Policy

Purpose

ENCSD is committed to ensuring that disciplinary actions involving students with disabilities are conducted in a fair, legally compliant, and educationally sound manner.  This policy outlines procedures for addressing behavior by students with disabilities while protecting their rights under the Individuals with Disabilities Act (IDEA), Section 504 of the Rehabilitation Act, Americans with Disabilities Act (ADA), and applicable North Carolina state laws and NCDPI regulations.

I. Definitions

• Disciplinary Change of Placement: Removal of a student from their current educational setting for more than 10 consecutive school days, or a pattern of removals constituting a significant change in placement under IDEA and NCDPI guidance.
• Manifestation Determination Review (MDR): A required review to determine whether a student’s misconduct was related to their disability.
• Functional Behavior Assessment (FBA): A process for identifying the causes of behavior in order to develop effective interventions.
• Behavior Intervention Plan (BIP): A plan developed from the FBA outlining strategies and supports to address behavior concerns.

II. General Guidelines

1. Equity and Legal Compliance
   • All disciplinary actions must comply with IDEA, ADA, and applicable federal and state laws and must not result in the denial of a Free and Appropriate Public Education (FAPE).
2. Continued Educational Access:
   • Any removal exceeding 10 cumulative school days in a school year must ensure the student continues to receive services necessary to make progress toward IEP goals and participate in general curriculum as required by 34 CFR § 300.530(d).
3. Communication in ASL:
   • All notices, meetings (including MDRs), and proceedings must be accessible in American Sign Language (ASL) for students and families.  Certified ASL interpreters must be provided in accordance with ADA and IDEA.

III. Short-Term Suspensions (10 days or fewer)

• School personnel may remove a student with a disability up to 10 cumulative school days per school year for violations of the Code of Conduct, if such discipline would apply to non-disabled students.
• These short-term removals:
  • Do not require an MDR
  • Must include ASL-accessible communication to families
  • Require documentation of the incident and support strategies used

IV. Disciplinary Changes of Placement

A disciplinary change of placement occurs if:

• The student is removed for more than 10 consecutive school days, or
• The student is subject to a series of removals that total more than 10 days and constitutes a pattern based on length, total time, and proximity of removals.

If such a change occurs, ENCSD must:

• Provide written notice of the decision and a copy of Procedural Safeguards to the parent/guardian in an accessible format, including ASL as needed.
• Convene the IEP team within 10 school days to conduct a Manifestation Determination Review (MDR).

V. Manifestation Determination Review (MDR)

The IEP team must determine whether the conduct:

• Was caused by, or had a direct and substantial relationship to, the child’s disability, 

or

• Was the direct result of ENCSD’s failure to implement the IEP

If either is true, the behavior is a manifestation, and:

• The student cannot be further disciplined under standard procedures
• The IEP team must:
  • Conduct a review of a Functional Behavioral Assessment (FBA)
  • Develop or revise a Behavioral Intervention Plan (BIP)

VI. Behavior Not a Manifestation

IF the behavior is not a manifestation of the student’s disability:

• The student may be disciplined in the same manner as non-disabled peers, including suspension or expulsion.
• The student must continue to receive special education and related services as determined by the IEP team.
• All decisions must be communicated in ASL and documented appropriately.

VII. Special Circumstances and Interim Alternative Educational Settings (IAES)

A student may be placed in an Interim Alternative Educational Setting (IAES) for up to 45 school days for:

• Possession of a weapon
• Possession or use of illegal drugs
• Infliction of serious bodily injury

Even if the conduct is a manifestation of the disability, the IEP team may place the student in IAES.

The team must:

• Determine the services needed for continued educational progress
• Notify parents/guardians of the placement decision and rights
• Ensure language and communication access

VIII. Appeals and Due Process

Parents/guardians may appeal disciplinary decisions through:

• Filing a due process complaint under 34 CFR § 300.532
• Requesting a stay-put placement during the appeal
• Engaging in state-sponsored mediation through NCDPI

ENCSD ensures that all proceedings include ASL interpretation and communication access as needed.

