Disciplining Students with Disabilities and MS Bullying Law Annie Margaret Harris Office of Special Education Division of Technical Assistance 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 1 Policy It is the policy of the MS Department of Education (MDE) that each public agency that provides education to children with disabilities will establish, maintain and implement procedural safeguards regarding disciplinary procedures for these children and their parent(s). 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 2 Goals of Training • Understand the basic principles of Individuals with Disabilities Education Act (IDEA) discipline requirements • Apply the basic rules of IDEA discipline requirements • Review MS Bullying Law • Review MS Bullying guidelines for schools • Administering district Bullying polices for students and employees 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 3 School District Responsibilities • Develop and share discipline policies and procedures with parents, students, and school staff (i.e., student conduct, rules and consequences, due process rights) • Ensure that school staff understand and implement the dual disciplinary standards for students covered under the IDEA and Section 504 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 4 School District Responsibilities • Document in written form all discussions related to discipline as well as all disciplinary actions taken • Ensure school personnel evaluate the effectiveness of disciplinary policies and procedures and make changes and adjustments as needed 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 5 School District Responsibilities • Develop and consistently implement a detailed Behavior Intervention Plan (BIP) based on a Functional Behavior Assessment (FBA), regardless of student’s disability category • Develop and consistently implement personnel policies, discipline policies and code of student conduct policies and procedures against bullying or harassing behavior 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 6 Basic Principles of IDEA Discipline Procedures • Designed to prevent speculative and subjective decision • Address such concerns as school safety and order • Help schools respond appropriately • Promote the use of proactive measures • Increase the success of “at risk” students 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 7 Rights to Fair Procedures • Schools must develop reasonable school rules & clearly communicate them to all students. • For short-term suspensions, students must be notified orally or in writing of charges and have the chance to state their case. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 8 Rights to Fair Procedures • All students should be disciplined the same, unless an alternate discipline plan is included in the student’s IEP or 504 plan. • Written notice followed by a formal hearing is required for long-term suspensions. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 9 Rights to Fair Procedures • Rules must be specific and definitive. • Discipline procedures must be in proportion to the gravity of the offense. • Consequences should be rational and fair. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 10 PRETEST 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 11 Discipline Pretest T T F 1. Special education law prohibits suspending a child with a disability for more than 10 school days in a school year. F 2. Special education law prohibits expelling a child with a disability for conduct which is a manifestation of the child’s disability. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 12 Discipline Pretest T F 3. An LEA may place a child with a disability in an IAES for up to 45 school days for misconduct at school involving weapons or illegal drugs, whether or not the conduct is a manifestation of the child’s disability. T F 4. An LEA may place a child with a disability in an IAES for up to 45 school days for misconduct at school involving alcohol or tobacco. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 13 Discipline Pretest T T F 5. It is not necessary to conduct a manifestation determination when a child is placed in an IAES for misconduct at school involving weapons or illegal drugs. F 6. Special education law requires educational services during any disciplinary removal. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 14 Discipline Pretest T T F 7. The IEP committee decides what educational services will be provided during any disciplinary removal. F 8. School personnel in consultation with the child’s special education teacher determine the appropriate IAES for a child whose misconduct at school involved weapons or illegal drugs. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 15 Discipline Pretest T T F 9. A hearing officer can place a child who is dangerous to self or others in an IAES for up to 45 school days. F 10. School officials can report a crime committed by a child with a disability to law enforcement officials. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 16 Discipline Pretest T T F 11. A functional behavioral assessment (FBA) and behavioral intervention plan (BIP) are only required for children with emotional disturbance. F 12. An FBA and BIP are required whenever a child with a disability is removed for disciplinary reasons. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 17 Discipline Pretest T T F 13. When a child with a disability who has been expelled moves to a new school district, the new school district is required to serve the child. F 14. If a child with a disability is placed in an IAES for misconduct involving weapons or illegal drugs and the parent requests a due process hearing, the child would return to the placement he was in prior to the IAES pending the hearing decision. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 18 Discipline Pretest T F 15. The IEP committee must conduct a manifestation determination whenever a disciplinary change of placement is considered. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 19 Addressing Problem Behavior Challenging behaviors must be addressed in the IEP, regardless of the student’s disability category (i.e., not just for students labeled EmD). 