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EDAD 665

LEGAL ISSUES IN ADMINISTRATION


FINAL TEST
RONALD P. WEISS
CARL PLUCKER
April 25, 2010
1. Pic !"# c!$r% c&'# $"(#r #&c) !* %)# *!ll!+i", c&%#,!ri#' &"(
#-pl&i" %)# c&'# &"( %)# c!$r% (#ci'i!".
a. Religion, b. Free Speech, c. Discrimination/Harassment, d. Student Discipline
R#li,i!".
Coles v. Cleveland Board of Education, UNITED STATES COURT OF APPEAS FOR T!E SI"T! CIRCUIT No.
#$%&$'('
I''$#. Is it constitutional for t)e Cleveland Board of Education to sa* a +ra*er, al,ost al-a*s C)ristian
in nature, +rior to t)e .e/innin/ of t)e Board ,eetin/s0
D#ci'i!" i" Di'%ric% C!$r%. T)e district court ruled t)at a +ra*er said at a sc)ool .oard ,eetin/ -as in
t)e sa,e cate/or* of ot)er /overn,ental ,eetin/s, attended +ri,aril* .* adults. T)e .oard ,eetin/ -as
ver* different in sco+e t)an a classroo, settin/ -it) i,+ressiona.le c)ildren. It follo-ed t)e decision
,ade in Marsh v. Chambers 12#345. In t)e 6ars) rulin/, t)e Su+re,e Court revie-ed t)e Ne.ras7a
le/islature8s +ractice of .e/innin/ eac) session -it) a +ra*er fro, a c)a+lain +aid .* t)e state. It ruled
t)at it did not violate t)e Esta.lis),ent Clause and -as ,ore )istoric in nature follo-in/ t)e )istorical
+recedent set .* t)e U.S. Con/ress since 2'3# -)ere ever* session is o+ened -it) +ra*er.
D#ci'i!" i" %)# C!$r% !* App#&l'. T)e Court of A++eals reversed t)e lo-er court decision rulin/ t)at
t)e Sc)ool Board is a necessit* of t)e Sc)ool s*ste, -)ic) ,a7es it different in nature t)an t)e
le/islative e9e,+tion as esta.lis)ed in 6ars). T)e Court of A++eals: decision -as .ased on t-o
concerns; one, t)e unde,ocratic <Coercion< of i,+ressiona.le *oun/ ,inds is to .e avoided, and t)e
second is t)at t)e endorse,ent of reli/ion is +ro)i.ited in t)e +u.lic sc)ools conte9t continuin/ a
consistent trend of Su+re,e Court decisions=
McCollum v. Board of ducation, !"#$%&''>overn,ent, State or Federal, cannot o+enl* or secretl*
+artici+ate in t)e affairs of an* reli/ious or/ani?ation.
ngel v. (itale, !"#)*& Sc)ool +ra*er and t)e indirect coercive +ressure u+on reli/ious ,inorities to
confor, to t)e +revailin/ officiall* a++roved reli/ion is a +lain violation of t)e esta.lis),ent clause of
t)e 2
st
A,end,ent.
+bington School District v. Schempp, !"#),&@Ruled t)at startin/ eac) da* -it) a .i.le readin/ -as
unconstitutional. T)e court ruled t)at ,i9in/ reli/ious activit* -it) a /overn,ent institution desi/ned to
foster and educate *out) in t)e values of a de,ocratic, +luralistic societ* Ais trou.lin/ .ecause of t)e
s+ecial nature of +u.lic sc)ools as <t)e s*,.ol of our de,ocrac* and t)e ,ost +ervasive ,eans for
+ro,otin/ our co,,on destin*.<A
Stone v. -raham , 12#3&5@Ten Co,,and,ents. T)e Court found t)e statute unconstitutional .ecause
t)e <+re% e,inent +ur+ose for +ostin/ t)e Ten Co,,and,ents on sc)oolroo, -alls B-asC +lainl*
reli/ious in nature.<
.allace v. /affree, 12#3D5 T)e Court revisited t)e sc)ool +ra*er issue, revie-in/ a state statute t)at
+rovided for <a +eriod of silence . . . for ,editation or voluntar* +ra*er< at t)e start of t)e first class eac)
da*. T)e Court ruled it unconstitutional .ecause it lac7ed a secular +ur+ose.