IX. Documentation and Oversight

ENCSD will:

• Maintain documentation of all disciplinary actions involving students with disabilities
• Submit data to NCDPI and other required agencies
• Analyze trends to reduce disparities and improve proactive behavioral supports

Legal References

• Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 et seq.
• 34 CFR §§ 300.530 – 300.537
• Americans with Disabilities Act (ADA)
• North Carolina General Statutes § 115C-390 et seq.
• North Carolina Policies Governing Services for Children with Disabilities

This policy shall be reviewed and updated periodically to ensure continued compliance with all applicable laws, regulations, and best practices for serving deaf and hard of hearing students.

Purpose

ENCSD recognizes that positive student behavior is essential to a safe, orderly, and supportive learning and living environment.  The purpose of this policy is to establish expectations for student conduct and to promote respectful, responsible behavior that supports academic success, social-emotional growth, and school safety.

ENCSD shall maintain a comprehensive approach to student behavior that emphasizes prevention, positive behavioral supports, clear expectations, and fair, consistent responses to misconduct.  Discipline practices shall be educational in nature, developmentally appropriate, and implemented in a manner that respects the communication needs of Deaf and hard of hearing students and the unique considerations of the Residential program.

I. Scope

This policy applies to:

• All ENCSD students, including those participating in the Residential Program
• Student conduct on ENCSD property, in ENCSD vehicles, and at ENCSD-sponsored activities
• Student conduct that occurs off campus when such conduct has a direct and immediate impact on the orderly operation of the school or the safety of the school community.

II. Definitions

For the purposes of this policy, the following definitions apply:

• Student Conduct: Behavior exhibited by a student that complies with or violates established school rules, policies, or expectations.
• Code of Student Conduct: A set of rules and expectations adopted by ENCSD that governs student behavior and outlines potential consequences for violations.
• Disciplinary Action: Any response taken by ENCSD to address violations of student behavior expectations, including corrective, supportive, or punitive measures as permitted by law.
• Short-Term Suspension: Exclusion from school for ten (10) school days or fewer in accordance with applicable law and policy.
• Long-Term Suspension: Exclusion from school for more than ten (10) school days in accordance with applicable law and policy.
• Alternative Disciplinary Measures: Non-exclusionary responses to misconduct, including restorative practices, behavioral interventions, counseling, or other supports.

III. Behavioral Expectations

ENCSD shall establish and communicate clear behavioral expectations that:

• Promote respect for self, others, and property
• Support a safe and orderly school and residential environment
• Are communicated to students and families in accessible formats

Students are expected to comply with all school rules and to conduct themselves in a manner that does not disrupt the educational process or compromise safety.

IV. Disciplinary Measures

Disciplinary actions shall be:

• Fair, consistent, and proportionate to the behavior
• Implemented in accordance with due process requirements
• Designed, when appropriate, to correct behavior and minimize disruption to learning.

ENCSD shall consider alternative disciplinary measures before imposing exclusionary discipline, except where immediate removal is necessary to ensure safety.

V. Residential Program Behavior Expectations

Students participating in the Residential Program are subject to behavioral expectations during non-instructional hours that support safety, respect, and community living.  ENCSD shall:

• Establish residential-specific behavior guidelines
• Ensure appropriate supervision and consistent enforcement of expectations
• Coordinate disciplinary responses between instructional and residential staff when necessary

VI. Accessibility and Communication

All behavior expectations, disciplinary procedures, and notices shall be communicated in accessible formats for Deaf and hard of hearing students and families.  ENCSD shall provide reasonable accommodations, including visual explanations, captioned materials, and ASL interpretation when appropriate, to ensure understanding and meaningful participation in disciplinary processes.

