3520 Dryades Street, 2nd floor, New Orleans, LA …...3 School Calendar Cohen College Prep Middle...
41
3520 Dryades Street, 2 nd floor, New Orleans, LA 70115 Main Office: 504-335-0400
Transcript of 3520 Dryades Street, 2nd floor, New Orleans, LA …...3 School Calendar Cohen College Prep Middle...
3520 Dryades Street, 2nd floor, New Orleans, LA 70115
Main Office: 504-335-0400
1
Mission & Core Values
Our mission drives everything we do at Cohen College Prep Middle School. Our core
values help us achieve this mission.
Mission: Cohen College Prep Middle School provides the highest
caliber of scholastic achievement in a safe and
joyful environment to prepare our students for high school, college and
beyond.
Excellence
Respect
Joy Perseverance
Caring
2
Principal’s Message
Greetings Cohen College Prep Middle School Families,
Welcome to a new school year. My name is Noell Lugay, and I am honored to serve as your new
Principal! I know that the past year has been full of change and challenges, and through it all you have
remained steadfast in your support of NOCP. When you decided to enroll at New Orleans College
Prep, a covenant was formed. I am committed to bringing stability and moving forward in fulfilling
NOCP’s promise to you: to prepare each one of our students to enter and excel in a rigorous 4 year
college or university. We know that it is not enough to simply get our students to college; we have to
ensure that they have what it takes to stay, and to graduate.
In the coming weeks, we will introduce a new discipline plan, implement enhanced routines and
procedures to strengthen our school culture and climate, and ensure that we lay the foundation to
create an ambitious learning environment. Our message to students will be clear: you can do anything
you put your mind to and we will support you--sometimes pushing, sometimes pulling--to spur your
development.
By establishing a strong connection between home and school, we can give students the support they
need to persevere and succeed in a world that sometimes bets against them. The world will not be
easy on our students, nor will it be forgiving. In fact, it’s often harder! The world will not lower its
standards to allow our students to slide through, so we must empower them with determination and
appropriate life skills to navigate through it. I am asking for your continued commitment and support.
As a proud product of a single parent home, I know that the decisions we have to make are not always
popular, but they are always in the best interest of our children. This means pushing our students, and
never accepting excuses. It means they must work when others play. It means we ensure that they
keep going when others would give up. One thing is for sure, it won’t be easy, but they are worth
it…with our firm support and love, our children can reach any goal. I look forward to a productive
school year, and I welcome you to stop in with questions or concerns, or just to say hello. At Cohen
College Prep Middle School, we are truly a family and I look forward to our academic year together!
With Panther Pride,
Ms. Noell Lugay
3
School Calendar
Cohen College Prep Middle School
2012-2013 School Calendar
Our school year runs August 8, 2012 – May 30, 2013.
Please see below for a list of days when school is not in session.
Date Event
August 8, 2012 First Day of School
August 20, 2012 Professional Development (No School)
September 3, 2012 Labor Day (No School)
September 24, 2012 Professional Development (No School)
October 12-15, 2012 Fall Break (No School)
November 5-6, 2012 Professional Development (No School)
November 19-23, 2012 Thanksgiving Break (No School)
December 20, 2012 - January 4, 2013 Winter Break (No School)
January 7, 2013 First day back after Winter Break
January 21, 2013 MLK Day (No School)
January 28, 2013 Professional Development (No School)
February 11-15, 2013 Mardi Gras Break (No School)
March 22, 2013 Professional Development (No School)
March 29, 2013 Good Friday (No School)
April 15-19, 2013 Spring Break (No School)
May 27, 2013 Memorial Day (No School)
May 30, 2013 Last Day of School
4
Communication
Cohen College Prep Middle School serves its 6th – 8th graders by requiring parents to be
partners in the education of their children. The important task of educating a child calls
for the school, the student, and the parent(s)/guardian(s) to all work together to ensure
success.
In order to be effective partners, we must communicate effectively. There are several
ways that we can and will communicate with you throughout the year:
Parent Memos and Phone Calls
Weekly Progress Reports
Quarterly Report Card Conferences
Meetings & Visits
o Parents are welcome to attend classes for unscheduled visits at any time;
however, we do encourage contact with the teacher or school prior to visit
to maximize your time in the building.
o If you would like to talk to a teacher or administrator please call in advance
to schedule an appointment. This allows us to give you the time you
deserve.
Phone Calls: Please feel free to call staff with questions or concerns no later than 7:00 PM. Our main office hours are 8:00 AM – 4:00 PM.
Middle School Contacts
Name Position Phone Number Email Address
Ms. Noell Lugay Principal (504) 418-8511 [email protected]
Mr. Rene Gettridge Dean of Students (504) 421-3182 [email protected]
Mrs. Julia Davis Math Department Chair (504) 289-4389 [email protected]
Mr. Chris Miller Social Studies Dept. Chair (504) 444-4793 [email protected]
Ms. Nancy Tichenor
Intervention and Support
Manager (Special Education) (504) 388-5002 [email protected]
Ms. Natalie Kaharick Operations Manager (504) 655-8242 [email protected]
5
Ms. Carissa Kolakauskas Social Worker (504) 654-9294 [email protected]
Ms. Cheryl Benoit School Nurse (504) 388-5504 [email protected]
Mr. Glen Bowman Special Education Teacher (504) 941-1676 [email protected]
Ms. Hilary Gastel Social Studies Teacher (504) 343-9919 [email protected]
Ms. Erica Manoatl Math Teacher (504) 444-4792 [email protected]
Ms. Katie Murray Science Teacher (504) 655-2548 [email protected]
Mr. Gareth Mitchell Science Teacher (504) 444-4798 [email protected]
Mr. Andrew McCarthy Math Teacher (504) 430-7265 [email protected]
Mr. Andy Marchal Special Education Teacher (504) 655-0363 [email protected]
Ms. Cheryl Milburn Paraprofessional (504) 427-1154 [email protected]
Mr. Hakim Rashad PE Teacher (504) 421-2677 [email protected]
Mr. Jamar Fisher Math and PE Teacher (504) 418-0388 [email protected]
Ms. Caroline McLean ELA Teacher (504) 418-7929 [email protected]
Ms. Brittany Watts ELA Teacher (504) 418-9279 [email protected]
Mr. Thomas DeLay ELA Teacher (504) 418-6456 [email protected]
Mr. Jason Dewey Special Education Teacher (504) 418-6495 [email protected]
Ms. Mindy McConnell Special Education Teacher (504) 458-8711 [email protected]
Mr. Floyd Stevenson Custodian (504) 444-4791 [email protected]
Mr. Larry Braddy Custodian (504) 784-9056 [email protected]
NOCP Charter Management Organization
Name Position Phone Number Email Address
Mr. Ben Kleban Founder & Director (504) 756-5577 [email protected]
Mrs. Kristen Morgan Chief Operating Officer (504) 388-2422 [email protected]
Ms. Angelica Blakely Office Manager (504) 941-0485 [email protected]
Mrs. Chasity Broussard Receptionist (504) 444-8717 [email protected]
6
Daily Schedule (Monday – Tuesday – Thursday – Friday)
PERIOD TIME
A 7:40 - 8:10 Checkpoint & Advisory
T 8:10 - 8:13 Transition
B 8:13 - 8:33 Breakfast
T 8:33 - 8:36 Transition
P1 8:36 - 9:31 Period 1
T 9:31 - 9:34 Transition
P2 9:34 - 10:29 Period 2
T 10:29 - 10:32 Transition
P3 10:32 - 11:27 Period 3
T 11:27 - 11:30 Transition
P4 11:30 - 12:25 Period 4
T 12:25 -12:28 Transition
L 12:28 - 12:58 Lunch
T 12:58 – 1:01 Transition
P5 1:01 – 1:56 Period 5
T 1:56 – 1:59 Transition
P6 1:59 – 2:54 Period 6
T 2:54 – 2:57 Transition
P7 2:57 – 3:52 Period 7
D 3:52 – 3:55 Dismissal
7
PERIOD TIME
E 7:40 – 7:45 Morning Entry
P1 7:45 - 8:19 Period 1
T 8:19 - 8:22 Transition
B 8:22 - 8:42 Breakfast
T 8:42 – 8:45 Transition
P2 8:45 – 9:19 Period 2
T 9:19 – 9:22 Transition
P3 9:22 – 9:56 Period 3
T 9:56 – 9:59 Transition
P4 9:59 – 10:33 Period 4
T 10:33 -10:36 Transition
P5 10:36 – 11:10 Period 5
T 11:10– 11:13 Transition
P6 11:13 – 11:47 Period 6
T 11:47 – 11:50 Transition
P7 11:50 – 12:24 Period 7
T 12:24 – 12:27 Transition
L 12:27 – 12:57 Lunch
T 12:57 – 1:00 Transition
I 1:00 – 2:00 Intervention
D 2:00 – 2:05 Dismissal
Early Dismissal Schedule (Wednesdays)
8
Academic Program
We want our Middle School scholars to receive a rigorous college prep education.