0ee v. .eisman, 12##$5 Pra*ers at +u.lic sc)ool /raduation cere,onies. >overn,ent%s+onsored +ra*er
at a +u.lic sc)ool settin/ violated t)e Esta.lis),ent Clause.
R#*r#"c#'.
)%%p.//l&+'.*i"(l&+.c!0/6%)/110101p.)%0l
Fr## Sp##c).
Ti"#r E%. Al. 2. D#' M!i"#' I"(#p#"(#"% C!00$"i%3 Sc)!!l Di'%ric% E%. Al.
414 U.S. 504 511616
I''$#. Did t)e Des 6oines sc)ool district violate t)e first a,end,ent ri/)ts of t)ree of its
students .* sus+endin/ t)e, for -earin/ .lac7 ar,.ands0 T)e ar,.ands -ere -orn in +rotest
of t)e Eietna, Far.
C&'#= T)e students sued t)e sc)ool district for inGunctive relief a/ainst a re/ulation a/ainst t)e
-earin/ of ar,.ands as a for, of +rotest. T)e +rinci+als, -it) su++ort of t)e sc)ool .oard, felt
t)at t)e ar,.ands -ould cause disru+tion.
T)e district court dis,issed t)e case, rulin/ t)at t)e +rinci+als and t)e sc)ool .oard -ere
-it)in t)eir ri/)ts to .an suc) action. T)e Court of A++eals also affir,ed t)is decision.
S$pr#0# C!$r% D#ci'i!". T)e Su+re,e Court reversed t)e rulin/ of t)e lo-er t-o courts. It
-rote in a '%$ decision t)at t)e students )ad t)e ri/)t to -ear t)e ar,.ands. Hustice Fortas -rote
t)at students do )ave first a,end,ent ri/)ts as lon/ as t)e de,onstration doesn:t )ave disru+tive
actions. T)e Su+re,e Court a/reed t)at t)e de,onstration did not )ave t)e disru+tive action t)at
-ould )ave +recluded suc) a .an and su.seIuent sus+ension.
R&0i*ic&%i!"'. T)e case )el+ed define first a,end,ent ri/)ts for students. It also .rou/)t t)e
Su+re,e Court to t)e /ate of t)e sc)ool )ouse +avin/ t)e -a* for ,ore Gudicial revie- of
educational +olic* and la-.
R#*r#"c#'.
a 6orte, 6ic)ael F.$&&3
*nc), Ha,es, $&2&
Di'cri0i"&%i!"/7&r&''0#"%
Ec0&"" 2. 8!&r( !* E($c&%i!" !* 7&+%)!r" Sc)!!l Di'%ric%
U"i%#( S%&%#' Di'%ric% C!$r%, N!r%)#r" Di'%ric% !* Illi"!i', 1196
646 F. S$pp. 121:
Issue= A teac)er -)o )ad received /ood e,+lo*,ent a++raisals -as ter,inated after s)e .eca,e
+re/nant and decided to 7ee+ )er c)ild.
C&'#. In 2#3$ Heanne Ec7,ann sued t)e Board of Education of !a-t)orn Sc)ool District clai,in/ s)e
-as ter,inated unconstitutionall* after s)e decided to 7ee+ )er c)ild t)at -as .orn out of -edloc7. T)e
court defined t)ree .urdens t)at ,ust .e +roved. 2. T)at t)e +laintiff:s co,+laint ,anifested out of a
constitutionall* +rotected conduct; $. Proof t)at t)e +laintiff:s conduct -as t)e su.stantial, ,otivatin/
factor .e)ind )er dis,issal; and 4. Proof t)at t)e o++osin/ +art* -ould )ave acted in t)e sa,e -a* if t)e
+laintiff )ad not +artici+ated in a Jconstitutionall* +rotectedA conduct.