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 20 Addressing Problem Behavior • Detail permissible discipline procedures as well as crisis intervention plan in BIP. • Most discipline procedures are allowed under the IDEA. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 21 Balance Zero Tolerance with Zero Rejection Identify programs geared toward preventing or mitigating problem behaviors, such as: • Early intervention strategies • Social skills training and positive behavior supports • Violence prevention 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 22 General Rules of Discipline • Always give parents notice of procedural safeguards. • All students are entitled to certain rights. • Agreement of parties supersedes rules. • Students with disabilities are treated like all other children until the end of the tenth day of suspension. • Always take into consideration how many days the student has been removed previously. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 23 General Rules of Discipline • No absolute limit on days of removal • Discipline permitted only to the same extent as students without disabilities • Short removals allowed if not a change of placement • If removal exceeds 10 cumulative or consecutive school days, specific actions are required. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 24 Discipline Procedure • Suspensions of more than 10 consecutive days constitute a change in placement. • Students with disabilities may be suspended more than 10 days; however, they are entitled to receive free appropriate public education (FAPE) on the 11th day. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 25 Discipline Procedure • Educational services must be provided after suspensions equal 10 or more cumulative days. • Local Education Agencies (LEAs) may remove a student with disabilities for a maximum of 10 cumulative school days per school year without providing (FAPE). 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 26 Discipline Procedure • A series of short-term suspensions is a change in placement if a pattern can be established. • Excessive short-term suspensions may be indicative of a faulty IEP and result in a violation of FAPE. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 27 Positive Behavior Support A plan for students with disabilities and eligible young children who require specific intervention(s) to address behavior that interferes with learning 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 28 Positive Behavior Support • Positive behavior support programs and plans must be be based on a Functional Behavior Assessment (FBA) and must utilize positive behavior support techniques. • When an intervention is needed to address problem behavior, the types of intervention chosen for a particular student or eligible young child must be the least intrusive necessary. §14.133(a), §711.46(a) 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 29 Positive Behavior Support Plans (PBSP) A positive behavior support plan must: • Be developed by the IEP Committee • Be based on an FBA • Become part of the individual eligible young child’s or student’s IEP 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 30 Positive Behavior Support Plans (PBSP) Such plans must include methods that utilize positive reinforcement and other positive techniques to shape a student’s behavior, ranging from the use of positive verbal statements as a reward for good behavior to specific tangible rewards. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 31 Positive Behavior Support Plans (PBSP) School districts have the primary responsibility for ensuring that PBSP meet regulatory requirements, including: • Training of personnel for the use of specific procedures, methods and techniques 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 32 Positive Behavior Support Plans (PBSP) • Having a written policy and procedures on the use of positive behavior support techniques and obtaining parental consent prior to the use of restraints or intrusive procedures 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 33 LEAS May Not Use: • Punishment for behavior that is caused by the student’s disability • Locked rooms, locked boxes, or other locked structures or spaces from which the student cannot readily exit • Noxious substances • Deprivation of basic rights, such as withholding meals, water, or fresh air 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 34 LEAS May Not Use: • Treatment of a demeaning manner • Electric shock • Suspension or removal from classes for disciplinary reasons that form a pattern 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 35 Functional Behavior Assessment FBA provides the process for developing a useful understanding of how behavior relates to the environment. It incorporates the following: • Interviews • Observations • Reports from teachers and other professionals • Record reviews 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 36 Functional Behavior Assessment Conduct functional behavioral assessment (FBA) within 10 days: • For suspensions of more than 10 days • When placed in an interim alternative educational setting (IAES) • If a change of placement occurs 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 37 Behavior Intervention Plan • Behavior Supports • Proactive Strategies • Positive Interventions 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 38 Code of Conduct vs. BIP Codes of Conduct • Negative • Reactive • Applies to every student • Is what the school does to students 2011-2012 BIPs • Positive • Proactive • Applies to select students • Is what the school does for the students Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 39 DISCIPLINE 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 40 General Rules • In-school suspensions do not count as a day of suspension if the student is: afforded the opportunity to progress in the general education curriculum provided his/her special education and related services allowed to participate with nondisabled peers to the same extent as in the regular placement 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 41 Change of Placement Suspension of a student with disabilities for more than 10 school days in a school year constitutes a “change of placement”. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 42 Change of Placement • > than 10 consecutive school days and/or • > than 10 cumulative school days that constitute a pattern • When the student no longer has access to the general curriculum and his/her IEP is not being addressed, a change of placement has occurred. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 43 Day Calendar day unless otherwise indicated as business day or school day. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 44 School Day Any day, including a partial day, that children are in attendance at school for instructional purpose. The term has the same meaning for all children in school. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 45 Business Day Monday through Friday, except for Federal and State holidays (unless holidays are specifically included in the designation of business day). 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 46 Discipline Procedure • If a series of short suspensions constitute a “change of placement,” the IEP committee must determine what educational services are to be provided to the student during future suspensions. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 47 Discipline Procedure Long-term suspension (up to 45 school days) allowed when student: • Has a weapon at school or a school function • Has illegal drugs, or sells a controlled substance, at school or a school function • Inflicts serious bodily injury to another person at school or a school function 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 48 Discipline Procedure • An IEP meeting must be convened within 10 school days after a “change of placement” occurs to conduct a manifestation determination. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 49 Within 10 Days: • • • • Notify parents Provide Procedural Safeguards Notice Conduct manifestation determination Provide FAPE 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 50 Manifestation Determination • Manifestation determination occurs within 10 days after disciplinary action that results in a change of placement. • Manifestation determination is a hearing to determine whether misconduct was caused by or related to the student’s disability. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 51 Discipline Procedure • A manifestation determination must be conducted by the student’s IEP Committee, including the parent, and other qualified personnel. • The IEP Committee must determine whether the student’s behavior was a manifestation of his/her disability. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 52 Manifestation Determination Not required when removal(s) is: • less than 10 days Is required when removal(s): • Exceeds 10 school days • Results in a change of placement • Is due to drugs, weapons, or serious bodily injury 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 53 Manifestation Determination The IEP Committee shall review all relevant information in the student’s file to determine: • If the conduct was caused by or had a direct and substantial relationship to the disability • If the conduct was caused by a failure to implement the IEP 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 54 Manifestation Determination • If the IEP Committee determines the behavior was not a manifestation of the student’s disability, the student may be subjected to the same disciplinary action as a regular education student, but the student remains entitled to FAPE. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 55 Manifestation Determination If the conduct IS a manifestation of the child’s disability, the IEP Committee must: • Conduct FBA and implement a BIP if no prior FBA and BIP 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 56 Manifestation Determination • Review prior FBA and BIP and modify as necessary • Return child to previous placement unless parent and district agree to a different placement 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 57 Manifestation Determination If the behavior involves drugs, weapons, or serious bodily injury and is not a manifestation of the disability. . . • Conduct the FBA, as appropriate • Develop or modify the BIP, as appropriate • Provide FAPE for the student during the entire length of the suspension 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 58 Manifestation Determination If a parent disagrees with the IEP Committee’s manifestation determination, he/she may request an expedited due process hearing to resolve the dispute. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 59 Controlled Substance Controlled substance: a drug or other substance identified under schedules I, II, III, IV or V in section 202(c) of the Controlled Substance Act. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 60 Illegal Drug A substance that is not legally possessed or used under the supervision of a licensed health-care professional or that is not legally possessed or used under any other provision of Federal law. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 61 Weapon • Any weapon (including a starter gun) which will or is designed to or may readily be converted to expel a projectile by the action of an explosive • The frame or receiver of any such weapon • Any firearm muffler or firearm silencer or • Any destructive device 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 62 Serious Bodily Injury • A bodily injury that involves a substantial risk of death • Extreme physical pain • Protracted and obvious disfigurement • Protracted loss or impairment of the function of a bodily member, organ or faculty 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 63 Identify Students • Know which students are receiving special education services. • Know which students have Section 504 plans. • Know which students are in the pipeline for evaluation for possible IDEA eligibility. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 64 Systematize Records • • • • Keep track of days of removal. Include brief notes of what happened. Determine who will do what. Determine where records will be kept. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 65 Concentrate on Issues • Determine if the behavior is dangerous or disruptive. • What will be accomplished by removing the student? • Can referrals be made to appropriate community agencies? 