribution list with parent/guardian contact information.
DURING ESY
PAPERWORK
Safety and Security
Site administrators will:
Implement a sound instructional program designed to reinforce and/or enrich academic skills in accordance with the student’s IEP and BCPS’ curriculum, in a safe and secure learning environment
Review the Emergency Procedure Guide and Attachment C: BCPS Emergency & Safety Plan/Emergency Response
Attendance
Site administrators will:
Maintain attendance records for students Facilitate the contact to the parent/guardian of any absent student on a daily basis Use the standard BCPS’ attendance policy (see student’s copy of the BCPS’ Student Han
dbook) as it applies to all ESY students including:o Regular attendance is required in ESYo Students shall attend class unless prevented by illness, death in the family, or cour
t-related matterso Record these absences as excused once documented with an appropriate noteo Monitor student tardiness, emphasizing that arriving at school on time is very imp
ortant to learningo Three days late for thirty minutes to 1½ hours will constitute one absenceo Students who miss the majority of a school day will be marked absent for the who
le day Maintain a record of parental contacts (be specific i.e. left message, spoke with parent,
student is sick, doctor’s appointment, court date, withdrawn, etc.)
NOTE: The classroom teacher should take attendance during the first instructional block. The site administrator, or their designee, should collect the attendance and attendance should be entered into STARS by the ESY clerical.
Payroll
Site administrators will:
Verify teacher attendance Adjust payroll sheets by hand, if necessary
NOTE: Hours paid should align with the staffing allocations indicated in the ESY Staffing sections. Any additional hours should be pre-approved by the Office of Special Education.
Send payroll sheet(s) to Office of Payroll on designated dates Follow payroll procedures as outlined in Administrative Meetings
o ESY positions are paid two weeks in arrearso Regardless of funding source, the only ESY rates that may be paid for ESY positi
ons are those that have been negotiated with BCPS’ bargaining units and indicate
d on the individual ESY contract ( Attachment D: BCPS Summer Payroll Calendar )
Substitutes
The expectation is that ESY teachers work all 20 days of the program. However, extenuating circumstances may arise that necessitate a substitute.
In case substitutes are needed, site administrators will:
Obtain and maintain a list of teachers who are highly qualified in the subject area from File Maker Pro
Select potential substitute teachers and staff from this list in anticipation of staff absences (It is suggested that this be done prior to the start of ESY)
Not allow teachers to select their own substitutes
.
TRANSPORTATION
Site administrators will:
Develop a morning and afternoon bus duty list with procedures to be followed Remain outside the school building in order to meet and greet the students and bus
drivers on a daily basis during both arrival and dismissal Maintain and consult a master list of bus numbers and students (alphabetical) and by stop Discuss with the bus drivers a signal that will be used at dismissal, i.e., hand wave, and
ensure that the bus drivers do not to leave until all students have exited the building and the signal has been given
Review transportation expectations with students Contact the respective dispatcher if a transportation problem should arise in order to resol
ve the problem or issue NOT give out transportation’s phone number; it is the administrator’s responsibility to re
solve all problems with parents and transportation Remain at their respective sites until they know that all children are home Make the appropriate phone calls to the parents if a child is returned to the site
HEALTH SERVICES
At sites with assigned nursing staff, the site administrator will collaborate with the school nurse to deliver appropriate health services (Attachment E : BCPS ESY Health Program ). ESY nurses are to receive information regarding health needs of students from the home school nurse. Supplies/equipment at the ESY site are to be used by the ESY staff. In the case of a nurse absence, the ESY nurse should arrange for a nurse substitute. If this cannot be done or a substitute is not found, the ESY administrator or designee should notify the Office of Health Services at extension 6368 before the beginning of the school day.
PARENT COMMUNICATION
One of the goals of the ESY is to communicate with parents on a regular basis and ensure that parents are informed about their child’s academic progress.
First Day
Site administrators will:
Send home the following paperwork on the first day of the school ESY program: o Parent lettero First day folder formo Health, transportation, parent/guardian contact informationo Dress code information o Code of conduct
NOTE: The parent letter can be used to help eliminate the number of signed pieces of paper that need to be returned. See Attachment A: BCPS ESY Student First Day Folder. Use a folder/envelope to send home all the paperwork. Progress Reports
BCPS ESY teachers are to communicate student progress with parents/guardians on a weekly basis. For students in the blended learning program, an individual student progress report should be generated. These reports can be generated from the individual blended learning platforms.
Site administrators should make all teachers aware of the importance of making contact with parents/guardians when students are not meeting with success in their classrooms. Teachers are required to notify parents/guardians of student progress and also maintain a log of parent contacts.
At the conclusion of ESY, all students are to receive an IEP progress report, which includes data directly aligned with the students’ IEP goals. One copy of the document should be mailed home to the parent and a second copy should be interoffice mailed to the home school to be maintained in the student’s confidential file.
DAILY SCHEDULE
Below is a daily sample. Remember that prior to the first day of ESY, the site administrator will provide teachers with a schedule and student class lists.