D#ci'i!". T)e Plantiff +roved t)at 7ee+in/ )er c)ild is a constitutionall* +rotected conduct. T)e Plaintiff
+roduced evidence t)at s)e -as dis,issed .ecause of )er constitutionall* +rotected conduct. T)e
defendant could not +roduce evidence t)at t)ere -as anot)er reason for )er dis,issal.
T)e Court ruled in 6s. Ec7,ann:s favor /rantin/ )er K'&&,&&& in da,a/es. T)e case also serves
as case la- +reventin/ t)e discri,ination of +re/nant -or7ers treatin/ t)e, differentl* t)an ot)er ,edical
conditions. T)e case also i,+acted .reast feedin/ la-s and ,aternit* leave ri/)ts.
R#*r#"c#'.
a 6orte, 6ic)ael F.$&&3
Sc)ult?, Bet). $&2&
S%$(#"% Di'cipli"#
G!'' 2. L!p#; 511<56
:11 U.S. 656
I''$#. Can sc)ools sus+end -it)out due +rocess0
C&'#. Students -ere sus+ended -it)out )earin/ for de,onstratin/ and da,a/in/ sc)ool /rounds.
D#ci'i!". Students )ave +ro+ert* ri/)ts and t)us are a-arded due +rocess +rotection under t)e
2L
t)
a,end,ent. Students ,ust receive a )earin/ and -ritten notice of c)ar/es a/ainst t)e,.
>enerall*, t)is )earin/ and notice of c)ar/es s)ould .e )eld and received +rior to t)e sus+ension.
R&0i*ic&%i!"'. Disci+line t)at reIuires students to ,iss sc)ool ,a* .e seen as e9cessive if it
)as a lastin/ +ro+ert* ri/)ts issue. It also .rou/)t t)e Su+re,e Court into t)e sc)ool )ouse and
)ad a direct result on )o- sc)ools run. T)is action ca,e -it) so,e dissention.
R#*r#"c#'.
a 6orte, 6ic)ael F.$&&3
Sa-*er, Hustin. $&2&
2. D#'cri=# %)# '%&%# &"( *#(#r&l c!$r% '3'%#0' &% #&c) l#2#l !*
>$ri'(ic%i!".
S%&%#. T)ree evels; L!+#r c!$r%'M district courts, App#ll&%# c!$r%' M Court of A++eals, 7i,)
C!$r% M State Su+re,e Court.
State courts )ave Gurisdiction over state constitutional c)allen/es, state statues, and in a++ealin/ state case
la-. Re/ardin/ educational la- and +olicies, State courts )ave traditionall* .een reserved in overturnin/
e9istin/ sc)ool +olicies 1a 6orte, $&&35. Plaintiffs )ave often sou/)t t)e aid of t)e Federal Court
S*ste, citin/ a violation of t)eir freedo, of s+eec), +ro+ert* ri/)ts or t)eir Fourteent) A,end,ent
1Civil Ri/)ts5 ri/)ts. I% ')!$l( =# "!%#( %)&% %)# D#p&r%0#"% !* E($c&%i!" &"( %)# !**ic#r' +i%)i"
&r# 2i#+#( &' S%&%# !**ici&l'. M&"3 c!0pl&i"%' &r# &(>$(ic&%#( %)#r#, %)$' "#2#r "##(i", %! ,! %!
%)# S%&%# c!$r% '3'%#0.
F#(#r&l. T)ree levels; L!+#r F#(#r&l C!$r%', located in t)e States, App#ll&%# C!$r%'@Divided
into 24 districts 16innesota is in t)e Ei/)t)5, U.S. S$pr#0# C!$r%@)i/)est court in t)e land. Plaintiffs
see7in/ an a++earance in Federal court ,ust raise a federal issue often a violation of federal statue or
violation of t)eir 2st, L
t)
, D
t)
, or 2L
t)
a,end,ent ri/)ts1a 6orte, $&&35.
4. E-pl&i" )!+ p$=lic %&- 0!"i#' c&" =# $'#( *!r pri2&%#/'#c%&ri&"
#($c&%i!". S$pp!r% 3!$r #-pl&"&%i!" +i%) '%&%# &"( *#(#r&l l&+.
