You may have experienced that dreaded call from our child’s school: “I think you need to pick your child up, they’ve had a very rough day,” or something similar we know all too well. While such situations are not uncommon, how we respond to these requests can have a significant impact on our child’s education and overall well-being. By working closely with the school and ensuring that our children receive the support they need, we can help them succeed both academically and emotionally. In this article, we will explore how to effectively address behavior challenges in collaboration with the school, while also understanding the rights and procedures outlined in the Individuals with Disabilities Education Act (IDEA).
Understanding the Situation
When receiving a call from the school regarding a behavior-related concern, the first question caregivers should ask is, “Is my child being suspended?” It’s essential to clarify this as it can have far-reaching consequences on your child’s education. If the answer is YES, caregivers should request suspension paperwork, as outlined by IDEA. Do not sign your child out until you have the paperwork in hand (or email).
Suspension Paperwork
The suspension paperwork should include vital information, such as the length of the suspension, including start and return dates, a detailed description of the incident, the specific reason for the suspension, and what measures were taken to prevent the situation from escalating. Moreover, the document should clearly outline the family’s rights, which may include the option to meet with an administrator to discuss the situation or appeal the exclusionary discipline.
Responding to a Non-Suspension Incident
If the school informs you that your child is not being suspended, you have a couple of options. Your child can either return to class, or you can take them home. In this situation, it is essential to take proactive steps to document the discussion with the school and request a written explanation of what led to the request for early pickup. To ensure your child’s educational plan is updated accordingly, contact the Individualized Education Program (IEP) team via email on the same day.
Requesting an IEP Meeting
Prior to signing your child out, make sure to clarify how the school will record the absence. Follow up with this via email to have a documented record of how the absence was meant to be recorded. It is also essential to request a meeting with the IEP team as soon as possible to discuss the incident and ensure that any necessary adjustments are made to your child’s IEP. Keeping records of the date and education hours missed due to the behavior will be helpful during this process. If behavior is an ongoing concern and your child does not yet have a behavior plan, now is the time to request a Functional Behavior Assessment (FBA) to identify the root cause of these behaviors and create a plan to support your child accordingly. This should also be done in writing.
Manifestation Determination Meeting
If your child misses ten or more days due to exclusionary discipline, which includes suspensions or pickup requests, the school is required by federal law (IDEA) to hold a manifestation determination meeting with caregivers. This meeting provides an opportunity to problem-solve and collaborate with the school’s team. During this meeting, it may be beneficial to bring in outside experts or create a comprehensive plan to address the behavior and provide appropriate support to your child.
Addressing behavior challenges with our children is an integral part of ensuring their success in both academic and personal realms. By being proactive, communicative, and understanding our rights and options under IDEA, we can work hand-in-hand with the school to create a supportive and inclusive learning environment for our children. Remember, effective collaboration between parents and educators can make a world of difference in shaping a brighter future for our kids.