Sample ESY Daily Schedule
8:30 – 8:45
Preparing for the day Site administrator should:
Be available for parent and teacher communication. Prepare for school day. Coordinate breakfast with cafeteria.
Teachers should: Prepare for daily instruction. Review student progress. Maintain ongoing communication with parents/guardians.
Greet students in front of the school. Check to make sure all buses arrive using a master list of bus numbers.
Teachers should: Meet students in designated areas. Supervise students during breakfast and make sure that the area is cleaned by
students prior to departure. Adhere to specified times.
Students should: Clean the area when breakfast is over.
9:00 – 10:30
Instructional Block #1Teachers should:
Take daily attendance during first instruction period.Site administrator should:
Facilitate the gathering of attendance from the teachers. Facilitate calls home for any students who are not in attendance. Conduct a walk-through of classrooms several times on a daily basis, to informall
y observe teachers and staff, making recommendations when necessary. Assist students and teachers with assignments.
10:30 – 11:55 Instructional Block #2
11:55 – 12:15
DismissalTeachers will:
Continue instruction until an announcement is made for dismissal. Follow dismissal procedures and escort students to the buses.
Site administrator will: Dismiss students from the classrooms once all buses have arrived. Provide agreed upon signal once all students are on board indicating that the
buses may depart.
12:15- 12:30
End of Day Responsibilities Site administrator should:
Remain on site until 30 minutes after bus departure to ensure that all students arrive home safely and there are no issues regarding transportation.
Teachers should: Prepare for next day’s instruction. Review student progress. Maintain ongoing communication with parents/guardians.
STUDENT DISCIPLINE
Student discipline issues should be at a minimum within the ESY program. The site administrator and teachers should not tolerate any major discipline problems during the four-week program.
Site administrators are required to review key tenets of the 2014-2015 BCPS Student Handbook on the first day of the ESY. Only students who were not BCPS students during the 2014-2015 school year are required to submit a handbook acknowledgement form. Administrators are required to notify parents/guardians if a student violates the 2014-2015 BCPS Student Handbook requirements, even if the student is not being suspended. Student responsibilities and rights will be enforced in the ESY. If a student has an IEP, his/her disability must be considered in determining an appropriate response for a specific offense. Because ESY is an extension of the 2014-2015 school year, a manifestation meeting at the home school with ESY representation must be conducted if the student has exceeded 10 days of suspension. Any days of suspension during the regular school year are included in the suspension calculation. For any suspension beyond 10 days, a free and appropriate education (FAPE) must also be provided as identified by the IEP team.
ESY administrators may suspend a student for hours versus days for a Category I or II offense, if appropriate.
On the first day, the site administrator will:
Establish and articulate the behavior expectations within classrooms, hallways and buses with the students and teachers
Review the dress code Review transportation procedures
NOTE: BCPS and school specific dress codes should be followed.
In addition, resources can be found in the BCPS document Attachment F: Studen t Discipline- Th e Basics, A Resource/Reference Guide for School Administrators to Use in Referring Disciplinary Cases to the Superintendent’s Designees.
This folder will be used as a take home folder for ESY and will include current work, newsletters, progress reports, and any other relevant forms. Every Friday evening, please check the folder, return any necessary forms and sign the outside.
The first day of ESY was wonderful. The students were eager to learn and have been great participants in class. The curriculum is in support of their IEP goals and is preparing them for a successful school year. We look forward to many great learning experiences.
Included in this folder are some very important pieces of information for you and your child. These include:
ESY Student Contract Transportation rules BCPS Health, Transportation, and Parent/Guardian Permission forms Health History Code of Conduct
Please read over the included documents with your child. Sign the bottom portion of this letter indicating that you have read and understand the expectations for the ESY program and the rules for transportation. In addition, please return the completed BCPS Parent/Guardian Permission form and the ESY program celebration response form.
If you should have any questions, please do not hesitate to contact Name at the school 410-XXX-XXXX or [email protected].
My child and I have read and understand the expectations of ESY.
My child and I have read and understand the transportation rules.
I have completed the BCPS Parent/Guardian Permissions form and included the
completed form in the file folder to be returned to the ESY.
I have completed the ESY program celebration response form and included the
completed forms in the file folder to be returned to the ESY.
Parent Signature _______________________________________ Date __________
Student Signature _____________________________________ Date __________
Attachment A: BCPS ESY First Day Folder
Baltimore County Public Schools
ESYCode of Conduct
We are pleased that you will be joining us this summer and look forward to working with you. In order to ensure you are successful this summer, we ask that you follow the guidelines listed below. After reading each guideline, please initial the space provided to indicate that you understand the rule and will comply with it.
Student Behavior Expectations Student’s InitialsAll electronic devices, to include cell phones, iPods, and personal gaming systems will be turned off and stored in my backpack/bag. I will follow the BCPS Student Dress Code. The ESY Dress Code is the same as the School Year Student Dress Code. I will follow the BCPS Transportation Rules. The Summer Transportation Rules are the same as the School Year Transportation Rules.I am able to attend ESY every day. The program runs from July 6, 2015 through July 31, 2015.I will remain in the ESY building each day of ESY. I understand that leaving the school campus is not allowed.I will conduct myself in a respectful and positive way. I will act in a manner that allows me, and those around me, to learn.