Our daily schedule includes six academic courses and one physical education
course with at least two periods of English and Math each day.
We believe that students learn best when they are met on their individual
instructional levels. This means we offer many different reading, writing, and
math classes to meet the needs of our different students. Once a week students
will participate in an “Intervention Period” schedule that addresses gaps in
student learning at an accelerated pace and individual level.
Grading Scale
Each teacher is will inform scholars and families the exact grading criteria for their class.
LETTER GRADE
RANGE GPA VALUE
A+ 96-100 4.00
A 90-95 3.67
B+ 86-89 3.33
B 80-85 3.00
C+ 76-79 2.33
C 70-75 2.00
D 60-69 1.00
F 0-59 0.00
Skipping Grades / “Can my child be put in his or her ‘right grade?’”
Cohen College Prep Middle School does not offer a test that allows students to
skip grades at this time. If you are concerned about you scholar’s academic
placement, please contact his or her advisory teacher.
9
After School Activities
The mission of our after school program is to provide students with extracurricular
activities to invest them in school, create school pride, and help student master non –
academic activities. In order to participate in after school activities all students must
maintain a 2.7 GPA and meet behavior and attendance standards that are determined
by the Dean of Students. Any student who does not meet requirements will not be
allowed to participate in the event or the activity for that week.
We offer the following after school activities based on student interest:
FALL SEMESTER SPRING SEMESTER
o Majorettes o Dance o Boys Football o Girls Volleyball
o Boys and Girls Basketball o Band o Dance o Softball and Baseball
Transportation – School Bus and RTA
Bussing or an RTA pass to and from College Prep is provided by the Middle School for
any student living more than one mile away from campus. The same mode of
transportation must be used for the entire year.
For issues with Bus Routes/Late Bus Info: Hammond’s Transportation 504-662-0261 or 504-622-0262 Please remember the following:
Make sure your student knows how he or she is getting home before the end of
the day. Students will only be permitted to make phone calls home in emergency
10
situations at the end of the school day.
We cannot accept any transportation change requests by telephone after 3:00
PM (1:00 PM on Wednesdays). For example, if you are picking your student up
one day, please let the student and the school know in advance.
Encourage your student to follow all the bus policies and procedures – they exist
for the students’ and drivers’ safety. We can and will suspend students from the
bus who do not follow the rules and procedures.
For students who opt to ride the RTA, a 31 day Jazzy Pass will be issued every
month while school is in session. The security of the RTA pass is the responsibility
of the student. One time per year, students will have the opportunity to replace a
lost or stolen pass by volunteering at school for 5 hours or paying a reduced fee of
$28. Any other lost or stolen passes will NOT be replaced and will be available for
purchase at full price. NOTE: Any discipline issues that take place on public
transportation are outside the jurisdiction of the school and will be handled by the
New Orleans Police Department.
Attendance
Why is this important?
There is a direct connection between a student’s attendance and his/her success.
Our data shows that students who missed less than 5 days of school scored higher
in every subject area on the LEAP and iLEAP tests.
Excellent attendance often means…
Better Grades Better Behavior Better State Test Scores More Prepared for College
Poor attendance often means…
Lower Grades Poor Behavior Lower State Test Scores Less Prepared for College
11
What is the attendance policy?
When a student misses school for any reason it will be marked as “Excused” or “Unexcused.” Excused Absences
We recognize that sometimes, a scholar will need to miss a day for emergencies. It is
the family’s responsibility to provide all documentation for excused absences within 3
days of returning to school. Scholars or parents should bring documentation to the main
office, where a copy will be made and kept on file. Additionally, scholars should show
the original documentation to each teacher so that his or her work may be excused.
Handwritten notes will not be accepted.
Excused absences that are approved include:
Reason What the School Needs Number of Days Excused
Death Obituary or funeral program
Immediate family: 5 days
Extended family: 2 days
Family Medical Emergency Doctor’s or hospital’s note
Immediate family: 5 days
Extended family: 2 days
Illness Doctor’s Note Return to school ASAP.
Court Court subpoena
The hour(s) or day(s) of the appearance
Immediate Family: Mother, Father, Brother, Sister, Grandmother, Grandfather Extended Family: Cousins, Aunts, Uncles, Nieces, Nephews
Unexcused Absences
Students will receive unexcused absences for any reason not listed above. This includes
missing the bus, poor weather, staying home to babysit, hair appointments, and the
Saints winning the Superbowl. (We love the Saints, but we love college more.)
12
All unexcused absences will result in a phone call home.
3 Unexcused Absences Phone conference with advisor 5 Unexcused Absences In-person conference with advisor
8 Unexcused Absences Referral to court system (FINS) 10 Unexcused Absences In-person conference with principal about risk for retention*
*Students who have more than 10 unexcused absences can be retained.
Make Up Work
If a student has an excused absence, he or she may receive credit.
If a student has an unexcused absence, he or she will not receive credit.
Tardy
Please note: Parents are not able to excuse a scholar who is late to school. Only the
following are approved excuses for tardiness to school:
RTA bus or streetcar is late, not functioning properly, or in an accident
Yellow school bus is late, not functioning properly, or in an accident
Student has an excuse note from a doctor, court, or other appointment
Early Checkouts
We will only allow check outs until the end of 6th period, 3:00pm (1:00pm on
Wednesdays)
Please ensure that all doctor, dentist, and other appointments are scheduled prior to
this time or after 4:00pm upon dismissal.
Transportation Changes and Messages
Any messages or transportation changes for that day will need to be called in to the
main office by the end of 6th period, 3:00pm (1:00pm on Wednesdays).
13
Unauthorized Pick ups
The parent or guardian listed in our system must call ahead to authorize a person who is
not on the approved list of authorized pick-ups to see or check out a scholar from
school. A valid ID of the name given by the parent will be required to check the student
out. No exceptions!
Uniforms
Why do we have uniforms?
Uniforms unite us as a community. When you look at the College Prep shirts, it is a powerful visual statement of our community. Students make a commitment that when they put on the College Prep uniform; they are agreeing to live up to the school’s values and show their Panther Pride!
Uniforms reduce distractions and clothing competition. Often students spend more time discussing and evaluating what others are wearing or not wearing than they spend focusing on learning. Wearing uniforms eliminates this distraction.
Uniforms make us all equal. Whether families have high incomes or low incomes, the students come to school looking the same way. No one is made to feel bad about the clothes they have or don’t have.
Uniforms look professional. Students look neat when they arrive to school with ties and shirts tucked into their khaki pants. The students come mentally prepared for school and “dressed for work.”
Uniform Piece Uniform Policy Remember
Shoes Closed-toed, plain dark brown or black shoes. Black shoe laces are permitted.
No markings (stripes, dots, designs, sparkles). No chucks, boots or slippers.
Socks Plain black or white with no markings.
No stripes, ruffles, or colorful designs.
14
Pants Plain khaki pants. No cargo pants, skinny leg pants, capri pants, excessively tight pants, or flare pants. Pants should be worn on hips.
Shorts Plain khaki shorts that come to the knees.
No cargo shorts or excessively tight shorts. Shorts should be worn on hips at all times.
