1 | P a g e THE SUSPENSION PLAN
INSTRUCTIONS FOR COMPLETING PART 1 OVERVIEW
The following contains instructions about how to complete the new Suspension Plan (the “Suspension Plan”). This form should be used by schools and suspensions sites effective as of Fall 2010 for newly suspended students with disabilities for whom a Suspension Plan is required. The Suspension Plan is a key piece to helping both Alternate Learning Centers (“ALC”) and Long Term Suspension (“LTS”) sites (collectively, “Suspension Sites”) effectively plan for and serve students with disabilities. It is not a replication of the student’s IEP, but contains information on his or her skills, behavior, needs, and services that will help Suspension Sites develop an appropriate program for the student. The Suspension Plan will be used in conjunction with the student’s IEP goals, to enable Suspension Sites to provide services that enable a student with a disability to continue to participate in the general curriculum and to make progress toward meeting the goals set out in the student’s IEP.
Part 1 of the Suspension Plan is completed by the suspending home school and summarizes the student’s academic performance, behavioral issues and/or instructional supports. Part 2 is completed by the Suspension Site’s IEP team and describes a special education program, the related services, and other supports the student will receive while suspended. This document contains detailed information about filling out Part 1 of the Plan. Suspension Sites will receive more information about how to complete Part 2. A sample of the entire plan is attached for more context.
INSTRUCTIONS FOR COMPLETION: PART 1
Home schools MUST complete and send Part 1 to the Hearing Office within three school days of the student’s suspension, along with the student’s IEP. The Hearing Office is responsible for getting Part 1 to the Suspension Site. The suspending school should gather information from staff members with personal knowledge about the student.
1.1 and 1.2 Student Information and Suspending School Information
• Complete these sections by including basic student demographic information, grade level, ELL and Disability Classification
• Include the name of the person filling out the form and contact information for an individual at the suspending school with specific knowledge about the particular student.
1.3 Student Needs
• If the student has transportation needs indicated on his/her IEP, provide this information on the Suspension Plan. The home school must also fill out the Suspension Transportation Variance Form
• Flag and describe any medical alerts. Refer to the “Health and Physical Development” section of the IEP.
• A Behavior Intervention Plan (“BIP”) describes a student’s problem behavior, a hypothesis as to why the problem behavior occurs, and intervention strategies to address the behavior. If the student has a BIP, it should be reflected on the Suspension Plan and a copy must be sent to the Suspension Site.
1.4 Current Skill-Based Performance
• Thorough, thoughtful responses to this section are extremely helpful and can help Suspension Sites anticipate student needs, save time and augment student success. For each of the skills listed on the left, check the appropriate box to indicate whether the student needs significant support, needs some support or does not need support.
1.5 Other
• Through their experience working with the student, home school teachers have acquired a wealth of knowledge about his/her behavior, skills, study habits, personality, and learning styles. Information that can help the Suspension Site should be included in this section.
• Recommendations should be specific, concrete and designed to help Suspension Site teachers more effectively engage the student. Descriptions of strategies and services that have not worked can also be valuable.
PART 2
Upon Intake, the Suspension Site will compile all available information on the student, including the IEP and Part 1 of the Suspension Plan, in order to complete Part 2 of the Suspension Plan within ten school days of the student’s suspension. While the date and time of the meeting will be assigned by the Hearing Office, the IEP Team at the Suspension Site should reach out to the parent, organize and conduct a meeting, and develop the remaining portions of the Suspension Plan, focusing on creating a plan tailored to meet the specific needs of the student.
IMPLEMENTATION OF THE SUSPENSION PLAN
Once the Suspension Plan is finalized, the student’s schedule is created to reflect the services and comments outlined in the Suspension Plan. The Suspension Plan, with the IEP goals attached, is then circulated or made available to relevant staff, implemented, and updated as needed. If applicable, a review of the student’s Suspension Plan may take place during the suspension and the Suspension Plan may be modified.
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Special Education Plan: Part 1
SAMPLE
The suspending (home) school must complete this part of the Special Education Plan and attach the IEP to this document within five days of a student’s suspension.