____
I have taken the time to read this document thoroughly with my parent/guardian. I understand the rules and expectations of ESY, and that there will be consequences of not following those rules.
Baltimore County Public Schools Student Dress Code
Student Dress Code The student dress code outlines acceptable standards for student dress during the school day and during other school-sponsored activities (Board of Education Policy and Superintendent’s Rule 5520). Students will wear attire and groom themselves in a manner that supports a healthy and safe learning environment.
Students will not wear attire that is disruptive to the school environment, that promotes illegal or harmful activities, or that could endanger the health and safety of the student or other students, which includes, but is not limited to, that which:
1. Depicts messages that are lewd, vulgar, obscene, plainly offensive, violent, sexually explicit, or that refers to items that are illegal in general or illegal specifically for underage students
2. Promotes use of tobacco, drugs, alcohol, or other illegal or harmful products
3. Contains sexually suggestive messages
4. Depicts gang affiliation
5. Causes or is likely to cause a substantial or material disruption to school activities or to the orderly and safe operation of the school or at school-sponsored activities
6. Contains rude, disrespectful, or discourteous expressions inconsistent with civil discourse and behavior
The following specific items are not permitted except in individual cases as approved by the principal of the school:
1. Bare feet
2. Headwear, except as worn for medical reasons or as a legitimate expression of a student’s religious practice and faith
Attachment A: BCPS ESY First Day Folder
Baltimore County Public SchoolsTransportation Procedures for Students
The following transportation rules apply to all students riding school buses to and from Baltimore County Public Schools. In addition, all other policies adopted by the Board of Education regarding student behavior on school property will be enforced on Baltimore County Public School buses.
1. Students must follow directions from the driver the first time they are given. The driver shall be in full charge of the school bus and the students, except in the presence of a teacher/administrator, who shall then be in charge of the students.
2. Insubordination or disrespect to the driver or attendant will not be tolerated.3. Students will sit in the seats which have been assigned to them by the driver and the principal
or their designee. Students must remain in their seats at all times when the bus is in motion. Changing seats at any time during the run is prohibited.
4. Students may converse in a normal manner, but loud, profane, obscene language or gestures will not be permitted.
5. With the exception of their books, book bags, and other school equipment, such as musical instruments or gym bags, students may not transport other items on the bus without the permission of the driver. Books, book bags, and other school equipment should be held by the student. No books or other objects are to be placed in the bus aisle. Books and other school equipment must be of a size that can be controlled in the seat by the student.
6. Students must not extend any part of their bodies through the bus windows. Students must face forward at all times and keep their arms and legs out of the aisle. Spitting or tossing objects on or out of the bus is prohibited.
7. Students must not attempt to board or to get off the bus while it is in motion.8. Students should cooperate in keeping the bus clean and must not damage it. Any malicious or
willful damage to a school bus will result in the immediate withdrawal of transportation for the student or students involved. In addition, the cost of repairing the bus must be satisfactorily settled.
9. Students may not eat, drink, or chew gum on the bus.10. Students may not play radios, CD players, or other such devices on the bus.11. Students suspended from school may not ride the bus while they are on suspension.12. Students may not leave the bus on the way to or from school without the permission of the
driver. The driver will not give permission except in the case of personal emergency on the part of the student or upon written request of the student’s parent with the written approval of the principal.
13. Students are permitted to ride only the bus to which they are assigned, utilizing their designated bus stop. Requests from parents for the students to ride other buses in an emergency will be considered by school officials.
14. Students must be at the bus stop at least five minutes before the scheduled arrival time of the bus.
15. No glass items or live animals (except those assisting the handicapped) are to be transported on buses.
16. Students shall not use cell phones or otherwise be capable of receiving an activation signal at any time while riding any form of transportation provided by Baltimore County Public Schools.
17. Students violating the transportation rules will be reported to the principal or assistant principal, and the transportation services may be restricted or withdrawn.
Attachment A: BCPS ESY First Day Folder
Baltimore County Public SchoolsStudent Health History
(Students who did not attend BCPS during the 2014-2015 school year)
Student’s Name: Date of Birth: Gender:
Last school your child attended? _____________________________________________ Grade: ______________
Where do you usually take your child for routine medical care?
Name: Phone Number:
Does your child take any medication? Yes No If yes, list medications:
Does your child require any special health treatments or procedures (like catheterization)? Yes No
If yes, describe:
Where do you usually take your child for routine dental care?
Name: Phone Number:To the best of your knowledge, has your child had any of the following?
