Behavior

3 05, 2023

What Are Informal Removals and Why Do They Matter?

kristina@partnerstx.org2023-05-03T11:03:35-05:00

When my cell phone rings in the middle of the day and I see my son’s school is calling, I immediately have a moment of unease: did Matthew get hurt, is he sick, what happened that warrants this call in the middle of the day? Matthew is a sixth grader with Down syndrome, but I know these feelings are shared by parents of children with and without disabilities alike. I count myself lucky that with each of these calls I am relieved to hear about situations that, while important enough to call, are typically intended to share information about my [...]

What Are Informal Removals and Why Do They Matter?kristina@partnerstx.org2023-05-03T11:03:35-05:00

30 08, 2022

New from TEA: Behavior Supports and Guidance for Students with Disabilities

kristina@partnerstx.org2023-07-14T12:45:44-05:00

The Texas Education Agency (TEA) recently released a new technical assistance document, Behavior Supports and Guidance for Students with Disabilities. From TEA: "Working with students who display challenging behavior can be a complex issue for families and schools. The intent of this guide is to provide educators, administrative staff, and support staff with information, guidance, and helpful resources that simplify and clarify what to do prior to, during, and after a behavior event. The guide also contains a categorized resource list to easily access more specific information about a particular topic, as well as an appendix of useful templates from [...]

New from TEA: Behavior Supports and Guidance for Students with Disabilitieskristina@partnerstx.org2023-07-14T12:45:44-05:00

16 08, 2022

Q&A: Children with Disabilities and IDEA’s Discipline Provisions

kristina@partnerstx.org2023-07-14T12:51:37-05:00

Questions and Answers Addressing the Needs of Children with Disabilities and the Individuals with Disabilities Education Act's (IDEA's) Discipline Provisions and Positive, Proactive Approaches to Supporting the Needs of Children with Disabilities: A Guide for Stakeholders expand upon the 2016 Dear Colleague Letter that included data demonstrating that many children with disabilities, particularly Black children with disabilities, were subjected to high rates of disciplinary removals (such as suspensions and expulsions). The new USDOE resources underscore that children can experience academic success with an appropriately developed and effectively implemented individualized education program (IEP). IDEA includes specific provisions to address situations in which the behavior of a [...]

Q&A: Children with Disabilities and IDEA’s Discipline Provisionskristina@partnerstx.org2023-07-14T12:51:37-05:00

16 08, 2022

Avoiding the Discriminatory Use of Student Discipline under Section 504

kristina@partnerstx.org2023-07-14T12:52:13-05:00

Supporting Students with Disabilities and Avoiding the Discriminatory Use of Student Discipline under Section 504 of the Rehabilitation Act of 1973 explains that Section 504 requires schools to provide behavioral supports and services to students with disabilities who need them in order to receive a FAPE. "Today’s crucial guidance outlines how schools can effectively support and respond to behavior that is based on a student’s disability and could lead to student discipline, in addition to explaining schools' civil rights responsibilities related to disability when administering student discipline" said Assistant Secretary for Civil Rights Catherine E. Lhamon. "We will continue to vigorously [...]

Avoiding the Discriminatory Use of Student Discipline under Section 504kristina@partnerstx.org2023-07-14T12:52:13-05:00

16 08, 2022

New USDOE Guidance on Students with Disabilities & Discipline

kristina@partnerstx.org2022-09-29T16:10:09-05:00

New guidance released recently from the Department of Education’s Office for Civil Rights (OCR) and Office of Special Education and Rehabilitative Services (OSERS) helps public elementary and secondary schools fulfill their responsibilities to meet the needs of students with disabilities and avoid the discriminatory use of student discipline. These newly released resources are the most comprehensive guidance on the civil rights of students with disabilities concerning student discipline and build on the Department’s continued efforts to support students and schools through pandemic recovery. "All students deserve to have their rights protected, and schools deserve greater clarity on how they can [...]

New USDOE Guidance on Students with Disabilities & Disciplinekristina@partnerstx.org2022-09-29T16:10:09-05:00

9 03, 2021

“We are addressing your child’s behavior through their IEP. An FBA and BIP are not needed.”

kristina@partnerstx.org2021-09-01T21:44:10-05:00

Sometimes when parents are requesting a functional behavioral assessment (FBA) and/or behavior intervention plan (BIP), the school may respond with the comment, "We are addressing your child's behavior through their IEP. An FBA and BIP are not needed."

“We are addressing your child’s behavior through their IEP. An FBA and BIP are not needed.”kristina@partnerstx.org2021-09-01T21:44:10-05:00

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