PRC29 & Behavior Support Related Policy
What is A Emotional Disability and Other Health Impairment?
Disabilities Covered under Individual with Disabilities Education Act (IDEA)
The following defines each area of disability included in the Policies Governing Services for Children with Disabilities (Amended – June 2010), Public Schools of North Carolina, State Board of Education Department of Public Instruction: Exceptional Children Division, Section NC 1500-2.4 (b) (1-14) Definitions:
Emotional Disability (ED) (also referred to as Serious Emotional Disability)
Serious emotional disability is a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:
An inability to make educational progress that cannot be explained by Intellectual sensory or health factors.
An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.
Inappropriate types of behaviors or feelings under normal circumstances.
A general pervasive mood of unhappiness or depression.
A tendency to develop physical symptoms or fears associated with personal or school problems.
Serious emotional disability includes schizophrenia. The terms do not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance related to (5) (A-E) above.
Other Health Impaired (OHI)
Other health impairment is having limited strength, vitality or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that-
Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette’s Syndrome, etc.; and
Adversely affects a child’s educational performance.
What You Need To Know About PRC29 Grant Funds
NC 1506-1.5 Behavior Support Services
Funding Allocation Guidelines
(1) Behavioral Support Service Funds (PRC 29) are allotted on a needs basis.
Funds are designated as add-on funds.
Funds are allocated to LEA/District who demonstrate core, supplemental and intensive supports
They are to be used to make the "critical difference" in the successful development and implementation of specially designed instruction or intensive intervention.
These funds may not be used to supplant or replace other funding sources (e.g., state aid exceptional children funds).
They are to be used to provide services to children with disabilities and accompanying chronic and acute behavioral/emotional needs including students previously served by the Department of Health and Human Services as Willie M class members. (those whose particular constellation of behavioral, emotional, neurological, and/or academic needs may require specially tailored special education or mental health services)
State Entrance Tool:The results of the state entrance tool should reflect the intensive services and supports needed to improve outcomes for students. This tool serves as the LEA headcount for students served by the PRC29 grant.
Priority will be given to LEAs who demonstrate the following criteria:
Data Driven Decisions to address behavioral needs in the LEA
Progress Monitoring of Behavioral data
Teaming Structures
Tiered Behavior Supports
Research/Evidence Based Practices
Blending of District Funding Sources
Innovation
Priority will be given to innovative data driven grant proposals that are designed to enhance educational performance of children with disabilities and accompanying chronic and acute behavioral/emotional needs.
Examples of innovative programming include, but are not limited to:
Parent outreach efforts
Dropout Prevention *Alternatives to Suspension
Extended School Day Programs
Job skill acquisition linked to academic success
Involvement of community/business agencies and personnel;
Specific Staff development;
Alternative programming that addresses both academics and Social Emotional Learning;
Direct, systematic instruction that increases instructional time;
Preventive and proactive efforts to decrease the use of out-of-school suspensions for students with disabilities
Peer involvement and positive role modeling;
Utilization of previous funds
Funds not utilized as approved must be reverted as soon as it is determined that the needs stipulated and funded by the original grant proposal no longer exist or have been modified.
Consistent monitoring of funding to determine utilization expenditures
Failure to utilize or revert funds in a timely manner will impact future requests for funds.
Progress Monitoring: The Department of Public Instruction through the Exceptional Children Division will monitor all local school administrative units and/or other facilities that are providing educational services to determine if the program is appropriate to meet the needs of the child.
2021BehaviorSupportTrainingSlides.pptxRequest for Funds are Submitted in the States CCIP system
Discipline Removals
(Authority: 20 U.S.C. 1415(m); 34 CFR 300.520)
NC 1504-2 Discipline Procedures
(b) General.
(1) School personnel under this section may remove a child with a disability who violates a code of student conduct from his or her current placement to an appropriate interim alternative educational setting, another setting, or suspension, for not more than 10 consecutive school days (to the extent those alternatives are applied to children without disabilities), and for additional removals of not more than 10 consecutive school days in that same school year for separate incidents of misconduct (as long as those removals do not constitute a change of placement under NC 1504-2.7).
(2) After a child with a disability has been removed from his or her current placement for 10 school days in the same school year, during any subsequent days of removal the public agency must provide services to the extent required under paragraph (d) of this section.
2007 Policies 3.4.08 Markup_04_09
(d) Services.
(1) A child with a disability who is removed from the child’s current placement pursuant to paragraphs (c) or (g) of this section must--
(i) Continue to receive educational services, as provided in NC 1501-1.1(a), 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 child’s IEP; and
(ii) Receive, as appropriate, a functional behavioral assessment, and behavioral intervention services and modifications that are designed to address the behavior violation so that it does not recur. If a behavioral intervention plan already has been developed, it must be reviewed and modified, as necessary, to address the behavior.
Manifestation determination.
(1) Within 10 school days of any decision to change the placement of a child with a disability because of a violation of a code of student conduct, the LEA, the parent, and relevant members of the child’s IEP Team (as determined by the parent and the LEA) must review all relevant information in the student’s file, including the child’s IEP, any teacher observations, and any relevant information provided by the parents to determine--
(i) If the conduct in question was caused by, or had a direct and substantial relationship to, the child’s disability; or
(ii) If the conduct in question was the direct result of the LEA’s failure to implement the IEP.
(2) The conduct must be determined to be a manifestation of the child’s disability if the LEA, the parent, and relevant members of the child’s IEP Team determine that a condition in either paragraph (e)(1)(i) or (1)(ii) of this section was met.
(3) If the LEA, the parent, and relevant members of the child’s IEP Team determine the condition described in paragraph (e)(1)(ii) of this section was met, the LEA must take immediate steps to remedy those deficiencies.
For More Information review Pages 102-104 in NC Policy
Parent Rights & Disapline page.pdfSupporting Families and Students
The Parent Rights & Responsibilities in Special Education Handbook is an amazing resource that supports and informs parents as their children navigate the EC world. When working with families consider sharing page 8 for a friendly explanation around discipline and IEPs.
This guidance document is designed to guide IEP teams that are considering a homebound or modified day placement for a child and represents the collective thoughts of the stakeholder group on best practices to be followed by IEP teams. This document should be used in conjunction with the North Carolina Policies Governing Services for Children with Disabilities, the Individuals with Disabilities Education Act (IDEA) and the federal regulations.
Restraint and Seclusion
DPI Center for Safer Schools: North Carolina Discipline Data Reporting Procedures
NC School Report Card Learn more about your district or charter schools academic and behavior performance
Discipline Data Snapshot: Civil Rights data collection
Restraint and Seclusion: Resource Document
Statutes and Regulations Addressing Restraint and Seclusion
North Carolina Guiding Practices in Early Childhood Discipline
HB-1032 GENERAL ASSEMBLY OF NORTH CAROLINA
NC De-Escalation: Prevention and Intervention Module. This is a free module that will help any staff respond and help students in their care.