Yes No If yes, describe:PrematurityBirth defectImmunity problemsBleeding problemsLead poisoningSickle Cell DiseaseDiabetesAnaphylaxis Seasonal allergies Food AllergiesBehavior/emotional problems like ADHD, depressionConcussion or traumatic brain injuryMigrainesLearning problems/disabilitiesSeizuresSpeech problemsEar or hearing problemsEye or vision problemsDental problemsAsthma or breathing problemsHeart problemsStomach problemsBowel problemsBladder problemsMusculoskeletal problem (including cerebral palsy)Limited physical activityOther:
Hospitalization: (please list all)Date(s) Reason(s)
Surgery: (please list all)Dates(s) Reason(s)
Parent Signature: ______________________________________Date: ____________________Attachment A: BCPS ESY First Day Folder
TransportationJames Mitcherling, Director 410-887-4111Brenda Borisevic, Assistant 410-887-4321
Food ServicesTerri Hull, Field Representative 410-887-7855 NursesDebbie Somerville, Coordinator 410-887-6368
Crossing GuardsKaren Nizer, Officer 410-887-7364
SRORichard Muth 410-887-6487
World Languages (ESOL)Brian Schiffer, Director 410-887-4029
PayrollAdministrator 410-887-4240 x255
Payroll Questions Special Educators, Paraeducators, 410-887-3660 (Office of Special Ed)and Additional Adult AssistantsGeneral Education Teachers and Clericals 410-887-2270 (Office of Alt. Ed.)
In the event that an unusual circumstance should arise where you need outside intervention or help, you should refer to the BCPS EMERGENCY PROCEDURE GUIDE AND THE SCHOOL’S/SITE’S SAFETY PLAN. At a minimum, the following contacts must be made in the order that they are listed:
1. Call Facilities first2. Call Assistant Superintendent3. Contact the Help Center4. Call Security if you cannot reach anyone else (x4360)5. Call the Office of Special Education (410-887-3660) if you cannot contact any of the
above.
Student/Staff Emergency
In the event that an unusual circumstance should arise where you need outside intervention or help, you should refer to the BCPS EMERGENCY PROCEDURE GUIDE AND THE SCHOOL’S/SITE’S SAFETY PLAN. At a minimum, the following contacts must be made in the order that they are listed.
In the event that an unusual circumstance should arise where you need outside intervention or help, you should refer to the BCPS EMERGENCY PROCEDURE GUIDE AND THE SCHOOL’S/SITE’S SAFETY PLAN. At a minimum, the following contacts must be made in the order that they are listed.
Weapons, Illegal Substances, etc.
1. Call 9-9112. Get SRO3. Call Security (x4360)4. If it is early in morning or you are unable to get anyone at Security, call the Office of
Please be advised that all payments to employees will be two weeks in arrears. Refer to the chart below for pay dates and the period of time covered by each pay date.
Support StaffClericals, Paraeducators, and Additional Assistants
Please be advised that all payments to employees will be two weeks in arrears. Refer to the chart below for pay dates and the period of time covered by each pay date.
Each ESY must have:o A school nurse (assigned by the EYLP office) oro A person with current certification in CPR and First Aid
The Office of Health Services will provide training in CPR and First Aid. Trainings occur in late spring and are advertised through the Weekly Bulletin.
Sites With Assigned Nursing Staff
At sites with assigned nursing staff, the site administrator will collaborate with the school nurse to deliver appropriate health services.
ESY nurses are to receive information regarding health needs of students from the home school nurse.
Supplies/equipment at the ESY site are to be used by the ESY staff. In the case of a nurse absence, the ESY nurse should arrange for a nurse substitute. If this cannot be done or a substitute is not found, the site administrator or designee shoul
d notify the Office of Health Services at ext. 6368 before the beginning of the school day.
M edication
In order for medication to be administered in school, the school nurse must have a written order from the child’s health care provider.
Only a school nurse can give discretionary medications (e.g., Tylenol, TUMS, etc.). If ESY does not have an assigned nurse and receives a medication order for a student, the
Office of Health Services should be contacted at ext. 6368 to determine the best strategy for meeting this need.
In general, most oral medications can be given before and/or after the half day ESY program.
Each ESY site should have an Epi-Pen available. One designated person should be trained in its use. This training is included in the First Aid training program.
Medical Treatment or Testing
If a ESY does not have an assigned nurse and receives a medical treatment/testing order for a student, the Office of Health Services should be contacted at ext. 6368 to determine the best strategy for meeting this need.
Head Lice (P ediculosis )
If a student is suspected to have head lice, the Office of Health Services should be contacted at ext. 6368.
A nurse will be sent to screen the student.Attachment E: BCPS ESY Health Program
Communicable Diseases
Certain communicable diseases need to be reported to the health department, while others are not reportable but require a student to be excluded from school.
Any incidents of suspected communicable diseases should be reported to the Office of Health Services.
Examples of diseases to report include scabies, ringworm, meningitis, shingles, and any other disease that parents or staff are concerned may be transmitted in school.
Accidents and Medical Emergencies
If 911 is called for a medical emergency, the Office of Health Services and the appropriate assistant superintendent’s office should be notified.
A student accident report must be completed when a student is sent home with an injury and/or when a student is transported to the hospital by EMS.
Contact the Office of Health Services at ext. 6368 for assistance.
Attachment E: BCPS ESY Health Program
Baltimore County Public Schools
Student Discipline - The Basics
A Resource/Reference Guide for School Administrators to Use in Referring Disciplinary Cases to the Superintendent’s Designees
In the Baltimore County Public Schools we believe that students must know and understand what acceptable and unacceptable behavior is.