Skirts Plain khaki skirts that are no more than 2” above the knee (this will be STRICTLY enforced).
Belt Plain dark brown or black belt. Belt should be worn through belt loops.
No fancy or large buckles, extra holes, or designs.
Shirt Yellow College Prep Shirt. Shirts must be tucked in.
Shirts must be purchased from College Prep – no exceptions.
Undershirt (Optional)
Short sleeve undershirts must be plain white, grey, brown or black.
No writing or designs are permitted on undershirts. Sleeves must fit under uniform shirt.
Tie Girls:
Green Tab Tie OR
Green Skinny Tie Boys:
Green Tab Tie OR
Green Bow Tie
Ties must be purchased from College Prep – no exceptions.
Sweaters and Vests
Dark green button-down sweater or dark green button-down vest.
Sweaters and vests must be purchased from College Prep – no exceptions. You may have your student’s name embroidered in white or gold/yellow thread.
Tattoos Must be covered at all times.
Hoodies Jackets Outerwear (Optional)
These items are not part of the school uniform. Students must take them off at the door.
If your student is cold we recommend you purchase a vest or a sweater during uniform sale day.
That means these
15
Student ID Student must wear their ID around their neck on the lanyard provided by College Prep.
No other lanyards are permitted. Only the ID badge may be on the lanyard.
Accessories (Optional)
Jewelry must be professional and not excessive. 1 Watch 1 Bracelet 1 Ring per hand 1 Necklace Any covering for religious purposes.
No hats, head scarves (unless it is for religious purposes), “do rags,” or bandanas. Excessive jewelry may be asked to be removed.
Piercings (Optional)
Girls may wear 1 pair of earrings less than the size of a dime in their ear lobes.
Boys may not wear earrings. No other piercings are allowed.
Haircuts / Styles Natural hair colors only. Neatly groomed.
No bright colors. No mohawks or designs/words cut into hair. No hair left in “pin curls” or rollers, even on the day of events.
Backpacks: All students are allowed to bring their own backpack to school and must
carry it around with them at all times. Bags are subject to search at any time. The school
is NOT responsible for any lost or stolen items.
Items that can be in bag: Items that cannot be in bag:
• Reading book (s) • Pens and pencils • PE clothes / shoes • PE supplies
– Deodorant – Brush
• Band supplies – Drumsticks – Mouthpieces
• Keys
• Food • Candy • Soda (Water is okay) • Gum
All non-food items confiscated can be picked up by a parent/guardian at report card nights. We do not return items at any other time.
16
PE Uniforms: All scholars must purchase a separate uniform for PE class that consists of
green shorts and a gray t-shirt. Shirts and shorts cost $8 each and can be purchased
from the main office.
Discipline
Cohen College Prep Middle School uses a proactive approach to discipline that
incorporates the principles of Positive Behavioral Supports. The system of School-Wide
Positive Behavior Supports will increase our capacity to reduce school disruptions and
educate all students, including those with problem behaviors through the following:
Clearly defined outcomes Research-proven practices Supportive administrative systems Use of information for problem solving.
School-wide Rules
The following School-wide Rules will be posted in all classrooms, hallways, and the
cafeteria and will be enforced by all faculty and staff.
Cohen College Prep Middle School staff and students will follow the model of the 3R’s-
READY, RESPECTFUL and RESPONSIBLE. It is the expectation that we are able to model
the behaviors we expect our students to embody and hold them to a high expectation
every minute of the day.
Examples of what it means to be READY, RESPECTFUL and RESPONSIBLE are, but not
limited to:
1. Following directions of staff the first time, and responding with respectfully.
2. Arriving on time and prepared to participate and learn in all classes.
3. Respecting the rights and property of others.
17
4. Being appropriately dressed as outlined in the school dress code on a daily basis.
5. Supporting a safe learning environment and making positive behavior choices.
Example Behaviors and Consequences
Level 1 Behaviors Level 1 behaviors are to be handled by the classroom teacher or staff member witnessing such behaviors. The teacher should use classroom interventions and contact the parent for repeated Level 1 infractions. All teacher interventions and parent contact logs should be entered into the Kickboard system in a timely manner and on a daily basis.
Level 2 Behaviors Level 2 behaviors could be referred to the office at teacher discretion. Teachers will complete a Kickboard report and send it to Dean’s office. Students able to stay in the classroom may be put in isolated instruction. The appropriate personnel will call for the student when instruction is least interrupted and an administrator is available. On the same day the student is sent to the office, the teacher or staff member witnessing the incident should communicate the details to the parents by phone.
Level 3 Behaviors Level 3 behaviors should be referred to the office immediately. Teacher will complete an office referral to accompany the student. Consequences for students who engage in level 3 behaviors will include removal from the classroom for a period of time. An administrator will notify parents
18
Cohen College Prep Middle School Behavior Management Flowchart
Who manages the
incident? OFFICE - major
infraction
TEACHER - minor
infraction
Leadership to determine
consequences based on
school- wide discipline plan.
Suspension and Parent
Conference*
Automatic ISS and
Contact Parent *
Verbal Warning
-Restate
Expectation/Rule
1st Warning (same behavior)
-Restate Expectations/Norm
-Apply Teacher Intervention
-Kickboard Deduction
Write a
referral in
Kickboard
and BB
Teacher to assess
classroom variables
that may be promoting
behavior.
-Ecological
-Classroom behavior
system
-Curriculum &
Instruction
Behavior
stops, no
further
action
2nd Warning (same behavior)
-Restate Expectations/Norm
-Apply Teacher Intervention
-Silent Lunch Detention
-Kickboard Deduction
3rd Warning (same behavior)
-Restate Expectations/Norm
-Apply Teacher Intervention
-Kickboard Deduction
-Contact Parent
Write a
referral in
Kickboard
Recommendation for
expulsion*
Teacher-managed
(Level 1 Behaviors)
-lateness
-language
-preparedness
-put downs/ribbing
-refusing to work
-sleeping
-throwing
objects/paper
-minor dishonesty
-tone/attitude
-excessive talking
-off-task students
Office-managed
(Level 2 & 3 Behaviors)
-fighting or aggressive
physical contact
-chronic minor
infractions **
-threats
-harassment/bullying
-truancy
-smoking
-alcohol/drug
possession
-gambling
Sample Teacher Interventions:
-change in seating
-redirection
-proximity
-loss of privilege
-apology
-non-verbal prompt
-helpful encouraging verbal
prompt
-student conference
-parent conference
-restitution
*See discipline plan for behaviors/infractions that receive
these consequences.
**A student should not be referred for chronic minor
infractions until all teacher interventions have been
exhausted and the parent has been contacted.
19
Level 1 Behaviors - Automatic Paycheck Deduction ($2)
Talking in the hallway
Chewing gum
Unexcused tardiness to class
Dress code violation
Electronic devices (phone, iPod, iPad) out during class
Additional deductions are located on the flow chart under teacher managed level 1
behaviors.
Level 2 Behaviors - ISS
Walking out of class (1 day)
Extreme verbal abuse to staff, directing verbal profane remarks towards staff (1
day)
Fighting on the bus (1 day)
Consistent display of disruption to educational environment, assignment refusal
(1 day and Parent Conference)
Severe destruction of school property (1 day)
Cyber-bullying (1 day)
When a student is assigned automatic ISS he/she will take home the Kickboard report to
be signed and will serve the ISS the following day.
Level 3 Behaviors - Suspensions
Fighting for first time (1 day suspension and 3 days ISS)
Fighting for second time (2 day suspension, 3 days ISS and Parent Conference)
ISS Refusal 2nd day (1 day suspension and Parent Conference)
Possession of Fireworks (2 day suspension and 3 days ISS)
Coming to School under the influence of drug or alcohol (5 day suspension and 2
days ISS)
Extreme Vandalism (2 days)
20
Harassment/Bullying (2-5 days, depending on severity)
Common space violations or roaming to restricted areas of the school (1 day
suspension)
Upon returning to school a parent must accompany their child to school for a
conference with the Leadership Team.