L#0!" 2. K$r%;0&"511<16 struc7 do-n atte,+ts .* R)ode Island and Penns*lvania to
su++le,ent +a* and rei,.urse salaries and educational e9+enses for secular content teac)in/ in
non+u.lic sc)ools.
L#2i%% 2. C!00i%%## *!r P$=lic E($c&%i!" &"( R#li,i!" Li=#r%3 511<46 A Ne- Nor7 statute
rei,.ursin/ non%+u.lic sc)ools for ad,inistration costs reIuired .* t)e state re/ardin/ state test
data. A +ortion of t)is -as later reversed allo-in/ so,e rei,.urse,ent of e9+enses related to
state testin/ data.
C!00i%%## *!r P$=lic E($c&%i!" &"( R#li,i!$' Li=#r%3 2. N3?$i'% 511<46 and Sloan v.
e,on 12#'45 struc7 do-n ,easures desi/ned to )el+ non%+u.lic sc)ools -it) ,aintenance
costs and tuition rei,.urse,ent.
M## 2. Pi%%#",#r 511<56 invalidated an effort to +rovide +u.lic ,one* for intervention and
enric),ent o++ortunities of non+u.lic students.
T)e court ruled over and over a/ain t)at +u.lic ,one* to non+u.lic sc)ools -ould )ave t)e
Junconstitutional effect of advancin/ reli/ion .ecause of t)e +redo,inantl* reli/ious c)aracter of t)e
.enefitin/ sc)ool. 1a 6orte, $&&35 !o-ever, t)is started to c)an/e in t)e late '&:s and t)rou/)out
t)e 2##&:s.
Court decisions li7e= W!l0&" 2. W&l%#r 511<<6, A,!'%i"i 2. F#l%!" 5111<6, Mi%c)#ll 2. 7#l0'
520006 s)o- a s)ift in t)e courts attitude to-ard financial aid to non+u.lic reli/ious sc)ools 1a
6orte, $&&35. Pu.lic ,one* could .e used to su++ort +u.lic teac)ers -or7in/ -it) lo-%inco,e and
educationall* de+rived students in non+u.lic sc)ools as lon/ as t)ere -as no reli/ious co,+onent to
t)e teac)in/ and as lon/ as t)ere -as no /overn,ental indoctrination as a +art of t)e teac)in/1a
6orte, $&&35. In a continuin/ trend t)e Su+re,e Court continued to overrule +revious )i/) court
decisions. T)e 6itc)ell case allo-ed for /overn,ent ,one* to .e s+ent on educational su++lies
+reviousl* not allo-ed.
M$ll#r 2. All#" 511946 Allo-ed +arents to clai, an education ta9 deduction for +rivate
education.
E2#r'!" 2. 8!&r( !* E(. T!+"')ip !* E+i", 511:45 -as u+)eld in a c)allen/e
allo-in/ +u.lic trans+ortation of students to non+u.lic sc)ools.
And finall* in -)at )as +roved to .e a ver* controversial ,easure, t)e U. S. Su+re,e Court declared in
@#l0&" 2. Si00!"'A7&rri' 520026, t)at it -as indeed not a violation of t)e Esta.lis),ent clause to
+rovide vouc)ers to students -)o c)ose a non+u.lic sc)ool -)en t)e +u.lic sc)ool t)at t)e* -ere to
attend -as dee,ed an under+erfor,in/ sc)ool and +laced under t)e ,ana/e,ent of t)e State .* t)e
federal /overn,ent. T)e de.ate continues.