In the Baltimore County Public Schools we should encourage all students to take responsibility for their actions as well as respect and value the rights of others.
By supporting and adhering to our behavior policies as reflected in the Student Handbook administrators, teachers, students and parents work together to promote safe and orderly learning environments for all.
Prepared by Dr. Alan F. Hill, Manager, Office of Student BehaviorOnline http://www.bcps.org/safety/student-behavior.htmlRevised 11/20/2013
A. Behavior Intervention Strategies and Resources:
This information should be utilized as a resource in handling all student disciplinary cases. School suspensions (local, PPW, designee) are parts of the progressive discipline process, not the end result. The Baltimore County Public Schools’ mission is to provide a quality education that develops the content knowledge, skills, and attitudes that will enable all students to reach their maximum potential as responsible, life-long learners and productive citizens. Prior to a student being brought to the superintendent’s designee for disruptive behavior charges that are repeated and chronic, it is suggested that the school staff convene a Student Support Team meeting to discuss how the behaviors of the student are interfering with that student's ability to experience academic success in school. The local school will need to take responsibility for initiating and managing student behavior strategies to reduce incidences of student suspensions. In the Baltimore County Public Schools (BCPS), we have a number of programs, resources and tools in place to help manage student behavior. Many of these resources are in your building and within easy reach. Additionally, BCPS has published numerous resources that are available to assist the local school staff in developing plans and intervention strategies that are designed to help in managing disruptive student behaviors. Schools listed as Persistently Dangerous by MSDE will be subjected to other requirements to reduce the suspension rate. The suspension/expulsion process affords only temporary relief to the school to deal with disruptive student behaviors. Likewise, placement in an alternative school setting only provides a temporary intervention, as the student will eventually return to his/her home school. During the time out (suspension/expulsion/program review/change in program) the local school has the responsibility and duty to develop intervention strategies and support systems that will address the student's behaviors upon his/her return. The team process should move forward even if the student is suspended or expelled. Remember, the student on suspension/expulsion/program review will always return to his/her home school at some point. Therefore, it is incumbent upon the local school staff to utilize a variety of resources and modifications in the student's educational program during the "time out" period so that upon the student's return an effective transition plan is in place. In most cases the alternative school will submit a transition plan to the home school upon the student's return. However, unless this plan is discussed with the parent, student, administrator and teachers and is effectively implemented, the student will likely revert to his/her old behaviors. This is especially true for the student who has a 504 Plan, an IEP or a Functional Behavior Plan. Fact: Repeated suspensions/expulsions alone rarely create long-term changes in the student's behaviors.
School Resources: These are a few of the resources that are available to assist with developing interventions to address disruptive student behaviors:
Guidance Counselors School Psychologists Peer Mediation Team Pupil Personnel Workers Student Support Services Team/PST/IEP Team Special Education and Regular Education Teachers School Resource Officer School Nurse Wellness Center (if available)
School Social Worker (if available) Project Attend Facilitator
Local Resources: These are additional resources available to your school:
Department of School Safety and Security – Executive Director, Dale Rauenzahn Office of Student Behavior – Manager, Dr. Alan F. Hill Counseling Services Office Pupil Personnel Worker’s Office – Coordinator, Sharon Ochs, and staff School Safety – Manager, April Lewis, and staff Safe Schools Facilitator – Captain Andrè Davis Psychological Services Office – Coordinator, Dr. Margaret Kidder, and staff Alternative School Administrators and Staffs, Crisis Intervention Teachers Superintendent's Designees – Sheila Reed, Southeast; Dave Konkle, Northeast; Stephen
Mackert, Northwest; Frank Abbott, Southwest Special Education Office – Director, and staff Law Office – Valerie Thompson, Esq., Stephen Cowles, Esq. and staff Alternative School Staff (Principals, Administrators, Crisis Intervention Specialist, Couns
elors, etc.) White Oak School, Administration and Crisis Intervention Teachers Bridge Center – Administration and staff Special Education Area Specialists (check your area)
Print and Online Resources: There are numerous print and online resources also available. These resources are only a few of the important guides/documents that are available for your use. All of these should be in your school/office and/or available online. Local schools need to utilize these resources and others to maintain safe and orderly learning environments for all students.
Student Conduct Manual – 2012-2013 (New) Behavior and Learning Support Program Guide – 2012 IDEA Guide - 2008 Manual for Disciplinary Procedures: Including Program Reviews, Suspension/Expulsi
on - 2006 (Currently under revision) http://www.bcps.org/safety/pdf/DPM/Disciplinary-Procedures-Manual-Complete.pdf
This information should be shared with your entire staff in an effort to address the school-wide issues of positive behavior planning, discipline and the suspension/expulsion processes.
B. Suspending Students to the Superintendent’s Designee :
1. The Investigation: Preparing a Suspension Case for the Designee Prior to charging and suspending any student for a violation of the Student Behavior Poli
cy, #5540 - #5550 - #5560, the school staff must conduct a thorough and impartial investigation to determine the facts of the case.
