Public Agency Case Study

Additionally, if a student is removed for more than ten days in a school year, the public agency has no other choice but to meet the requirements in sections 4 and 5 of Rule 44 in Article 7. Overall, if the student is removed for more than ten days, the public agency is required to determine if a change of placement has occurred. If the change in placement has occurred, the public agency must follow sections 4 and 5, nevertheless if the change of placement has not occurred, the public agency must follow section 3 of this particular rule. An in-school suspension is not considered a suspension if the student has the opportunity to progress correctly in the general curriculum, receive services in IEP, and participate with nondisabled students
Within ten instructional days of any removal that results in a change of placement, the case conference committee is required to meet to determine whether the student’s behavior is an indicator of the student’s disability. At this meeting, the necessary information must be reviewed from the student’s current records. This information includes the individual education plan, teacher information, and all of the necessary information for parents Generally, the case conference committee determines if the student’s conduct was caused by, or had a direct substantial relationship to, the student’s individual disability or if the direct result of the public agency’s failure to implement the IEP. If the committee finds that the answer to either of the question is yes, the behavior of the student is considered to be a manifestation of the student’s disability. However, if the conduct was the direct result of the public agency’s failure to implement the IEP, the public agency must take direct steps to fix those insufficiencies (Discipline procedures,
This plan describes the pattern of behavior that impedes the student’s learning or the learning of other individuals. The BIP also describes the purpose or function of the behavior as identified in the Functional Behavior Assessment. There are positive interventions and supports to address the behavior and maximize the consistency of implementation across people and settings in which the student is involved. Specific skills will be taught and monitored in an effort to change a specific pattern of behavior of the student, if applicable. The BIP must be agreed upon during a case conference committee meeting with the parent in order to be implemented (“Behavioral intervention plan”,