:. S!0# '&3 %)&% &' & '!ci#%3 #($c&%i", p#!pl# !* c!l!r, +# &r# '%ill
B'#p&r&%# &"( '%ill $"#?$&l.C W)&% (! 3!$ %)i"D
Professor O/eltree8s ar/u,ent is ver* si,ilar to t)at of Boo7er T. Fas)in/ton and even 6arcus >arve* to
a li,ited e9tent. Fas)in/ton -anted eIual treat,ent and li7e-ise eIual o++ortunities. In )is .oo7, 1p
from Slaver2, Fas)in/ton -rites t)at t)rou/) education and self%deter,ination t)e African%A,erican
+erson could +rove t)eir -ort) and +lace in societ*. T)is could ulti,atel* result in t)e color lines .ein/
+er,anentl* .lurred. Evidence of t)is could +ossi.l* .e seen in t)e success of t)e !arle, Renaissance of
t)e 2#$&8s. Fas)in/ton8s .itter rival, F.E.B Du.ois 1one of t)e founders of t)e NAACP5 fou/)t
vi/orousl* a/ainst Fas)in/ton even once callin/ )i, an <Uncle To,< for )is vie-. Du.ois -anted
dese/re/ation i,,ediatel* and -anted to +us) )is cause t)rou/) t)e courts at ever* availa.le
o++ortunit*.
It is ,* contention t)at as A,erica entered t)e +ost%Forld Far T-o era; Du.ois:s ,essa/e resonated
-it) ,an* A,ericans as -e tried to differentiate ourselves fro, t)e racist vie-s of our co,,on ene,*
durin/ t)e -ar.
T)e result, in ,* o+inion, a ,ess. Se/re/ation of course is et)icall* and ,orall* -ron/.
!o-ever, ,andated court s+onsored and le/islativel* enforced dese/re/ation didn8t -in over t)e )earts
and ,inds of t)e citi?ens -)ite or .lac7.
In tr*in/ to t)in7 li7e Boo7er T. Fas)in/ton, I -onder -)at ,i/)t )ave .een if t)e courts could )ave
ensured t)at sc)ools and +u.licl* funded +ro/ra,s .e created and ,aintained eIuall* even if to start in a
raciall* Jde GureA se/re/ated environ,ent. So,et)in/ t)at -asn8t )a++enin/ in Fas)in/ton8s da*. I
t)in7 la-s could )ave .een created to +rotect students -)o -anted to /o to a <F)ite< sc)ool .ut not to
)ave forced it. If co,,unities could )ave )ad Iualit* sc)ools and +u.lic infra%structure to .uild t)eir
co,,unities around, ,uc) li7e t)e* did around t)eir c)urc)es, I do feel t)e +resent situation -ould )ave
.een ,uc) different. T)is t*+e of situation could )ave created locall* o-ned .usiness and enter+rise t)at
could sustain a co,,unit* ,uc) li7e t)e ot)er et)nic nei/).or)oods, C)inese, Italian, and >er,an -ere
a.le to do.
I -ould )ave to a/ree t)at as a societ* -e are still Jse+arate and still uneIualA. !o-ever, it is not fro, a
lac7 of le/islative effort. In revie-in/ Cie,n*:s Po-erPoint I a, ,otivated to -or7 as an educational
leader to /et us as a societ* +ast t)e JPl$r&li'%ic C!#-i'%#"c#C sta/e -)ere t)e ,aGorit* /rou+ ,e,.ers
reco/ni?e and value a /rou+:s )istorical e9+eriences, .ut is not interested in fosterin/ increased
interaction, understandin/ or acce+tance, to t)e BI"%#,r&%#( Pl$r&li'0C sta/e -)ere -e as a societ*,
develo+s res+ect for ,inorit* /rou+ ,e,.ers t)rou/) e9a,inin/ differences, -)ile creatin/ a ,utual
relations)i+ -)ere data, e9+eriences and feelin/s can .e s)ared -it)out reservation or conseIuence
1Cie,n*, $&&'5.
5. E-pl&i" B'#&rc) &"( '#i;$r#'C i" %)# 'c)!!l c!"%#-%. W)&% i'
p#r0i%%#( &"( +)3D S$pp!r% 3!$r p!'i%i!" +i%) !"# c!$r% c&'#.
T)e sc)ool )as t)e +ri,ar* dut* to +rotect t)e B7#&l%), S&*#%3 &"( W#l*&r#C of all sta7e)olders
involved. To insure t)is, t)e courts )ave ruled t)at students fourt) a,end,ent:s ri/)ts are not t)e sa,e as
adults. Sc)ool officials )ave .een /iven t)e aut)orit* to searc) loc7ers and +ersonal +ro+ert* -)en a
reasona.le sus+icion 5l#'' ($# pr!c#''6 arises t)at -ould endan/er t)e B7#&l%), S&*#%3 &"( W#l*&r#C of
students and adults in t)e .uildin/. T)is is in contrast to +ro.a.le cause 50!r# ($# pr!c#''6 t)at a +olice
officer -ould )ave to +rove +rior to a searc).