Today’s date: 09/21/2010 Date of Suspension: 09/19/2010
1.1 STUDENT INFORMATION Student Name: Jason Smith
Date of Birth: 12/21/1992 OSIS: 267797797
Home address: 4360 Broadway
City: New York State: NY ZIP Code: 10033
Phone (home): 917-521-5555 Phone (mobile):
Grade Level: Eleventh English Language Learner: Yes No Disability classification: Emotional Disturbance
1.2 SUSPENDING SCHOOL INFORMATION Suspending (home) school: The School for Excellence
Name and title of person completing Special Education Plan: John Smith/Special Education Teacher
Name and title of special education contact at suspending school (if different): George Johnson/ Assistant Principal of Special Education
Contact phone: 212-555-5555 Contact Email: [email protected]
1.3 STUDENT NEEDS
Please provide information about the student’s support needs, and send appropriate accompanying information to the Hearing Office:
Does this student have mandated transportation needs listed on the student’s IEP? Yes No
If yes, please describe:
Does this student have any medical alerts? Yes No
If yes, please describe:
Does this student have a Behavior Intervention Plan (BIP)? (if yes, please attach) Yes No 1.4 CURRENT SKILL-BASED PERFORMANCE
Please put a mark in the box that describes the student’s need for special education support to approach grade-level performance in the following skill areas:
SKILL NEEDS SIGNIFICANT SUPPORT NEEDS SOME SUPPORT DOES NOT NEED SUPPORT
NOTES (e.g., recommended interventions, etc.)
Listening Jason benefits from hearing instructions and passages multiple times.
Speaking
Writing Jason needs a beginning, middle and end chart to organize ideas for any writing
assignment.
Reading Student has had some success with high interest books such as Walter Dean
Myers.
Math Some gaps here, but overall, he can grasp the concepts.
Behavioral Responds well to rewards as well as verbal praise and frequent encouragement. 1.5 OTHER
Please include any additional strategies, interventions, programs or supports that are currently being used with the student (include subject matter if relevant):
Special Education Plan: Part 2
SAMPLE
The IEP Team at the Suspension Site must complete this part of the Special Education Plan no later than the 10th day after the student is assigned and first attends the suspension site. IEP goals pages should be incorporated herein and will become part of this plan.
For informational purposes only
Indicate if a Related Services Authorization Letter (“RSA”) is appropriate while the student is suspended: STUDENT NAME/OSIS: Jason Smith
2.1 SUSPENSION PLAN TEAM INFORMATION Date of Conference: 1/22/2010 Conference Location: District Office
General Education Teacher: Mr. Aaron Special Education Teacher: Mrs. Hoyt
Parent: Mary Smith
District Representative: Ms. Brown, Guidance Counselor Other Participants (with knowledge of student):
2.2 IEP AND OTHER INFORMATION
Please provide information about the student’s IEP support needs:
Does the student have mandated testing accommodations listed on the IEP? Yes No
If yes, please check appropriate box: 1 2 3 4 5 6 7 8 9 Notes:
Time and a half on tests over one period in length. Questions read on tests that do not measure comprehension.
Does the student have modified promotional criteria listed on the student’s IEP (middle school students only)? Yes No
If yes, please describe:
Does the student need additional transportation support to the Suspension Site from that which is on the IEP? Yes No 2.3 SPECIAL EDUCATION PROGRAM
Please describe specific supports or programs that will be used with the student (if applicable to specific subject areas, please elaborate). Examples may include differentiated instruction, co-teaching, special education teacher as head teacher in classroom, special education teacher support in the general education classroom, special education teacher support in a separate location or classroom paraprofessional.
Jason will receive special education teacher support during his ELA period to address his significant needs in reading and writing. Due to Jason’s high need in the area of reading and writing, he will be scheduled to receive special education teacher support in a separate location for one period per day. During this period, Jason will receive intensive instruction in literacy.
2.4 RELATED AND OTHER SERVICES
SERVICE INDIVIDUAL OR GROUP FREQUENCY (TIMES/WEEK) SERVICE INDIVIDUAL OR GROUP FREQUENCY (TIMES/WEEK)
Counseling Group (size 5) 1/week (30 mins) Other:
Counseling Other:
Speech Other:
2.5 TRANSITION PLANNING (review at time of transition)
Explain the steps that will be taken on behalf of the student before and after transitioning from the Suspension Site. This may include information regarding the student’s post-secondary plans, if applicable:
Goal: Jason will display strategies that allow him to deescalate potentially volatile situations between himself and others.
Monitoring/Support: Jason’s special education teacher will track his negative interactions with others and share findings with Jason and the guidance counselor.
5 | P a g e Service: Letter already issued Letter to be requested