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 66 Develop & Implement Interventions • Prevent behaviors from becoming problems. • Be proactive. • Anticipate behavior issues. • Address in the IEP as goals/objectives. • Teach appropriate behavior. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 67 Limit Punishment • Punishment alone generally will not solve the problem. • Develop consequences for unacceptable behavior. • Allow for individual needs and differences. • Make the punishment fit the code of conduct violation. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 68 Interim Alternative Educational Settings (IAES) An IAES can be used: • For short-term suspension of 10 consecutive days or less; no educational services required • For long-term suspensions; educational services required • When ordered by hearing officer for dangerous behaviors. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 69 Interim Alternative Educational Settings (IAES) IAES is the stay-put placement during disagreement over disciplinary actions. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 70 Interim Alternative Educational Settings (IAES) LEAs may order a student with disabilities be placed in an interim alternative educational setting (IAES) for no more than 45 school days if the student is involved in matters involving weapons, drugs or serious bodily injury regardless of relationship to disability. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 71 Interim Alternative Educational Settings (IAES) • Remove to an appropriate IAES for not more than 45 school days without regard to whether the behavior is determined to be a manifestation of the student’s disability. • Conduct a manifestation determination review within 10 days of suspension. • Conduct an FBA. • Develop a BIP 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 72 Interim Alternative Educational Setting (IAES) • Must provide a FAPE • No more than 45 school days • Placement by hearing officer if considered a danger to self or others • Can be reviewed and extended by IEP Committee 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 73 Interim Alternative Educational Setting (IAES) • Hearing officer decides if behavior is dangerous to self or others. • IEP Committee determines the IAES placement and services. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 74 Interim Alternative Educational Setting (IAES) While in the IAES, the student must be allowed to: • Progress in the general education curriculum • Continue to receive services and modifications as described in the IEP and • Receive services and modifications to address behavior 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 75 Notice Patterns • Look at the places or situations where the behavior occurs. • Look at the events that happen just before and after the problem behavior. • Look at how the student feels. • Try to identify what events, times or situations trigger the behavior. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 76 Establish Positive Behavior Supports (PBS) • Common approach to discipline • Understand that student behavior serves a purpose • Provide common behavioral expectations for students and staff • Provide site-based strategies for identified problem situations 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 77 FAPE-Free Zone A student with a disability may be excluded from school for up to 10 days in the same way and for the same reasons a nondisabled student would be for an infraction of the school’s code of conduct. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 78 CLASSIFICATION OF BEHAVIOR • Violations of school rules • Drugs/Weapons • Danger to self or others 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 79 DETERMINATION OF SERVICES • Removal is by school personnel • Not a change of placement • School personnel and at least one special education teacher required • IEP Committee • Change of placement • More than ten (10) consecutive days • Series of days constituting a pattern 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 80 Points School officials may seek to obtain a court order: • To remove a child with a disability • To change his or her current educational placement 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 81 Criminal Acts School officials can report crimes committed by children with disabilities to appropriate law enforcement authorities to the same extent as done for crimes committed by nondisabled children. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 82 APPEALS A parent may request a due process hearing if he/she disagrees with any decision regarding placement, manifestation determination, or with an LEA who believes that maintaining the current placement is likely to result in injury to the child or others. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 83 Stay Put • The student shall remain in IAES pending the hearing decision or expiration of 45 days if the infraction involved drugs, weapons or serious bodily injury. • An expedited hearing shall occur within 20 school days of the date the hearing is requested. • A determination shall be made within 10 school days after the hearing. • Parents who refused consent for evaluation or placement have no rights under IDEA discipline procedures. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 84 Placement During Appeals When a parent(s) requests a due process hearing or an appeal regarding his/her child’s placement in an IAES or regarding the manifestation determination made while the child is in an IAES, the child will remain in the IAES pending the decision of the hearing officer or until the expiration of the forty-five (45) day placement. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 85 Placement During Appeals If a child’s placement is in an IAES due to a violation of the agency’s code of conduct regarding weapons or drugs or a hearing officer’s decision and school personnel propose to change the child’s placement after the expiration of the forty-five (45) days, the child must remain in the current placement (the child’s placement prior to the IAES) . 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 86 Placement During Appeals If agency personnel maintain that it is dangerous for the child to be in the current placement during the pendency of the due process proceedings, the agency may request an expedited due process hearing. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 87 Expedited Due Process Hearing Unless parent and LEA agree in writing to waive the resolution meeting or agree to mediation: • Resolution meeting must occur within seven days of receiving a request for an expedited due process hearing. • Hearing may proceed unless matter has been resolved to satisfaction of both parties within 15 days of receipt of request for hearing. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 88 Authority of Hearing Officer Hearing officer hears and makes determination on parent or LEA appeal and may: • Return student to previous placement if the hearing office determines that the removal was a violation of disciplinary procedures or that the child’s behavior was a manifestation of the child’s disability 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 89 Authority of Hearing Officer Order change to appropriate IAES for no more than 45 school days if determined that maintaining current placement is likely to result in injury to child/others. §300.532(b) 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 90 Protections: Not Yet Eligible Student protected if prior knowledge of disability exists: • Parental concern in written form • Parental referral for evaluation • School personnel expressed concern about behavior to special education director or school administration Protection does not apply after parent refuses to consent to an evaluation. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 91 Protections: Not Yet Eligible • If an evaluation is requested during disciplinary period, it is to be conducted in an expedited manner. • Stay-put provision can’t be used to avoid suspension or expulsion. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 92 Basis of Knowledge A public agency must be deemed to have knowledge that a child is a child with a disability if before the behavior that precipitated the disciplinary action occurred-- 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 93 Basis of Knowledge (1) The parent of the child expressed concern in writing to supervisory or administrative personnel of the appropriate educational agency, or a teacher of the child, that the child is in need of special education and related services; 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 94 Basis of Knowledge (2) The parent of the child requested an evaluation of the child pursuant to §§300.300 through 300.311; or (3) The teacher of the child, or other personnel of the LEA, expressed specific concerns about a pattern of behavior demonstrated by the child directly to the director of special education of the agency or to other supervisory personnel of the agency. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 95 Law Enforcement and Courts • District can request restraining order if it provides substantial evidence that student is likely to harm others and personnel have reasonably attempted to minimize the risk. • Crimes can be reported to police. • Student records can be shared with law enforcement and courts. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 96 CASE STUDIES 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 97 CASE STUDY 1 Adam is a 17-year old Autistic student. He attends all general education classes and receives counseling services three days each week to help him cope with behavioral eruptions. During break Adam pushed a student into a locker and was sent home for 10 days. What services, if any, should Adam receive during his suspension? 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 98 CASE STUDY 2 Angela is 11 years old and has a specific learning disability. She attends four classes for students with learning disabilities and three regular education classes. While in one of her regular education classes, she and another student begin to shout back and forth at each other and the teacher, being unable to get them to calm down, sends for security. They were both given three (3) days in ISS. What data should be considered in determining if the three (3) days of removal in ISS counts towards the ten (10) days? 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 99 CASE STUDY 3 John is 8 years old with a severe learning disability and significant ADHD. John is small for his age and has reported on several occasions to his teacher and parent that two other boys from another class who are both twice his size push him into lockers and off the sliding board daily. To date no action has been taken by the school to look into John and his mother’s complaint about the two students. The principal told John’s mother that these things have a way of working themselves out and you know, “boys will be boys”. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 100 CASE STUDY 3 John brought his mother’s pepper spray with him to school and when two boys began pushing and shoving him, he pepper sprayed both of them. John was expelled for the year and no punishment was given to the two boys. John has not had any disciplinary action during this school year or in previous school years. John’s parents requested a due process hearing. What issues need to be considered in this case? 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 101 POST-TEST 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 102 Discipline Post-test T T F 1. Special education law prohibits suspending a child with a disability for more than 10 school days in a school year. F 2. Special education law prohibits expelling a child with a disability for conduct which is a manifestation of the child’s disability. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 103 Discipline Post-test T F 3. An LEA may place a child with a T disability in an IAES for up to 45 school days for misconduct at school involving weapons or illegal drugs whether or not the conduct is a manifestation of the child’s disability. F 4. An LEA may place a child with a disability in an IAES for up to 45 school days for misconduct at school involving alcohol or tobacco. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 104 Discipline Pretest T T F 5. It is not necessary to conduct a manifestation determination when a child is placed in an IAES for misconduct at school involving weapons or illegal drugs. F 6. Special education law requires educational services during any disciplinary removal. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 105 Discipline Post-test T T F 7. The IEP Committee decides what educational services will be provided during any disciplinary removal. F 8. School personnel, in consultation with the child’s special education teacher, determine the appropriate IAES for a child whose misconduct at school involved weapons or illegal drugs. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 106 Discipline Post-test T F 9. A hearing officer can place a child who is dangerous to self or other in a IAES for up to 45 school days. T F 10. School officials can report a crime committed by a child with a disability to law enforcement officials. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 107 Discipline Post-test T F 11. A functional behavioral assessment (FBA) and behavioral intervention plan (BIP) are only required for children with emotional disturbance. T F 12. 2011-2012 An FBA and BIP are required whenever a child with a disability is removed for disciplinary reasons. Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 108 Discipline Post-test T F 13. When a child with a disability who T has been expelled moves to a new school district, the new school district is required to serve the child. F 14. If a child with a disability is placed in an IAES for misconduct involving weapons or illegal drugs and the parent requests a due process hearing, the child would return to the placement he was in prior to the IAES pending the hearing decision. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 109 Discipline Post-test T F 15. The IEP Committee must conduct a manifestation determination whenever a disciplinary change of placement is considered. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 110 Bullying A Look at MS Bullying Law 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 111 Did You Know? According to data from Journal of the American Medical Association, the Centers for Disease Control and Prevention (Surveillance Summaries), and the Center for Social & Emotional Education (CSEE): • Up to 25% of U.S. students are bullied each year. • As many as 160,000 may stay home from school on any given day because they are afraid of being bullied. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 112 Did You Know? • Almost 30 percent of teens in the United States (or over 5.7 million) are estimated to be involved in bullying as either a bully, a target of bullying, or both. • 5.4 percent of high school students (about 864,000 teens) report staying home at least one day a month because they fear for their safety. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 113 Did You Know? • At least 1 out of 3 teens say they have been seriously threatened online. • 60 percent of teens say they have participated in online bullying. • 60 percent of children identified as bullies in middle school go on to have arrest records. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 114 Bullying On April 13, 2010, Governor Haley Barbour signed into law MS Code Sections 37-11-67 & 37-11-69 which address bullying of students and school employees. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 115 Bullying MS Code Sections 37-11-67 and 37-11-69, as sent to the Governor, is an act to prohibit bullying or harassing behavior in the public schools; to define bullying or harassing behavior; to define hostile environment and to require all local school districts to adopt a policy prohibiting bullying and harassing behavior as required by this act; and for related purposes. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 116 MS Code Sections 37-11-67 & 37-11-69 1. As used in this act, “bullying or harassing behavior” is any pattern of gestures or written, electronic or verbal communications, or physical act or any threatening communication, or any act reasonably perceived as being motivated by any actual or perceived differentiating characteristic, that takes place on school property, at any school-sponsored function, or on a school bus, and that: 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 117 MS Code Sections 37-11-67 & 37-11-69 Cont. (a) places a student or school employee in actual and reasonable fear of harm to his or her person or damage to his or her property; or 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 118 MS Code Sections 37-11-67 & 37-11-69 Cont. (b) creates or is certain to create a hostile environment by substantially interfering with or impairing a student’s educational performance, opportunities or benefits..."hostile environment" means that the victim subjectively views the conduct as bullying or harassing behavior and the conduct is objectively severe or pervasive enough that a reasonable person would agree that it is bullying or harassing behavior. Spring 2010 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 119 MS Code Sections 37-11-67 & 37-11-69 Cont. 2. No student or school employee shall be subjected to bullying or harassing behavior by school employees or students. 3. No person shall engage in any act of reprisal or retaliation against a victim, witness or a person with reliable information about an act of bullying or harassing behavior. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 120 MS Code Sections 37-11-67 & 37-11-69 Cont. 4. 5. A school employee who has witnessed or has reliable information that a student or school employee has been subject to any act of bullying or harassing behavior shall report the incident to the appropriate school official. A student or volunteer who has witnessed or has reliable information that a student or school employee has been subject to any act of bullying or harassing behavior should report the incident to the appropriate school official. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 121 MS Code Sections 37-11-67 & 37-11-69 Cont. Before December 31, 2010, each local school district shall include in its personnel policies, discipline policies and code of student conduct a prohibition against bullying or harassing behavior and adopt procedures for reporting, investigating and addressing such behavior. The policies must recognize the fundamental right of every student to take reasonable actions as may be necessary to defend himself or herself from an attack by another student who has evidenced menacing or threatening behavior through bullying or harassing. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 122 MS Code Sections 37-11-67 & 37-11-69 Cont. This act shall take effect and be in force from and after July 1, 2010. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 123 Bullying and Harassment What Is It? Bullying is when one person hurts or threatens someone in their peer group. Anyone can be a bully, and bullying can be carried out in different ways. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 124 Bullying and Harassment Can Take Many Forms • • • • • • Physical violence Words and non-verbal behavior Extortion Racial bullying Sexual bullying Online harassment 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 125 Physical Violence Pushing, shoving, hitting, tripping and other acts designed to physically harm another person. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 126 Words and Non-verbal Behavior Verbal taunts, insults, name-calling, spreading rumors, taking part in gossip, put-downs or threatening someone with looks, notes, or pictures 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 127 Extortion • Having to pay for your safety • Stealing money and or/possessions 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 128 Racial Bullying Mocking racial traditions, spray painting racist graffiti, uttering racial slurs and engaging in other racist behavior. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 129 Sexual Bullying Making sexual comments about the victim or engaging in unwanted sexual touching. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 130 Online Harassment Cyber bullying is harassment and bullying that takes place online or through other mobile devices (email, text messaging, etc.). Spring 2010 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 131 Demographic Characteristics Children who bully: • Can come from any economic, cultural, or religious background. • Can be in elementary, middle or high school. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 132 Personal Attitudes/Behaviors Children who bully: • Want power. • Have a positive attitude toward violence. • Have quick tempers. • Have difficulty conforming to rules. • Gain satisfaction from inflicting injury and perceive “rewards” (prestige, material goods) from their behavior. • Have positive self-images. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 133 Children Who Bully • Lack empathy. • Are concerned with their own desires rather than those of others. • Find it difficult to see things from someone else’s perspective. • Are willing to use others to get what they want. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 134 Common Characteristics Among Youth Who Are Bullied These children often stand out as different in some way because of: • Appearance • Sexual orientation • Intellect • Socio-economic background • Cultural or religious background 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 135 Common Characteristics Among Youth Who Are Bullied Boys and girls are bullied in different ways: • Boys are more likely to be bullied physically. • Girls are more likely to be bullied socially and emotionally. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 136 Physical Signs • • • • Cuts, bruises, scratches Headaches, stomachaches Damaged possessions “Missing” possessions that need to be replaced 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 137 Emotional Signs • • • • Withdrawal and/or shyness Anxiety Depression Aggression 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 138 Behavioral/Social Signs • Angry, sad, lonely, or depressed • Changes in eating or sleeping habits (e.g., nightmares) • Afraid to go to school or anxious all the time • Hurting self, attempting or threatening suicide 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 139 Behavioral/Social Signs • Refusal to come to school • Changing method of going to school (e.g., changing walking route, wanting to be driven instead of riding the bus) 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 140 Bullying Guidelines for Schools: Develop an Action Plan The following stages are recommended: • • • • • Gather information Raise awareness Develop policy Implement interventions Evaluate plan 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 141 Gather Information • Find out what other similar schools have used. • Survey staff to find out what existing programs or initiatives in the school complement an anti-bullying approach. • What approach would best fit the current culture of the school? 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 142 Gather Information • Develop some baseline data that will give some quantitative information on levels of bullying. • Investigate perceptions staff, pupils and parents have on bullying. Spring 2010 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 143 Raise Awareness • Develop a common understanding of what bullying is---expressing this in policy is key to reducing bullying. • Parents and students need the opportunity to develop a sound understanding of the issues surrounding bullying. • Schedule parent/caregiver meetings that allow everyone to look at the issues and to develop an understanding of the nature of the behavior(s) and the consequences. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 144 Raise Awareness • Parents and students need to receive professional advice as to what they should do when they encounter bullying behavior (information pamphlets). • Establish confidence that there are strategies to help victims and bullies. • Develop support structures that will help parents and students see that the district takes this issue seriously. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 145 Develop Policy • Develop policy that makes it explicit that the district rejects all bullying behaviors. • State clearly why the district has this policy and how it is part of the district’s ethic. • State that the district actively seeks to provide a safe supportive learning environment that is free from all forms of intimidation and harassment. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 146 Develop Policy • District’s definition of bullying---this is a key ingredient of a successful anti-bullying approach. A shared, mutually-agreed upon definition of the targeted behavior is essential if the whole school community is to support the policy. • Involve parents in developing a definition and a school policy on bullying. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 147 Develop Policy • Having a positive dialogue with parents and giving them the opportunity to be involved in the development of a school policy will enable them to better help children alleviate the problem. • Clarify what parents and the school can do about bullying. • Establish parent-school communication guidelines about bullying. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 148 Develop Policy • Develop a system to detect and to reduce bullying behavior. • Indentify how students in your schools become aware of the impact of bullying behavior. • Outline the expectations on staff in detecting and dealing with cases of bullying. The safety of students is the prime responsibility of administrative and teaching staff. Administrative and teaching staff need to be aware of the importance of setting high personal standards. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 149 Develop Policy • Articulate clear statements of what staff are to do when they suspect bullying. This would include referral procedures and mechanisms to ensure that all staff are aware of the school’s policy and expectations. • Staff need to be encouraged to actively adopt an anti-bullying attitude in their teaching. • The policy needs to give a clear indication of the way the inevitable cases of bullying will be addressed. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 150 Develop Policy • Address what happens to students who persistently bully. • Address how victims of bullying will be supported. • Address procedures for students and/or parents to report cases of bullying. • Address procedures for when and who will inform parents of students involved in bullying. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 151 Implement Interventions Curriculum interventions and classroom programs should include themes that develop and reinforce the following: • Share the problem; telling others - friends, parents & teachers - is an essential step. • Integrate an anti-bullying component into the existing curriculum areas. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 152 Implement Interventions • Introduce a series of discrete anti-bullying modules. • Anti-bullying modules become part of the health curriculum. • Easy points of contact for students need to be established. • Anti-bullying awareness days are held. • Everyone needs to share responsibility to help stop bullying behavior. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 153 Evaluate There are several indicators that will show the initiative has been successful: 1. An increase in ‘telling’. Students will have confidence that adults can help change bullying behavior, and that they don’t have to put up with it. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 154 Evaluate 2. A marked reduction in observable aggressive incidents in classrooms and playgrounds 3. Greater teacher consistency in dealing with bullying incidents 4. Reductions in other aggressive behavior such as petty thieving and teasing 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 155 Maintaining An Anti-Bullying Initiative • Even the most successful initiative loses its edge over time. It is important that the issue of maintaining a safe environment be carefully linked to the district’s policies and procedures and remains a high priority each year. • Awareness raising exercises need to be planned for each year, with new intakes of students receiving special consideration. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 156 Maintaining An Anti-Bullying Initiative • Sessions on the bullying policy must be an essential component of new teacher induction and should be reviewed at a full staff meeting each year. • Include anti-bullying on the school’s website and in its newsletter. Update the school website or newsletter every month with new information or tips on how to prevent bullying. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 157 Maintaining An Anti-Bullying Initiative • Establish a district hotline number for both parents and students to access information and support. • Design an anti-bullying campaign for parents and students and provide plenty of handouts and materials that they can use for future reference. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 158 Maintaining An Anti-Bullying Initiative • Use school surveys and other more subjective methods to test the effectiveness of the program on an annual basis. Accurate record-keeping will also provide the opportunity to review procedures and to help target the hot spots around the school. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 159 Action Against Bullying: 10 Key Steps 1. Involve all members of the school community. 2. Clarify exactly what bullying is; build your definition. 3. Gain agreement that it is an unacceptable behavior. 4. Develop clear guidelines on individual responsibility. 5. Expect consistent responses to all known cases. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 160 Action Against Bullying: 10 Key Steps 6. Identify/monitor areas/times students identify as being unsafe. 7. Support victims of bullying. 8. Change bullying behaviors. 9. Help bully victims develop appropriate behaviors. 10. Maintain a safe school; it is everyone’s responsibility. 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 161 Poem I shall remember forever and will never forget Monday: My money taken Tuesday: Names called Wednesday: My uniform torn Thursday: My body pouring with blood Friday: It’s ended Saturday: Freedom 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 162 QUESTIONS 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 163 CONTACT Annie Margaret Harris marobinson@mde.k12.ms.us DESMA MCELVEEN dmcelveen@mde.k12.ms.us Tanya Bradley tbradley@mde.k12.ms.us Office of Special Education Division of Technical Assistance (601) 359-3498 2011-2012 Mississippi Department of Education Office of Instructional Enhancement and Internal Operations/Office of Special Education 164