VII. Due Process

ENCSD shall provide students with due process protections as required by law, including notice of alleged misconduct and an opportunity to be heard prior to the imposition of disciplinary consequences, consistent with the severity of the disciplinary action.

Legal References

• G.S. 115C-390.1 through 115C-390.12, Student Discipline
• G.S. 115C-47, Powers and Duties of Local Boards of Education
• G.S. 115C-150.6, Educational Services for Students Who Are Deaf or Hard of Hearing
• Individuals with Disabilities Education Act (IDEA)
• Section 504 of the Rehabilitation Act of 1973
• North Carolina State Board of Education policies related to student discipline and behavior

This policy shall be reviewed and updated periodically to ensure continued compliance with all applicable laws, regulations, and best practices for serving deaf and hard of hearing students.

Purpose

ENCSD recognizes the serious nature of concussions and other head injuries and the importance of prompt identification, appropriate response, and safe return-to-learn and return-to-activity practices.  The purpose of this policy is to protect the health and safety of students by establishing procedures for the prevention, recognition, management, and follow-up of concussions and head injuries.

ENCSD shall take reasonable and appropriate measures to reduce risk of concussions and head injuries and to ensure that any student suspected of sustaining a concussion or head injury receives immediate attention, appropriate care, and reasonable academic and activity-related accommodations.  All actions taken under this policy shall prioritize student safety and effective communication for Deaf and hard of hearing students and families.

I. Scope

This policy applies to:

• All ENCSD students, including those participating in the Residential Program
• All ENCSD-sponsored athletic, physical education, recreational, and extracurricular activities
• All employees, including instructional, residential, administrative, and support staff
• All ENCSD volunteers involved in student supervision
• Activities occurring on or off campus when sponsored or supervised by ENCSD

II. Definitions

For the purposes of this policy, the following definitions apply:

• Concussion: A type of traumatic brain injury caused by a bump, blow, or jolt to the head or body that results in rapid movement of the brain within the skull and may affect brain function.  Loss of consciousness is not required for a concussion to occur.
• Head Injury: Any injury to the scalp, skull, or brain, including concussions that may result from impact, fall, or other trauma.
• Suspected Concussion: A situation in which a student exhibits signs, symptoms, or behaviors consistent with concussion following a head impact or other traumatic event.
• Return-to-learn: A gradual process of resuming academic activities with appropriate accommodations following a concussion or head injury.
• Return-to-play: A stepwise process of resuming physical activity or athletics after a concussion or head injury, only after medical clearance.

III. Prevention and Training

ENCSD shall:

• Provide age-appropriate concussion education to students participating in physical activities
• Provide training to staff, coaches, and residential personnel on concussion recognition and response
• Promote safe practices during physical education, athletics, and recreational activities
• Ensure that safety information is communicated in accessible formats
•  

IV. School Safety Planning and Prevention

ENCSD shall implement comprehensive school safety measures, including but not limited to:

• Development and maintenance of emergency response plans
• Use of threat assessment processes to address potential risks
• Coordination with law enforcement, emergency management, and public health officials
• Appropriate supervision and monitoring of school and residential facilities
• Ongoing evaluation of safety practices and procedures

V. Identification and Immediate Response

Any student who is suspected of sustaining a concussion or head injury shall:

• Be removed immediately from physical activity
• Receive prompt evaluation by appropriate school personnel
• Not return to physical activity on the same day the injury is suspected

Parents or guardians shall be notified as soon as practicable using accessible communication methods.

VI. Medical Evaluation and Documentation

A student with a suspected or diagnosed concussion or head injury shall be evaluated by a licensed health care provider.  Written medical clearance shall be required before the student may return to physical activity.  ENCSD shall maintain appropriate documentation in accordance with applicable laws and policies.

VII. Academic and Residential Accommodations

ENCSD shall provide reasonable academic adjustments and supports during recovery, which may include modified workloads, extended time, rest periods, or alternative instructional methods.