Level 3 Behaviors - Expulsions
Possession, use of, or concealment of illegal drugs or firearms
Aggravated assault
Sexual assault
Starting a fire
Possession of deadly weapon
Use of an object to harm, frighten, or intimidate others
False fire alarms or bomb threats
Massive theft of property (burglary/robbery)
Possession of drugs
Possession of alcohol
Silent Lunch
Expectations: Silent lunch will be assigned by grade level. Students will report to
designated silent lunch room of the day/week with the assigned teacher (rotating
schedule). During silent lunch students are not allowed to talk and the assigned teacher
will walk students to cafeteria 5 minutes after lunch begins to get their lunch and back
to the designated classroom.
Consequences: Students who talk or misbehave during silent lunch will be assigned one
week of silent lunch. If student is consistently assigned silent lunch for different
behaviors, the order of consequences must be followed.
21
Mini Conference Consequences
1 class period in In-School Suspension (ISS)
Expectations: Students will complete classroom assignment and complete a Rational
Self-Assessment to be signed and retuned the following day.
Consequences: If student does not return signed letter the following day, a full day of ISS
will be assigned.
Entire day in ISS
Expectations: Student will report to the ISS classroom directly after Advisory. Emails will
be sent the day before the student reports to ISS and teachers are responsible for
sending work for any of their students that are in ISS for the entire day. Students are not
allowed to talk and will be delivered a lunch.
Consequences:
1. Does not disrupt ISS, but does not complete work- An additional day of ISS will be
assigned
2. Actively disrupting, but completes work- An additional day of ISS will be assigned
3. Actively disrupting and refusing to complete work- student suspended for the
remainder of the day and will return to ISS the following day
* 2 separate ISS incidents will result in a Parent Conference Notice
3 days of no parent/guardian after conference issued – Suspension and report back with
parent/guardian or start 2 day cycle of ISS
School-wide Positive Behavior Reinforcement
To motivate students and keep them engaged at school, Cohen College Prep Middle
School staff members balance disciplinary consequences with frequent and varied
positive reinforcement. The Kickboard system will assist in tracking behavior and
analyzing data and will be the used to inform students on their progress. Panther Bucks
22
will be issued and deducted via Kickboard, and the following school-wide positive
incentives/rewards will be based on student Panther Buck balance.
Examples of School-wide Positive Incentives/Rewards:
• School store (Panther Mart) • Letter home from principal • Movie Day • Field Trips • Free Dress-down Day • Special luncheons • Special assemblies • School dances • Homework 1-day extension passes • Student of the Month
The first day of school advisory teachers will communicate the school-wide rules to
students and explain the Panther Bucks and Panther Paychecks. Advisory teachers will
issue Panther Paychecks to students every Friday to be signed by a parent/guardian and
returned the following Monday. Students will start the 2012-2013 school years with a
Panther Buck balance of $50. Every Monday there will be an automatic deposit of $5
into every student’s account who returns signed Panther Paycheck.
Panther Buck Earnings ($2)
- Positive Peer Support
- Went above and beyond
- Participated during entire class
- Accepted consequence with maturity
- Displaying school pride
- Perfect attendance for entire grading period
- No deductions, infractions, or referrals during a 3 week period
23
Benchmark Behavior
Benchmark Behavior Days (BBD) help strengthen CCP-MS culture. Behavior data will be
analyzed by leadership teams to create actions plans for the students and staff.
Fall Semester Spring Semester
September 7 October 5
November 2 December 14
January 31
March 1 March 22 April 24 May 25
School-wide Procedures
Hallway Expectations and Consequences
Expectations: ALL TEACHERS ON POSTS, ZERO TALKING, ONE-WAY HALLS.
All teachers will step outside of their classroom and direct students to move quickly and
quietly to class. Security will monitor the stairwells during all transitions. Students
should remain in proper dress code at all times (including all shirts tucked in,
appropriate outerwear, and ties). Students will only be allowed to walk in one direction
in hallways during transitions.
Consequences: Talking or walking in the wrong direction and dress code violations are
instantly a Panther Buck Deduction ($2). Each infraction is another deduction.
Lunch Time Expectations and Consequences
Expectations: Teachers will step outside of their classroom and direct students to move
swiftly and silently down the main stairs to the cafeteria. Once students have entered
the first floor Mr. Gettridge will direct them to the cafeteria.
24
At the end of the lunch period teachers will report to the cafeteria to escort their
students to class.
Consequences: Talking or disruptive behavior during lunch transition- Panther Buck
deduction ($2). Consistently disruptive students will be assigned silent lunch up to 5
days.
Restroom Policy
Students will only be allowed to go to the restroom during designated restroom breaks.
If there is an emergency and a student needs to go to the restroom the teacher will
message Dean Gettridge and an adult will escort that student to the restroom.
Grade Level Designated Break Times 6th 2nd period and lunch
7th 3rd period and lunch 8th 4th period and 6th period
Restroom break times are subject to change.
Morning Entry
7:35- Mr. Gettridge and Ms. Lugay will report to the bus drop-off area and all teachers
will report to their classrooms.
7:40- School buses will arrive and all CCP-MS students will remain on the bus until all
high school students exit the buses and enter the building. Walkers and car riders will
remain outside until the bus riders are transitioned.
7:45- CCP-MS students will be greeted and directed off the buses to their advisory
teachers by Mr. Gettridge and Ms. Lugay. Students will transition quickly and quietly to
class.
7:50- Students will have their uniform and bags checked by their Advisory teacher and
begin advisory class work.
25
Afternoon Dismissal
Every staff member will assist during dismissal. All available leadership members will
communicate via walkie-talkie the entire dismissal process.
3:55- Mr. Gettridge will report to the bus drop-off area. Students will be dismissed by
their bus order. Staff members will be present in front and behind groups transitioning
to their bus. Staff will remain on duty outside of the building until the last bus departs.
Other Important Information
School Closings Cohen College Prep will only close school in cases of extreme weather conditions. Please listen to local radio and television stations. We do not follow the same closings as the Recovery School District.
Lunch Program We serve both breakfast and lunch to our scholars. Parents may send lunch to school. If you are sending lunch to school with your child, we ask that you send in nutritious foods, such as a sandwich, fruit, vegetables, apple juice, etc. All unhealthy foods and drinks will be confiscated and not returned.
Medications If your child requires medication during school hours, please contact the school’s nurse, Cheryl Benoit, at 504-388-5504 to request a Medical Administration Form (or MAF). Medication cannot be administered to your child until your child’s physician has completed the form. This pertains to all medicine, including aspirin, Tylenol, and other over-the-counter medicines.
Visitors We welcome all visitors – especially parents – at any time. All visitors should sign in at the main office upon arrival and may observe the school and classes. Please call the school in advance if you would like to make an appointment with a teacher or administrator.
Student Records All requests for student records/transcripts/IEP documents must be done in writing. There will be a form in the office that you can fill out. It will also be located on the website so that you can download and fax the form to the school. Please allow 1-2 days for processing. Our fax number is (504) 910-1045.
26
Appendix A – Discipline Code
A disciplinary offense is a violation of the school’s Code of Conduct and occurs while the student is at
school and/or on school grounds; is participating in a school-sponsored activity; walking to or from
school or a school-sponsored event; walking to or from, waiting for or riding on school-provided
transportation; or walking to or from, waiting for, or riding on public transportation to and from school
or a school-sponsored activity. School-related disciplinary offenses may also include serious
misconduct outside the school where evidence exists that the student’s continued presence would
have a substantial detrimental effect on the school. At the discretion of the School Principal or Dean of
Students, students who have committed school-related disciplinary offenses will not be allowed at any
school-related event.