T)e courts )ave ruled t)at t)e sc)ools o-n and control t)e loc7ers in t)e sc)ool and as a result never /ive
u+ control of t)e loc7er even -)en used .* students. As lon/ as t)e loc7er +olic* is ,ade 7no-n to
+arents and students, in t)e sa,e -a* as ot)er sc)ool +olicies are, t)e sc)ool in not in violation of t)e
fourt) a,end,ent. !o-ever, t)e +ersonal +ossessions of students ,a* onl* .e searc)ed -)en t)ere is
reasona.le sus+icion t)at so,et)in/ e9ists t)at -ould Geo+ardi?e t)e B7#&l%), S&*#%3 &"( W#l*&r#C of
students and adults.
N#+ E#r'#3 2 T.L.O. 511956 is often t)e case referenced .* sc)ool officials -)en Iuestioned on t)e
le/alit* of searc)es and sei?ure at sc)ool. T)e T..O. case esta.lis)ed a t-o +ron/ test to esta.lis) t)e
reasona.leness of a searc). One%Fas is Gustified0 And T-o%Fas it carried out in reasona.le -a* -it)
res+ect to t)e need in t)e first +lace0
6. W)&% &r# %)# l#,&l r&0i*ic&%i!"' !* =#c!0i", Bp)3'ic&lC +i%) &
'%$(#"%D W)&% )&2# %)# c!$r%' '$pp!r%#( &"( +)&% )&2# %)#3 "!%
'$pp!r%#(D S$pp!r% 3!$r #-pl&"&%i!" +i%) &% l#&'% !"# c!$r% c&'#.
In In/ra)a, et al.v. Fri/)t et. al 12#''5, t)e Su+re,e Court )as u+)eld t)e ri/)t of sc)ools to use
cor+oral +unis),ent as lon/ as it doesn:t /o +ast t)e +oint of Jcruel and unusualA as deter,ined .* t)e
revie-in/ officer in a co,+laint, or t)e Gud/e in a court )earin/. !o-ever, $( states )ave outla-ed t)e
use of Cor+oral +unis),ent as a for, of disci+line. Use of cor+oral +unis),ent in t)ese states -ould .e
a cause of dis,issal.
If a state allo-s, a teac)er and or ad,inistrator )as t)e a.ilit* +unis) a student usin/ +)*sical +unis),ent
suc) as a +addle. Students are not /iven t)e sa,e due +rocess in t)e for, of a )earin/ as t)e* -ould /et
in a case t)at involved sus+ension 1>oss v. o+e?5. O.viousl*, t)is is controversial and -ill continue to .e
loo7ed at as a societ*.
!o-ever, it is naive to t)in7 t)at teac)ers and sc)ool officials -ill not .e +ut in a situation t)at reIuires a
certain a,ount of +)*sical force to ,aintain B7#&l%), S&*#%3 &"( W#l*&r#C of students and adults in t)e
.uildin/. Sc)ools need to )ave a +olic* and staff develo+,ent trainin/ in +lace to cover t)e Jreasona.le
use of forceA needed to +rotect t)e B7#&l%), S&*#%3 &"( W#l*&r#C of students and adults in t)e .uildin/
includin/ t)e one in need of restraint. As a rule of t)u,. teac)ers s)ould not touc) a student unless
a.solutel* necessar* and t)en -it) onl* enou/) force to ,aintain a situation fro, develo+in/ until t)e
student /ets Junder controlA on t)eir o-n. T)e /oal of disci+line s)ould .e to develo+ student self%
control. All ot)er atte,+ts at disci+line -ill .e counter+roductive to t)e student.
