To conduct a manifestation determination (i.e. to determine the relationship between the disability and the behavior). If the TEAM determines that the behavior is NOT a manifestation of the disability, the school may suspend or terminate the student consistent with policies applied to any other student in the program. The responsible school district must, however, offer an appropriate education program to the student that may be in some other setting. If the TEAM determines that the behavior IS a manifestation of the disability, the TEAM, takes steps to modify the IEP, the behavior intervention plan, and/or the placement. NOTE: Sending a student home or an in-school suspension of a student who “early” is not receiving instruction from either a licensed teacher or a paraprofessional who is being supervised by a licensed teacher is considered a suspension if the student’s IEP does not allow for the modification of learning time requirements of the Board of Elementary and Secondary Education. Rating: Implemented Response Required: No AREA 12: EDUCATIONAL STAFFING REQUIREMENTS STAFF TRAINING – CRITERION NUMBER REQUIREMENTS 12.2 All staff, including new employees, interns and volunteers, must participate in In-Service annual in-service training on average at least two hours per month. Training The following topics are required in-service training topics and must be provided Plan and annually to all staff: Calendar Reporting abuse and neglect of students to the Department of Children and 28.09(7)(f); Families and/or the Disabled Persons Protection Commission; 28.09(9)(b); Disciplinary and Behavior Management Procedures used by the program, such 28.09(10); as positive reinforcement, point/level systems, token economies, time-out 18.03(3); procedures and suspensions and terminations; as well as Restraint Procedures including de-escalation methods used by the program; 18.05(10); Runaway policy; 18.05(11)(h) Emergency procedures including Evacuation Drills and Emergency Drills; and
To conduct a manifestation determination (i.e. to determine the relationship between the disability and the behavior). If the TEAM determines that the behavior is NOT a manifestation of the disability, the school may suspend or terminate the student consistent with policies applied to any other student in the program. The responsible school district must, however, offer an appropriate education program to the student that may be in some other setting. If the TEAM determines that the behavior IS a manifestation of the disability, the TEAM, takes steps to modify the IEP, the behavior intervention plan, and/or the placement. NOTE: Sending a student home “early” or an in-school suspension of a student who is not receiving instruction from either a licensed teacher or a paraprofessional who is being supervised by a licensed teacher is considered a suspension if the student’s IEP does not allow for the modification of learning time requirements of the Board of Elementary and Secondary Education. Rating: Implemented Response Required: No AREA 12: EDUCATIONAL STAFFING REQUIREMENTS – STAFF TRAINING CRITERION NUMBER REQUIREMENTS 12.2 In-Service Training Plan and Calendar 28.09(7)(f); 28.09(9)(b); 28.09(10); 18.03(3); 18.05(10); 18.05(11)(h) All staff, including new employees, interns and volunteers, must participate in annual in-service training on average at least two hours per month. The following topics are required in-service training topics and must be provided annually to all staff: Reporting abuse and neglect of students to the Department of Children and Families and/or the Disabled Persons Protection Commission; Disciplinary and Behavior Management Procedures used by the program, such as positive reinforcement, point/level systems, token economies, time-out procedures and suspensions and terminations; as well as Restraint Procedures including de-escalation methods used by the program; Runaway policy; Emergency procedures including Evacuation Drills and Emergency Drills; and