Disciplinary offenses result in consequences subject to the discretion of the Dean of Students or
his/her designee(s) and may include demerits, detention, school service/cleaning, loss of school
privileges, Saturday Detention, in-school suspension, out-of-school suspension, and/or expulsion. The
list of punishable offenses is not exhaustive, but provides examples of prohibited conduct. The
school’s rules and regulations may be supplemented by teachers’ rules for their classes and other
school events. Repeated infractions resulting in demerits may lead to suspension and repeated
suspensions may lead to expulsion. Suspended students are not entitled to participate in school
events. In addition, any breaches of state or federal law may be handled in cooperation with the police
department or other authorities. The following charts illustrates potential disciplinary offenses and
corresponding consequences
Level 1 Offense Possible Consequences
Not prepared for class
Not following directions the first time
Off task
Poor scholar behavior (sit/stand up straight, eye contact, participation)
Calling out
Incomplete CWK or HWK assignment
Ignoring request for help from student or teacher
Says something discouraging to a peer
Bad line position or cuts in line
Talking at inappropriate times
Leaves a mess
Mistreating school property (including binders)
Letting door shut on someone
Messy or missing uniform
Tardy to school or class (not due to a late bus)
Other actions which are a minor disruption in class or school
Absent from school (not due to late bus)
Excessively late to school or to class (not due to late bus)
Poor bus behavior
School-related task
Detention
Repeated warnings (3 or more)
=Send Out
=Referral to Discipline
Office
=Suspension
Student/teacher conference
Parent/Guardian contacted
Home Visits
In-School Suspension
Bus Suspension
27
Level 2 Offenses Possible Consequences
Total refusal to follow directions
Leaving class without permission
Horse-playing (yelling, play fighting, etc.)
Blatant/Purposeful alteration or disregard for uniform
Pushing, shoving, public display of affection, or any inappropriate
physical contact (not fighting)
Profanity not directed at a person
Disrespect of a teacher or classmate (rolling eyes, talking back, heckling
another student, inappropriate cell phone call to teacher, etc.)
Disrespect of school property (writing on desk, etc.)
Disrespect of student or teacher property (i.e. taking someone’s binder,
taking (not stealing) something from teacher’s desk, etc.)
Other serious breaches of the school’s rules or values warranting a
more serious consequence than an enrichment detention or student
account debit
Parent sit-in
Loss of recreational time
Silent lunch
Parent conference mandatory
Referral to Discipline Office
Isolated during class and lunch
Out of school suspension
- In school suspension
- Detention
Public Apology
Level 3 Offenses Possible Consequences
Gross disrespect of a fellow student (i.e. stealing, fighting, verbal abuse)
Gross disrespect of staff (i.e. stealing, verbal abuse)
Gross disrespect of school property (i.e. stealing, graffiti, breaking school property)
Making verbal or physical threats of violence, empty or otherwise
Setting off false alarms or calling in groundless threats
Profanity or offensive language directed towards a student or staff member
Cheating & Plagiarism (any form, including copying homework)
Lying
Using or possessing over-the-counter medication inappropriately
Using or possessing tobacco products
Committing sexual, racial, or any form of harassment or intimidation
Cutting or departing, without permission, from school, class, or required afterschool activity
Excessive and/or repeated detentions
Gambling
Forgery of any sort, including parental signatures
Other serious breaches of the school's rules or values
Sent to Discipline Office
Immediate parent
conference with Dean of
Students
Public apology with parent
attending mandatory
Parent shadows student in
school
Paying for or replacing
damaged property
Performing extra services in
school
Out of school suspension
In school suspension
28
Level 4 Offenses Possible Consequences
Repeated or excessive Level 4 offenses and/or out-of-school suspensions
Repeated and fundamental disregard of school policies and procedures
Possession, use, or transfer of drugs, alcohol, or controlled substances (mandatory expulsion recommendation)
Possession of a weapon (mandatory expulsion recommendation)
Student charged with or convicted of a felony (mandatory expulsion recommendation)
Assault against fellow students, staff, or other members of the school community (likely expulsion recommendation)
Damaging, destroying, or stealing personal or school property or attempting to do so (including arson)
Committing sexual, racial, or any form of harassment or intimidation
Making bomb threats or violent verbal or physical threats, empty or otherwise
Other egregious breaches of the school's rules or values warranting a more serious consequence than Level 3 responses
10 or more suspension Days
Long term suspension or
expulsion in accordance
with state and district
regulations
Again, the Cohen College Prep Middle School discipline policy is applicable not only on school grounds
but also on school busses, during school functions or events, and on school trips.
Procedures for Disciplinary Action: Consequences other than Suspension or Expulsion
If a student commits an offense that calls for the assignment of a consequence other than suspension,
any staff member may impose an appropriate consequence. When this occurs:
The staff member addresses the conduct and assigns an appropriate consequence;
The staff member may refer the matter to the Dean of Students for review and possible additional disciplinary action;
Consequences are implemented at the discretion of the Dean of Students or his/her designee(s);
If necessary, the student is removed from class;
Students and their parent(s)/guardian(s) are responsible for transportation home when they are assigned to additional time in school for any reason;
If the incident is not resolved or occurs again, further disciplinary action is taken; a parent or guardian may be required to meet with the Dean of Students or his/her designee(s) regarding infractions prior to a student’s return to school.
29
Procedures and Due Process for Disciplinary Action: Short-Term Suspension
If a student commits an offense that calls for short-term suspension (10 days or fewer), the student is
afforded the due process rights required by Goss v. Lopez, 419 U.S. 565 (1975). Such student is subject
to the following:
If necessary, the student is immediately removed from class and/or school;
The student is entitled to respond to the charges against him/her;
The Dean of Students or his/her designee addresses the conduct and assigns an appropriate consequence;
The parent/guardian is notified by the Dean of Students or his/her designee; and
A parent or guardian may be required to meet with the Dean of Students or his/her designee(s) regarding infractions prior to a student’s return to school.
Procedures and Due Process for Disciplinary Action: Long-Term Suspension or Expulsion
If a student commits an offense that calls for long-term suspension (more than 10 days) or expulsion,
the following steps are taken:
If necessary, the student is immediately removed from class and/or school;
The parent/guardian is notified by the Dean of Students or his/her designee;
The school sets a hearing date;
The student and/or his parent/guardian are notified in writing of the charges and a statement of the evidence; date, time and place of a hearing; and notice of the right at the hearing to be represented by legal counsel (at the student’s/parent’s own expense) and present evidence and question witnesses;
After hearing the case, the School Director or his/her designee issues a written decision to be sent to the student, the parent/guardian, the school's Board of Directors, and the student's permanent record;
Any student who is expelled or given a long-term suspension (more than 10 days) has the right to appeal the decision in writing to the Board of Directors of New Orleans College Prep within 5 days of the date of expulsion;
Any appeal is heard, at the discretion of the Board Chairperson, by the Board Chairperson or by a Trustee subcommittee (of one or more Trustees designated by the Board Chairperson); in such a case, the school sets a hearing date and the student and/or his/her parent/guardian are notified in writing of the: charges and a statement of the evidence; date, time and place of a hearing; and notice of the right at the hearing to be represented by legal counsel (at the student’s/parent’s own expense) and present evidence and question witnesses.
In the event the New Orleans College Prep Board of Directors determines that a student should be expelled, the parent/tutor/guardian of the expelled student or the student (if the student is 18 years of age or older), may request a review of the Expulsion Hearing Decision by the RSD Superintendent or designee. In the written request for review, the parent or student, if over 18 years of age, shall provide a statement setting forth the basis for the request for review. The written request for review must be requested by hand-delivery or by mail and must be postmarked within five (5) calendar days of the written notification of the expulsion decision.
30
The address for the Recovery School District (RSD) Central Office is 1641 Poland Avenue, New Orleans, Louisiana, 70114. Requests for review which are not mailed or hand-delivered within this time period shall not be processed unless extenuating circumstances can be demonstrated by the parent/tutor/guardian or student.
31
Appendix B
Special Education (INDIVIDUALS WITH DISABILITIES EDUCATION ACT (IDEA))
A student with disabilities may be ordered to an appropriate interim alternative education setting,
another setting, or suspension for not more than 10 school days (to the extent such alternatives would
be applied to students without disabilities). School personnel may consider any unique circumstances
on a case-by-case basis when determining whether to order a change in placement for a student with a
disability.