The school administrators should interview all witnesses reported by the victim, combatants and others. Review video tapes, if available. Video tapes should not be the sole evidence or basis of disciplinary action. (See PS #708.)
All witnesses (students and adults) should be requested to write* statements of facts. The witnesses should indicate the “who, what, why, when and where” of the incident. The school administrator should not select or edit statements by witnesses. (*Use black pen or dark, soft lead on white paper.) The school should maintain all original documents.
All witnesses must sign and date their written statement. This is part of the investigation and comes before the suspension action is taken against the student.
The investigating administrator should preview the written statements to make certain they are legible. All statements may be used at the hearing and will be reproduced. If statements are illegible, it may help to have a secretary type them verbatim; spelling and grammar errors included. Please attach a copy of the original handwritten statements to the typed versions. All statements should be redacted (black out students’ names other than student being disciplined) prior to putting them in the packet for the designee. The school keeps all original statements unaltered, unredacted.
Do not write notes or comments on witness statements. It may invalidate them if you do so. The Board of Education has reinforced this requirement.
The school administrator should then redact in all statements (FERPA-privacy issues) included in the suspension packets sent to the designee, but keep originals. Refer to students and witnesses as A, B, C or #1, #2, #3. You should maintain a master listing of who they are in your files. Do not black out dates and times, leave them on the form.
Once the administrator determines which students may have violated the BCPS behavior policy, he/she should read the student the charges against the student and allow him/her the opportunity to tell their side of the story. The student who is accused should write his/her statement. If he/she refuses, that is okay. You must then have a witness present to verify that the student was given a chance to write a statement, but declined. You and the adult witness should sign a statement with your names and the date indicating the student refused to write a statement. Note: If the student is impaired, in custody or injured and unable to respond or tell their side of the story, you must invite them back to school with a parent to afford “due process.” You can not suspend a student because he/she was arrested or jailed. You must complete your own investigation to determine guilt or innocence based upon your evidence.
The administrators should review and consider the contents of each student’s statement. The students may tell the truth or may give additional information that may help in the investigation.
If further interviews or investigation are needed, they should be completed before formally charging/suspending the student.
The school resource officer does not conduct the investigation. The school administrator does! The police cannot suspend students - only the principal can do this. The SRO’s/police report is only supplemental. You should only use the police supplemental narrative
(not on police stationery) with names redacted, except for the name of the student being suspended. The report must be signed and dated by the SRO or police officer.
Searches - Be certain that all searches are legal and completed by a school administrator with a witness and the student present. The SRO may assist in a search at the direction of the administrator, but may not be the third-party. The SRO is not a BCPS staff member, but can be a fourth party in a search. The SRO does not do your interview. You must complete your own investigation and interviews. (See PS #708.)
2. Charging the Student:
After conducting a complete, fair, impartial and thorough interview of the student and witnesses and completing an investigation, the assistant principal should meet with the principal to discuss specific charges and violations of BCPS policy. (This is a must!!)
Once the principal gives their approval, the student should be brought to the office in private and in the presence of another adult witness hear the charges and evidence against them. Be certain that the student has been told the charges and evidence against them before being suspended. This is called Due Process. (Goss vs. Lopez -1975)
Give the student a written notice of the suspension (STARS Form) listing the charges to take home. You should review the charges on the suspension notice to make certain they are correct. If they are not, it could invalidate your suspension. You must also contact the parents/guardians verbally and by mailing a copy of the suspension notice to the parent/guardian’s home.
The assistant principal then contacts (preferably meets parent/guardian in person) the student’s parent/guardian to read the charges to the parent/guardian. Document in writing the date and time of the phone call or meeting. The parent/guardian must be notified prior to sending the student home if he/she is suspended.
Do not leave voice mail messages for the parent/guardian of a student who is suspended unless all other avenues of contact are exhausted. If you do leave a voice mail, call the parent/guardian later in the day or evening to personally speak with him/her.
You must include all written witness statements you take. You can not pick and chose. Be certain to include on the Notice of Suspension (STARS form) information regarding
the date, time and location of the hearing with the superintendent’s designee. (See the bottom of suspension notice. Fill in the information.)
Special Education/504 Cases: In cases of special education students or students with 504 Plans there are numerous additional due process (and documentation) and other steps that must be followed. Consult your special education specialist or special education chairperson for advice. If the student is being teamed or tested or if the parent, guardian, or school staff believes the student may have a disability, the student is entitled to the same protections as students with IEPs. You must complete an A-1. (You will find more information at the end of this memo about Manifestation and FAPE - Section C/D in this packet.)
Remember, the superintendent conveys his authority to suspend (up to 10 days) to only the principal or his designee. The status of principal’s designee is conveyed to the appropriate assistant superintendent’s office both in writing and verbally in situations when the principal is on leave, out of town (conference) or out due to illness. Assistant principals can’t suspend students. An AP can not/should not sign a suspension notice unless he/she is acting as an official designee of the principal as noted above.
3. Entering into STARS - Suspensions/Program Reviews/Intakes:
The administrator handling the case should enter all data (charges, witnesses, police cc# etc.) into STARS to request a hearing with the superintendent’s designee.