<. E-pl&i" B'#-$&l )&r&''0#"%C i" %)# l#,&l '#"'#. D#*i"# i% &"(
#-pl&i" %)# l&+ &"( %)# c!0p!"#"%' !* '#-$&l )&r&''0#"%.
T)e United States Su+re,e Court ruled in Clar7 Count* Sc)ool District v. Breeden, 1$&&25 t)at
se9ual )arass,ent is an as+ect of se9 discri,ination under Title EII of t)e Civil Ri/)ts Act. T)e
court stated t)at JSe9ual )arass,ent is actiona.le under Title EII onl* if it is so Osevere or
+ervasive: as to alter t)e conditions of t)e victi,:s e,+lo*,ent and create an a.usive -or7in/
environ,ent.A 1a 6orte, $&&35
T-o co,,on definitions )ave e,er/ed fro, liti/ation in t)e -or7+lace 1arson, $&&45.
F$i( Pr! F$! 7&r&''0#"% % An e,+lo*ee is reIuired to tolerate se9ual )arass,ent in order to o.tain or
7ee+ a Go., Go. .enefit, raise, or +ro,otion.
7!'%il# W!r E"2ir!"0#"% 7&r&''0#"% % !arass,ent at -or7 unreasona.l* interferes -it) or alters t)e
e,+lo*ee8s -or7 +erfor,ance, or creates a )ostile, a.usive or offensive -or7 environ,ent. In
deter,inin/ if a -or7+lace environ,ent is <)ostile<, t)e follo-in/ factors are t*+icall* e9a,ined=
F)et)er t)e conduct -as ver.al, +)*sical, or .ot);
!o- freIuentl* t)e conduct -as re+eated;
F)et)er t)e conduct -as )ostile or +atentl* offensive;
F)et)er t)e alle/ed )arasser -as a co%-or7er or su+ervisor;
F)et)er ot)ers Goined in +er+etratin/ t)e )arass,ent; and
F)et)er t)e )arass,ent -as directed at ,ore t)an one individual
Re/ardless of /uilt or innocence, a sc)ool district ,andated to start an investi/ation i,,ediatel* -)en a
clai, is .rou/)t for-ard. T)e clai, ,ust .e investi/ated and t)e results )eld indefinitel* .* t)e office of
)u,an affairs. As +er Title I" 2#'$ Educational A,end,ents Act, additional conseIuences ,a* result
suc) as t)e oss of federal funds if discri,ination is .ased on se9ual )arass,ent

9. W)&% &r# %)# 0&>!r c!0p!"#"%' !* %)# P$pil F&ir Di'0i''&l Ac%
i" r#,&r( %! r#0!2i", & '%$(#"% *r!0 'c)!!l, c&%#,!ri#' !* r#0!2&l,
&"( %)# ($# pr!c#''D
R#*r#"c#. Mi""#'!%& D#p&r%0#"% !* #($c&%i!"GT)# P$pil F&ir Di'0i''&l Ac%
Re,ovin/ a student fro, sc)ool%Cate/ories of re,oval=
2. Fillful violation of an* reasona.le sc)ool .oard re/ulation
$. Fillful conduct t)at si/nificantl* disru+ts t)e ri/)ts of ot)ers to an education
4. Fillful conduct t)at endan/ers t)e +u+il, ot)er +u+ils or surroundin/ +eo+le
Sus+ension%,aGor co,+onents=
ess t)an a da*@no due +rocess reIuired, )o-ever usuall* /ranted
2%2& da*s Pdue +rocess needed at ever* offense if less t)an 2& da*s.
o Sus+ensions are not a++eala.le
o Infor,al ad,inistrative conference .efore sus+ension
o Pu+il notified of /rounds of sus+ension
o Fritten notice of /rounds for sus+ension
o Parent notification and ,eetin/ if sus+ension /oes +ast 2& da*s.
E9+ulsions%6aGor co,+onents=
E9+ulsions are for lon/er t)an 2& da*s. For t)e rest of t)e Iuarter, se,ester or *ear, -)atever is
,ore a++lica.le.
o E9+ulsions reIuire Sc)ool Board a++roval and a )earin/ officer
!earin/ Sc)edule
Convenient ti,e and +lace for t)e e9+elled +art*
Closed or o+en )earin/ if +arents reIuest.