Within 10 school days of any decision to change the placement the student’s IEP team, to include the
parent, must determine whether the behavior of the student is a manifestation of the student's
disability. When making a manifestation determination, the student’s IEP team, to include the parent,
shall review all relevant information in the student's file, including the student's IEP, any teacher
observations, and any relevant information provided by the parents to determine: (1) if the conduct in
question was caused by, or had a direct and substantial relationship to, the student's disability; or (2) if
the conduct in question was the direct result of failure to implement the IEP. If either is applicable the
conduct shall be determined to be a manifestation of the student's disability. If the behavior is
determined to be a manifestation of the student's disability, the student’s IEP team, to include the
parent, shall conduct a functional behavioral assessment and implement a behavioral intervention plan
if such assessment for conduct was not completed prior to the behavior. If a behavioral intervention
plan has been developed, the student’s IEP team, to include the parent, shall review the plan, modify
it, as necessary, to address the behavior, and return the student to the placement from which removed
unless the parent and school agree to a change of placement as part of the modification of the
behavioral intervention plan.
If the behavior is determined not to be a manifestation of the student's disability, disciplinary
procedures applicable to students without disabilities may be applied to the student in the same
manner and for the same duration in which the procedures would be applied to students without
disabilities. A student with a disability who is removed from the student's current placement shall
continue to receive educational services, so as to enable the child to continue to participate in the
general education curriculum, although in another setting, and to progress toward meeting the goals
set out in the student's IEP, and receive, as appropriate, a functional behavioral assessment, behavioral
intervention services and modifications, that are designed to address the behavior violation so that it
does not recur.
If (1) the student carries a weapon to school or to a school function; or (2) the student knowingly
possesses or uses illegal drugs or sells or solicits the sale of a controlled substance while at school or a
school function, or (3) the student has inflicted serious bodily injury upon another person while at
school, on school premises, or at a school function, the student with disabilities may be removed to an
appropriate interim alternative placement for not more than 45 school days without regard to whether
the behavior is determined to be a manifestation of the child's disability. If behavior is found not to be
32
a manifestation of the student's disability student may be removed for the same amount of time that a
student without a disability would be subject to discipline.
The school shall notify the parents of that decision and of all procedural safeguards no later than the
date on which the decision to take disciplinary action is made.
Nothing in the code shall be construed to prohibit the school from reporting a crime committed by a
student with a disability to appropriate authorities. The school must ensure that copies of the special
education and disciplinary records of the student are transmitted for consideration by the authorities
to whom it reports the crime.
The parent of a student with a disability who disagrees with any decision regarding disciplinary
placement, or the manifestation determination, may request a hearing. During the appeal the child
shall remain in the interim alternative educational setting pending the decision or until the expiration
of the time period whichever occurs first, unless the parent and the school agree otherwise. The state
or school shall arrange for an expedited hearing, which shall occur within 20 school days of the date
the hearing is requested and shall result in a determination within 10 school days after the hearing.
To request a hearing and/or file a complaint, please see Louisiana’s Educational Rights of Children with
Disabilities (http://www.doe.state.la.us/divisions/specialp/parents_rights.html)
Protections for students not yet eligible
A student who has not been determined to be eligible for special education and related services and
who has engaged in behavior that violates a code of student conduct, may assert any of the
protections mentioned previously, if the school has knowledge that the student was a student with a
disability before the behavior that precipitated the disciplinary action occurred. Basis of knowledge
includes (1) the parent of the student has expressed concern in writing to administrative personnel
that the student is in need of special education and related services; (2) the parent has requested an
evaluation of the student; or (3) the teacher of the student, or other school personnel has expressed
specific concerns about a pattern of behavior demonstrated by the student, directly to the director of
special education or to other supervisory personnel of the school. Note: If the parent of the student
has not allowed an evaluation of the student or has refused services or the student has been evaluated
and it was determined that the student was not a student with a disability, the school shall not be
deemed to have knowledge that the student is a student with a disability.
If school does not have knowledge that a student is a student with a disability prior to taking
disciplinary measures against the student, the student may be subjected to disciplinary measures
applied to students without disabilities who engaged in comparable behaviors. If a request is made for
an evaluation of a student during the time period in which the student is subjected to disciplinary
measures the evaluation shall be conducted in an expedited manner. If the student is determined to be
a student with a disability, taking into consideration information from the evaluation and information
33
provided by the parents, the school shall provide special education and related services, except that
pending the results of the evaluation, the student shall remain in the educational placement
determined by school authorities.
STUDENTS WITH DISABILITIES UNDER SECTION 504 OF THE REHABILITATION ACT OF 1973
Change of Placement. As with special education, similar procedures must be followed before a Section
504 student may be ordered to an appropriate alternative education setting or change of placement.
The committee, (comprised of person(s) knowledgeable about the student, the meaning of the
evaluation data, and placement options), must decide whether the misbehavior is a manifestation of a
student's disability, and must review the present Accommodation Plan. The Section 504 Committee
should also consider whether the student's behavior warrants any new evaluation data prior to any
consideration of a change of placement. If (1) the student carries a weapon to school or to a school
function; or (2) the student knowingly possesses or uses illegal drugs or sells or solicits the sale of a
controlled substance while at school or a school function, or (3) the student has inflicted serious bodily
injury upon another person while at school, on school premises, or at a school function, the student
with disabilities may be removed to an appropriate interim alternative placement for not more than 45
school days without regard to whether the behavior is determined to be a manifestation of the child's
disability. If behavior is found not to be a manifestation of the student's disability student may be
removed for the same amount of time that a student without a disability would be subject to
discipline.
34
Discipline Policy & Procedures for Students with Disabilities
I. Overview of Procedural Safeguards
A. General. Disciplinary actions give students with disabilities extra legal protections when the discipline constitutes a
change in placement. If a student violates the Student Code of Conduct, before consequences or punishment are
imposed, the principal/designee must consider whether the student:
Has an IDEA or Section 504 disability; or Is a student who is “thought to have a disability.”
While all students may be disciplined, the placement of students with disabilities cannot be “changed” when the
offense is directly related to his/her disability or when the IEP or Section 504 plan is not implemented, except in
the case of emergency circumstances (drugs, weapons, significant bodily injury). See Section II for more
information about emergency circumstances.
B. Determining Change in Placement. A change in placement is a legal term that applies to the situations described
below. A student’s school suspension that occurred in a LA local education agency (LEA) during the same school
year of transfer into another LA LEA “counts” and is added to any additional suspensions in the new school.
1. More than 10 Consecutive Days of Suspension, i.e., Expulsion Any suspension that is for more than 10 consecutive days is considered to be a change in placement.
2A. More than 10 Total Days of Suspension in One School Year. Option 1
A series of suspensions with days that total more than 10 total school days in a school year is a change in
placement.1 The special education chairperson, with assistance and documentation from the
Administration/Disciplinarian, monitors the number of days each student has been suspended. Students with
disabilities who have not reached this 10-day threshold may be suspended under the procedures that apply to
all students.
2B. More than 10 Total Days of Suspension in One School Year. Option 2
A series of suspensions with days that total more than 10 total school days in a school year may be a change in
placement.2 The special education chairperson, with assistance and documentation from the
Administration/Disciplinarian, monitors the number of days each student has been suspended. Students with
disabilities who have not reached this 10-day threshold may be suspended under the procedures that apply to
all students.
Factors for Determining Pattern of Suspensions
Substantially Similar Behavior. Is the student’s behavior substantially similar to the behavior for which the student
has previously been suspended? (Factors may include same type of behavior, same victim, same class, same day of
the week or same time of day, etc.) If the answer is yes, continue with the following analysis:
Other Pattern Considerations. Consider such factors as:
Length of each suspension, e.g., 1 day, 4 days, etc. Total cumulative days of suspensions, e.g., 11 days, 20 days, etc. Proximity of (time between) suspensions, e.g., 1 week apart, 2 months apart, etc.
A pattern is more likely to exist when the facts in each factor are more extreme, e.g., longer suspension lengths, more
cumulative days of suspension and fewer days between each suspension. Also, consider whether the suspensions are:
from the same class on a regular basis; on the same day of the week; at the same time of day; for the same activity;
involving same staff or other students.