The principal is responsible for the accuracy of all information entered into STARS. If a school principal/administrator gives this responsibility to a clerical person, he/she is s
till responsible for the accuracy of the information entered into STARS. All hearings must be heard within 10 school days of the first day of suspension. Special e
ducation/504 cases must be heard within 5 school days of the first day of suspension. If the hearing will be after day 10 or you are already past day 10, the school must deliver FAPE to the student until the hearing. In other words - the student stays in school and you deliver FAPE in an appropriate manner until the hearing is held.
STARS will generate an automatic email response confirming the date, time and location of the hearing with the designee
Once it is determined that the student is officially suspended and the suspension notice has been issued, enter into STARS. Don’t wait! The clock is ticking!
4. Preparing the Packet for the Superintendent’s Designee: The school administrator must write a thorough narrative report to the designee explainin
g the case in detail. The first paragraph should include the student’s name, grade, placement, services (IEP, 504) etc. The succeeding paragraphs should detail in chronological order the events by specific details including times, dates and names (refer to names and witnesses as Student A, Student B, Student C… and Witness #1, Witness #2, …) Details about where the incident occurred should also be included. Sufficient information and detail should be provided to present a clear representation of what actually happened. You should use teacher’s names (first, last and subject). Examples found in: Manual for Disciplinary Procedures: Including Program Reviews, Suspension/Expulsion - 2006 (This is online at: www.bcps.org)
The detailed summary should include excerpts from your interviews. Student A stated that, “he hit me in the back of the head without talking to me. I turned around he kicked me in the stomach. I fell to the ground.” Witness #1 stated. “I saw the student a lying on the ground curled up in a fetal position as Student B and Student C kicked him in the head.”
Do not editorialize or exaggerate. Tell the facts only. DO NOT DO THIS! Ex. “This is the worse fight I have ever seen. They were killing each other.” Use the witnesses/students’ own words when appropriate.
Include specific details. Ex. “AP Jones escorted student A to the nurse. The nurse performed a drug assessment at my request. I observed the assessment and the student was found to be impaired by nurse.”
The narrative report should give the parent/guardian, student and the designee a clear picture of what happened. Do not give opinions, give facts. Include maps, layout of floor plans etc., if needed to clarify the situation.
Remember your report should stand alone and be of sufficient detail and quality tha t it will tell the whole story and relate to the charges on the suspension notice.
Include all information as noted in the Designee’s Manual for Disciplinary Procedures as noted on the cover sheet of the suspension packet. If it is a special education student case or a student with a 504 Plan, include the additional Special Education Compliance cover sheet, team notes, A-1, FBP, FAPE etc. In special education cases, follow the additional protocols as outlined in IDEA, special education guidelines, and BCPS procedures. Also see Special Education/504 information contained in this memorandum - Sections C/D
All cover sheets the Designee Cover Sheet; Special Education/504 Compliance Cover Sheet etc., should be used and followed. Items should appear in the packet in the same order as listed on the cover sheet.
Please number all pages in the packet consecutively in the top right corner.
Deliver the (5) completed packets to the designee no later than 24 hours before the hearing. You keep the originals!!!
Failure to complete a thorough investigation and prepare a complete investigative packet could result of the dismissal of the case and the reinstatement of the student to your school.
5. Threats Management Process: If the school charges a student with a threat (IIe- Threat(s) on individual(s), or III d- Physical attack on staff member, the school must also complete the corresponding emergency response protocols in the Critical Response and School Emergency Safety Management Guide
Student Threat Management Process – Section 4, pp. 43-45 A/B. These protocols and the corresponding documents must be completed and included in the suspension packet for the DESIGNEE only.
Threat & Physical Attack on Staff Member by Student- Section 4, pp. 59-64.These protocols and the corresponding documents must be completed and included in the suspension packet for the DESIGNEE only.
6. Other Suggestions:
Don’t tell the student he/she is going to get expelled. He/she hasn’t been found guilty yet! The designee makes that determination after hearing the case.
Don’t advise the student to get a drug test before the hearing. That is a medical decision for the parents/guardians, not the school.
Don’t make personal comments about the student or his/her behaviors. Don’t show bias, “Mr. Jones says you did. Therefore, you are guilty.” Rather, state, “Based upon a thorough investigation and in consideration of all testi
mony and evidence collected, we believe that there is sufficient evidence to prove that you did violate a BCPS behavior rule.…” “The hearing with the designee will dete rmine your innocence or guilt. ”
Please remember that every suspension may be appealed, even local suspensions. If you do a thorough investigation, prepare a complete packet and follow all of the policies, rules and procedures, you stand a better chance of the superintendent’s designee and Board of Education upholding your case. All suspensions can end up in front of the Board of Education, BCPS or the State Board of Education.
As always, please contact your designee or other designees to discuss BCPS disciplinary policies. The executive director and director of Student Support Services are also available to assist you.
C. MANIFESTATION OF DISABILITY – A-1 HEARINGS:
An A-1 meeting must be held for all students covered under an IEP/504 Plan or for students who are suspected of having disabilities that have not yet been determined.