Create a )earin/ record
Pu+ils records accessi.le
Pu+il:s ri/)t to co,+el testi,on*, +resent evidence and +rovide testi,on*
!earin/ officers reco,,endation -it)in t-o da*s
Sc)ool Boards decision
Read,issions +lan
o E9+ulsions can .e a++ealed to t)e State Board of Education.
o A J/ood fait)A violation of PFDA is not a defense
o 6andator* re+ort to t)e Co,,issioner of Education
o Not /ivin/ t)e student +ro+er due +rocess can result in a court case.
IDEA &"( %)# PFDA
All t)e due +rocess listed a.ove as -ell as additional due +rocess as a +rotected class and IDEA.
o 6ore t)an D da* sus+ension or 2& da* total; an IEP ,eetin/ ,ust ta7e +lace to revie-
+lan and ,a7e necessar* c)an/es to ensure IEP /oals are .ein/ ,et.
o ess t)an one da* still counts as a full da*
o Entitled to a J,anifestationA )earin/ to deter,ine if t)e .e)avior -as caused .* t)e c)ild
disa.ilit* or it t)ere -as a failure to follo- t)e IEP as t)e cause of t)e sus+ension or
e9+ulsion. If not, c)ild is to continue to receive IEP services -)ile sus+ended.
1. W)&% &r# %)# l#,&l r!l#' !* &" IEP M&"&,#r, cl&''r!!0 %#&c)#r,
pri"cip&l, &"( p&r#"%' i" #($c&%i", & '%$(#"% !" &" &c%i2# IEPD
T)e IEP ,ana/er, t)e classroo, teac)er, t)e +rinci+al and t)e +arents ,ust act in relations)i+ to ensure
t)e needs of t)e student are ,eet. 4L C.F.R. Section 4&&.4L' of IDEA ,andates follo-in/ 3 ele,ents in
an IEP=
25 Present evel of Educational Perfor,ance 1PEP5.
$5 6easura.le annual /oals, includin/ .enc),ar7s, or s)ort%ter, o.Gectives 1STO5.
45 S+ecial education and related services and su++le,entar* aids and services.
L5 T)e e9tent to -)ic) a c)ild -ill +artici+ate in /eneral curriculu, or t)e RE.
D5 Partici+ation in state-ide or district%-ide assess,ents of student ac)ieve,ent.
(5 ProGected dates of initiation of services, antici+ated duration of eac) of t)ese services, and freIuenc*
of identified services.
'5 Be/innin/ at a/e 2L a state,ent of needed transition services.
35 A state,ent of )o- t)e student:s +ro/ress to-ard annual /oals -ill .e ,easured and re+orted to t)e
+arent1s5.
6aGor source of infor,ation fro,=
Advanced Sc)ool a- Presentation .*=
!eat)er 6iller%Cin7
A+ril $L, $&&(
10. I* 3!$ &r# %! r#2i'# EDAD 665 D2L, +)&% +!$l( 3!$ (!D
S$,,#'%i!"'D
ReIuire t)is final. I learned and reinforced a lot of t)is ,aterial -)en +ut into t)is situation.
I -onder if t)ese Iuestions could .e reIuired t)rou/)out t)e se,ester to )el+ -it) t)e readin/
co,+re)ension issues of t)e o+e? .oo7.
!onestl*, I reall* don:t )ave too ,an* su//estions. F)en I -as a.le to 7ee+ u+ -it) t)e readin/ and t)e
+ostin/ I learned a lot. F)en I fell .e)ind, I found it ,ore difficult. I t)ou/)t *our notes -ere a
tre,endous )el+ and ver* valua.le in -ritin/ t)is test.
I found t)e .rief stud* to .e ver* re-ardin/. I -onder if it -ould .e realistic to assi/n a .rief for eac)
section of t)e course.
>reat class, I -is) I )ad ,ore -it) *ou. I find *our 7no-led/e and e9+erience ver* ,otivatin/. T)an7
*ouQQQQ
Carl Pluc7er

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