Consistent Decision-Making. Determining whether a pattern exists is very subjective. Thus, school staff should
consult with a Department of Education Representative (Office of Federal Programs Support) when considering this
issue to ensure that factors are considered consistently across schools.
1 In-school suspension and suspension from the bus may constitute a suspension to the extent they impact implementation
of a student’s IEP. See additional information on the next page. 2 In-school suspension and suspension from the bus may constitute a suspension to the extent they impact implementation
of a student’s IEP. See additional information on the next page.
35
The Determining a Pattern of Suspensions Worksheet, Appendix C, should be used to document
consideration of this issue whenever a student’s suspension has surpassed 10 cumulative days for
the year.
3. Additional Considerations. The following considerations apply to in-school suspension; a suspension or
removal for a portion of the school day; and for suspensions from transportation.
a. In-school Suspension. An in-school suspension will not be considered as a suspension for the above purposes as long as a student is given the opportunity to continue to: appropriately participate in the general curriculum; receive IEP specified services; and participate with nondisabled children to the extent (s)he would have in the current placement. Any in-school suspension that does not meet this standard must be considered as a suspension for purposes of these procedures.
b. Suspension/Removal for Portion of School Day. Students sent home from school in the morning because of misconduct is considered to have a full-day suspension. Students sent home in the afternoon is considered to have a half-day suspension. These conditions apply unless the student’s BIP specifically calls for the student to receive a shortened school day when certain behaviors are exhibited.
3
c. Bus Suspension. The following standards apply based on whether transportation is a related service on the IEP:
1) Bus Transportation Is IEP Service. When transportation is an IEP service, a student’s removal from the bus is considered to be a suspension unless transportation is provided in some other way. In this case, transportation has been determined to be necessary for the student to access educational services.
2) Bus Transportation Is Not IEP Service. When transportation is not an IEP service, the student’s removal from the bus is NOT considered to be a suspension. In this case the student/parent have the same obligations for the student to get to and from school as any nondisabled peers suspended from the bus. However, school officials should consider whether the bus behavior is similar to classroom behavior that IS addressed in an IEP and whether the bus behavior should be addressed in the IEP or through a BIP.
Monitoring Suspensions - Principals must have procedures in place to monitor and cumulatively total all suspensions for
students with disabilities.
C. Determining Manifestation Determination & Services.
1. Manifestation Determination. Within 10 days of any decision resulting in a change of placement the LEA
representative, parent, and relevant members of the child’s IEP Team (as determined by the parent and the
LEA representative) must meet and determine whether the student’s behavior is a manifestation of his/her
disability using the Manifestation Determination form. The procedures below are used to make this
determination.
a. Making the Decision
1) Review Relevant Information. The team participants review all relevant information in the student’s
file, including the IEP. If the IEP was not implemented, the team documents why it was not
implemented and whether the failure to implement the IEP impacted the student's behavior.
2) Observe Behavior. The team also reviews documentation of staff observations regarding the student's
behavior. This should include an analysis of the student’s behavior across settings and times
throughout the school day.
3) Information from Parents. The team reviews any relevant information provided by the parents.
4) Ask Two Questions to Determine Manifestation. The team must consider the two questions below to
determine if a student’s behavior was manifested by his/her disability.
3 Note: The Student Information System allows only the entry of suspension for a full day; half days are not permitted. Thus,
there may be a difference between a student’s actual total number of suspension days and the total recorded on the System. The student’s “actual” full time equivalent days of suspension, however, are relevant to the application of these standards. Schools are strongly encouraged to enter suspension data in “real time.”
36
a) Relationship of Behavior to Misconduct. Was the conduct caused by or directly and substantially
related to the student’s disability?
Consider whether the behavior in question has been consistent and/or has an attenuated
association with the disability:
Consistent Behavior. Behavior that has been consistent across settings and across time may meet this standard.
Attenuated Association. Behavior that is not an attenuated association, such as low self-esteem, to the disability would not have a direct and substantial relationship to the student’s disability.
b) IEP Implementation. Was the conduct a direct result of the school’s failure to follow the student’s
IEP? If so, the principal must ensure that immediate steps are taken so that the identified
deficiencies are remedied.
d. Behavior Is Manifestation of Disability. If the relevant members of the IEP team answers yes to either
question, then the student’s behavior is a manifestation of his/her disability. In this case:
1) Return to Placement. Unless the IEP team agrees to a change of placement as part of the
modification of the BIP, the school must return the student to the placement from which (s)he was
removed. Note: this provision does not apply to students involved with weapons, drugs or serious
bodily injury. (See Section II.)
2) FBA & BIP. The IEP team must conduct or review a functional behavioral assessment (FBA) and
create a behavior intervention plan (BIP) addressing ways that the school can help the student with
the conduct at issue. If the student already has a BIP, it must be reviewed and modified to address
how the school can better assist the student with the conduct at issue. Note: If the FBA requires a
new assessment of student behavior, parental consent is required.
e. Behavior is NOT Manifestation of Disability
1) Same Consequences. If the IEP team members agree that the student’s conduct was not a
manifestation of his/her disability, then the student may be subject to the same consequences as all
students.4
2) Required Services. A student with a disability who is removed from his/her current placement must
receive the following services beginning on the 11th
day of cumulative suspensions during the school
year. The IEP team:
a) Identifies Services. Identifies and documents educational services the students will receive to
enable the student to continue to participate in the general education curriculum, although in
another setting (e.g., an interim alternative educational setting (IAES), etc.) and to progress
toward meeting the goals set out in the student’s IEP; and
b) Develops/Reviews FBA/BIP. Provides, as appropriate, an FBA and BIP services and modifications,
which are designed to address the behavior violation so that it does not recur.
c) Considers Need for More Restrictive Services. May convene and modify the student’s IEP.
School personnel may consider any unique circumstances on a case-by-case basis when
determining whether a change in placement, consistent with the requirements of this section, is
appropriate for a student with a disability who violates a code of student conduct.
II. Weapons, Drugs or Serious Bodily Injury: Emergency Procedures
In circumstances related to a student’s use of weapons, drugs or imposition of serious bodily injury, school officials may
remove a student for 45 school days by following the procedures below.
A. Criteria for Emergency Removal.
4 If a parent disagrees with the team’s decision that the behavior was not a manifestation of the student’s disability or with
the interim alternative educational services or location, the parent may request an expedited due process hearing to challenge this finding. If the Hearing Officer agrees with the parent, the student will remain in the school where the offense was committed unless the parent and the school agree otherwise.
37
1. Weapons. A student carries a weapon to or possesses a weapon at school, on school premises, or to or at a
school function under the school’s jurisdiction.
A weapon is a device, instrument, material or substance animate or inanimate that is used for
or is readily capable of causing death or serious bodily injury (excluding pocket knife with a
blade of less than 2 ½ inches in length); firearms, including a starter gun; the frame or receiver
of such a weapon; a muffler or silencer; any destructive device including any explosive
incendiary or poison gas bombs, grenades, rockets, missiles and mines; does not include antique
firearms.
2. Drugs. A student knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled
substance, while at school, on school premises, or at a school function under the school’s jurisdiction;
A controlled substance is a drug or other substance in the Federal Code that does not include a substance
legally used and possessed under the supervision of a licensed health-care professional.
Possession of alcohol and tobacco does not fall under “controlled substance.” Therefore, the principal cannot move a student to an IAES for possession of these items under this section. Instead, the removal is subject to the procedural safeguards applicable to other types of misconduct.
3. Serious Bodily Injury. A student inflicted serious bodily injury upon another person while at school, on school
premises, or at a school function under the jurisdiction of the State or an LEA. 5
Serious bodily injury involves substantial risk of death; extreme physical pain; protracted and
obvious disfigurement; or protracted loss or impairment of the function of a bodily member,
organ, or mental faculty.
B. Removal
1. General. The school may immediately remove the student for up to 45 school days to an IAES. Because drugs,
weapons and serious bodily injury are so dangerous to a safe school climate, a school may remove a student
under these circumstances for 45 school days regardless of whether the team believes that the behavior is a
manifestation of the student’s disability.