Any student who has not been formally identified is still protected under IDEA, if the school has knowledge, before the behavior resulting in the student’s disciplinary action occurs, that the parent/guardian has expressed concern to the school staff that the student needs special education or r
elated services; that the parent/guardian has requested an evaluation; or that the student’s teacher or administrator has expressed a concern about a pattern of behaviors by the student to the department chairperson of special education or to other supervisory personnel.
If the A-1 shows a manifestation of disability, the student “remains in place” and the team modifies the IEP/504 Plan as needed to address the student’s behaviors. However, in cases where the charge is possession, use or distribution of drugs (not alcohol) and in cases of possession/use of weapons, or if the student has inflicted serious bodily injury upon a person on school premises or at a school function as covered under scope of authority - the principal MAY bring the case forward to the superintendent’s designee without regard to whether the behavior is determined to be a manifestation of the student’s disability if he/she believes that the behaviors are egregious enough to warrant the POSSIBLE exclusion from school by the designee for up to 45 school days.
1. The principal has the final say as to whether to have the student “remain in place” or move the case forward to the designee.
2. If the case moves forward it is referred to as an “Exclusion Hearing” for possible removal from school. Packets are still required as in a suspension case - the same protocols need to be followed in the investigation and preparation of the case for the designee.
3. FAPE must be delivered if the student is removed from school beyond 10 school days for suspension. Schools are required to deliver FAPE until the hearing if the student is at or beyond the 10 day rule. (See below for ideas of how to deliver FAPE after 10 school days.)
4. The superintendent’s designee determines whether or not exclusion is the best course of action if the student is found guilty of the charges. The designee may or may not exclude the student based upon his evaluation of the case and assign them to an alternative placement.
There is only one exception as to whether the principal moves a manifestation case forward to the superintendent’s designee. That is a case involving a real gun. Possession and/or use of real guns is covered under the 1984 Federal Gun Act and requires that the case moves forward. Otherwise, with cases involving “drugs/weapons/serious bodily injury” the principal has the option of having the student “remain in place” or move the case forward to the designee.
If the student’s behavior is not a manifestation of the student’s disability, the student may be treated and subjected to the same disciplinary procedures as non-handicapped students, except that FAPE must be provided.
D. Delivery of Free and Appropriate Education Standards (FAPE):
Models and Alternatives to Delivering FAPE to Disruptive Students
If the school has exceeded or is about to exceed the ten-day limit for suspending a student with disabilities (IEP/504) or if there is a manifestation of disability determination, schools must still deliver FAPE to handicapped students covered under IDEA guidelines and protocols.
Some suggested models for maintaining a student who has reached the maximum ten-day limit or for the student whose behavior was a manifestation of his/her disability (or suspected disability); the school may initiate any of the options suggested below.
Modified School Program / Day:
The school has the option of adjusting the student’s daily schedule and routine. This could mean assignment to another teacher, another classroom or another area of the school where FAPE can be delivered.
Modify the student’s schedule to attend only the core subjects, not electives. Assign adult supervision by a para-professional, parent aide or trained volunteer aide to
monitor the student’s behaviors and travel with the student in school. Modify the number of hours the student attends school, but be certain that the minimum n
umber of hours reflected by the IEP are provided. Further, the student will need to be in the school for a period of time reflecting completion of one day. Traditionally, if the student stays in school past the mid-point of the official school day, he/she may be counted as attending but “tardy” or “absent” in the a.m. or p.m. The student’s instructional school day is generally regarded as 6.0 hours per day.
Seek assistance from a parent/guardian to travel with the student during the school day for a set period of time to see if the student will behave appropriately.
Speak with another principal and arrange for a temporary transfer of that student into another school program.
Use other creative or imaginative ideas or strategies.
E. Emotional Instability of Student:
The principal and team need to follow the guidelines and protocols in the BCPS Critical Respon se and School Emergency Safety Management Guide.
As part of this process and/or in situations when the student’s ability to participate in the school instructional program are in question, the school team with the leadership of the school psychologist may convene a team meeting to determine if the student is ”currently unavailable for education due to significant emotional or psychological issues.” If there is a positive finding and determination made by the school psychologist, the school team chairperson/psychologist may then contact the Home & Hospital Program administrator to request a program change for up to 60 calendar days. The school must submit to Home & Hospital an action plan. During this period the school team will follow the guidelines to revise the IEP or modify the Functional Behavior Plan, complete additional assessments and make a determination of any other program modifications needed to ensure the successful transition of this student back into the home school program within the 60 consecutives school days. At the 60th calendar day the team needs to reconvene to secure a professional statement (psychologist/psychiatrist) to confirm that the child is still in need of services. A copy of the team notes must be forwarded to Home & Hospital with the professional statement to secure the 60th calendar day. Contact the Home & Hospital Office for more information.
Prepared by: Dr. Alan F. Hill, Manager, Office of Student Behavior
![[DE] PROJECT CONSULT Newsletter 2014 | PROJECT CONSULT Unternehmensberatung](https://static.documents.pub/doc/80x56/579078681a28ab6874c25190/de-project-consult-newsletter-2014-project-consult-unternehmensberatung.jpg)