The 45 school days do not include those days the school is not in session, e.g., Spring Break. The IEP team may
specify a removal for fewer days than the maximum 45 days.
C. Action during Removal. During the 45 school day period, the school must convene a meeting to determine whether
the student’s behavior is a manifestation of his/her disability. (See Section I.C. above for more information about
the manifestation determination process.)
1. Behavior IS Manifestation of Disability a. FBA/BIP. As discussed above, the IEP team must conduct or review an FBA and create a BIP addressing
ways that the school can help the student with the conduct at issue. If the student already has a BIP, it must be reviewed and modified to address how the school can better assist the student with the conduct at issue. Note: if the FBA requires a new assessment of student behavior, parental consent is required.
b. Reevaluation. The student may be referred for a reevaluation. c. More Intensive Services. The IEP team may meet to consider more intensive special education services
upon the expiration of the 45 day IAES or sooner. 2. Behavior is NOT Manifestation of Disability
a. Disciplinary Hearing. If all team members determine that the conduct was not a manifestation of the student’s disability, then the 45 school day emergency placement may proceed to a disciplinary proceeding afforded to all students.
b. FBA/BIP. The student must receive, as appropriate, an FBA and BIP services and modifications, which are designed to address the behavior related to the disciplinary violation so that it does not recur.
III. Appeals
A. Reasons for Requesting an Expedited Due process Hearing
5 To comply with the law, a 45 school day emergency removal for serious bodily injury must be extremely serious, i.e.,
requiring medical treatment.
38
1. Parent Disagreement. Parents who disagree with the appropriateness of the alternative placement or remedial disciplinary setting or services may request an expedited due process hearing.
2. School Considers Student to be Dangerous. If a school has documented reasons to believe that keeping the student in his/her current school is substantially likely to result in injury to the student or to others, the school should request an emergency hearing for the purpose of transferring the student to an IAES for up to 45 school days. Note: this standard is not as high as serious bodily injury; it does not allow for an immediate 45 school day removal.
B. Authority of Hearing Officer
1. A hearing officer may:
a. Return the student to the placement from which the student was removed if the hearing officer
determines that the removal did not comply with these procedures or that the student’s behavior was a
manifestation of the student’s disability; or
b. Order a change of placement to an IAES for not more than 45 school days if maintaining the current
placement of the student is substantially likely to result in injury to the student or to others.
2. The school may repeat its request for an expedited hearing if it believes that returning the student to the
original placement is substantially likely to result in injury to the student or to others.
C. Expedited Due Process Hearing Procedures.
1. An expedited hearing must occur within 20 school days of the date the request is filed. The hearing officer
must make a determination within 10 school days after the hearing.
2. Unless the parents and school personnel agree in writing to waive the resolution meeting or agree to mediate
the dispute:
a. A resolution meeting must occur within seven days of receiving notice of the hearing request; and
b. The hearing may proceed unless the matter has been resolved to the satisfaction of both parties within 15
days of receipt of the hearing request.
3. Evidence not disclosed to the other party three business days before the hearing is excluded, unless the
parties agree otherwise.
Expedited due process hearing decisions are appealable to state or federal court.
D. Placement during Appeal of Discipline Decision
1. Weapons, Drugs or Serious Bodily Injury. The student remains in the IAES pending the decision of the hearing
officer or until the expiration of the 45-day or code violation time period (if less than 45 school days),
whichever occurs first, unless the parent and school personnel agree otherwise.
2. Behavior Not Manifested by the Student’s Disability. The student remains in the IAES pending the decision of
the hearing officer or until the expiration of the 45-day or code violation time period (if less than 45 school
days), whichever occurs first, unless the parent and school personnel agree otherwise.
3. Behavior Is Manifested by Student’s Disability but Belief Behavior is Substantially Likely to Cause Injury. The
student remains in the placement (s)he was in at the time of the behavior in question unless the parent and
school personnel agree otherwise.
IV. Students Without IEPs or Section 504 Plans “Deemed to Have a Disability”
In some cases, a student without a disability will be deemed to have a disability. The criteria for making this
determination and the applicable procedures relevant to such a finding are discussed below.
A. Knowledge of suspected disability (Thought to be a student with a disability)
There are certain circumstances that would indicate a school had knowledge that a student might (or is thought to)
have a disability prior to the violation of the disciplinary violation. The following three situations give rise to such
legal evidence:
1. Evaluation Requested. The parent requested an evaluation.
2. Written Concern. The parent expressed concern in writing to the student’s teacher or school administration about the student’s need for special education and related services
3. Specific Concerns by Staff about Pattern of Behavior. The student’s teacher or other school staff told school supervisory personnel of specific concerns about the student’s pattern of behavior.
39
If any of the three factors above are present, then school officials consider disciplinary action as if the student has
a disability.
B. NOT Deemed To Have Knowledge. This provision does not apply if:
1. Parent did not consent to an initial evaluation of the student
2. Parent refused special education and related services for the student or
3. The student was evaluated and was determined not to have disability. If any of these three circumstances exist, the student may be subjected to the same disciplinary measures applied
to those without disabilities engaging in similar behaviors.
The US Department of Education’s comments to the IDEA states: a public agency will not be considered to have a
basis of knowledge merely because a child receives services under the coordinated, early intervening services of
the IDEA law UNLESS a parent or teacher of a child receiving early intervening services expresses a concern, in
writing, to appropriate agency personnel that the child may need special education and related services.
C. School Personnel Have No Knowledge and Parent Subsequently Requests an Evaluation
If the parent requests an evaluation for a suspected disability after the student is sent to an IAES, the school must
conduct an expedited evaluation at parental request. However, the student remains in placement, including an
IAES, during the evaluation. If the student is found to have a disability, an IEP must be developed. The IEP team
must then conduct a manifestation determination. If the behavior is manifested by the student’s disability, the
team reconsiders the student’s placement in light of the new information
V. Referral to and Action by Law Enforcement and Judicial Authorities
A. Reporting Crimes. Nothing in this part prohibits school personnel from reporting a crime committed by a student
with a disability to appropriate authorities or prevents State law enforcement and judicial authorities from
exercising their responsibilities with regard to the application of Federal and State law to crimes committed by a
student with a disability.
B. Transmittal of Records. School personnel reporting a crime committed by a student with a disability must ensure
that copies of the special education and disciplinary records of the student are transmitted for consideration by
the appropriate authorities to whom the agency reports the crime. Records must be transmitted only to the
extent that the transmission is permitted by the Family Educational Rights and Privacy Act.
VI. Application of Section 504 and ADA
Generally, students with disabilities eligible for services only under Section 504/ADA (i.e., need related and supplementary
aids and services only) are entitled to the procedural safeguards specified in this section. An exception to this general rule
applies to students with behavior that is not a manifestation of his/her disabilities. In this case, these students are entitled
to those services normally available to nondisabled students who are suspended or removed pursuant to the school’s Code
of Student Conduct.
40
Appendix C. Determining Pattern of Suspensions Worksheet
Student Name _______________________________________ ID _____________________________
School ____________________________Disability___________ Grade _________ Date ___________
Determining if Pattern of Suspensions Exists For Students Suspended for More than 10 Cumulative School
Days in School Year and NO Special Circumstances Apply (i.e., weapons, drugs or severe bodily injury)
Description of behavior related to disciplinary action:
Description of prior behavior:
Was behavior in question substantially similar to the student’s behavior in previous incidents?
___Yes ___No If “yes,” continue to determine if there’s a pattern. If “no” the behavior is not part of a pattern.
For all suspensions, attach dates of suspensions and number of days for each suspension & determine:
1. What is the cumulative number of days for all suspensions combined? ______ days
2. How many days of suspension were ordered for each separate incident?
3. What period of time separated each period of suspension? (days, weeks, months)
CONCLUSION: __ Pattern of Suspensions Exists __ NO Pattern of Suspensions Exists
Basis for Decision:
Individual Completing Review: _________________________ Title: ___________________
Consultation with: ___________________________________ Title: ___________________