For students in the Residential Program, ENCSD shall:

• Monitor symptoms during non-instructional hours
• Adjust residential activities as needed
• Ensure residential staff are informed of restrictions and accommodations

VIII. Return-to Learn and Return-to-Play

A student’s return to academic and physical activities shall follow a gradual, stepwise process consistent with medical guidance.  Decisions shall be individualized and based on symptom resolution and medical clearance.

IX. Accessibility and Communication

All concussion-related education, reporting, and recovery processes shall be accessible in Deaf and hard of hearing students and families.  ENCSD shall provide reasonable accommodations, including visual explanations, captioned materials, and ASL interpretation when appropriate, to ensure understanding and compliance.

Legal References

• G.S. 115C-12(23), Duties of the State Board of Education – Student Health and Safety
• G.S. 115C-47, Powers and Duties of Local Boards of Education
• G.S. 115C-150.6, Educational Services for Students Who Are Deaf or Hard of Hearing
• G.S. 130A, Public Health
• North Carolina State Board of Education Policy HRS-A-004, Student Health Services
• North Carolina Department of Public Instruction guidelines on concussion management

This policy shall be reviewed and updated periodically to ensure continued compliance with all applicable laws, regulations, and best practices for serving deaf and hard of hearing students.

Purpose

ENCSD recognizes the serious nature of concussions and other head injuries and the importance of prompt identification, appropriate response, and safe return-to-learn and return-to-activity practices.  The purpose of this policy is to protect the health and safety of students by establishing procedures for the prevention, recognition, management, and follow-up of concussions and head injuries.

ENCSD shall take reasonable and appropriate measures to reduce risk of concussions and head injuries and to ensure that any student suspected of sustaining a concussion or head injury receives immediate attention, appropriate care, and reasonable academic and activity-related accommodations.  All actions taken under this policy shall prioritize student safety and effective communication for Deaf and hard of hearing students and families.

I. Scope

This policy applies to:

• All ENCSD students, including those participating in the Residential Program
• All ENCSD-sponsored athletic, physical education, recreational, and extracurricular activities
• All employees, including instructional, residential, administrative, and support staff
• All ENCSD volunteers involved in student supervision
• Activities occurring on or off campus when sponsored or supervised by ENCSD

II. Definitions

For the purposes of this policy, the following definitions apply:

• Concussion: A type of traumatic brain injury caused by a bump, blow, or jolt to the head or body that results in rapid movement of the brain within the skull and may affect brain function.  Loss of consciousness is not required for a concussion to occur.
• Head Injury: Any injury to the scalp, skull, or brain, including concussions that may result from impact, fall, or other trauma.
• Suspected Concussion: A situation in which a student exhibits signs, symptoms, or behaviors consistent with concussion following a head impact or other traumatic event.
• Return-to-learn: A gradual process of resuming academic activities with appropriate accommodations following a concussion or head injury.
• Return-to-play: A stepwise process of resuming physical activity or athletics after a concussion or head injury, only after medical clearance.

III. Prevention and Training

ENCSD shall:

• Provide age-appropriate concussion education to students participating in physical activities
• Provide training to staff, coaches, and residential personnel on concussion recognition and response
• Promote safe practices during physical education, athletics, and recreational activities
• Ensure that safety information is communicated in accessible formats
•  

IV. School Safety Planning and Prevention

ENCSD shall implement comprehensive school safety measures, including but not limited to:

• Development and maintenance of emergency response plans
• Use of threat assessment processes to address potential risks
• Coordination with law enforcement, emergency management, and public health officials
• Appropriate supervision and monitoring of school and residential facilities
• Ongoing evaluation of safety practices and procedures

V. Identification and Immediate Response

Any student who is suspected of sustaining a concussion or head injury shall:

• Be removed immediately from physical activity
• Receive prompt evaluation by appropriate school personnel
• Not return to physical activity on the same day the injury is suspected

Parents or guardians shall be notified as soon as practicable using accessible communication methods.

VI. Medical Evaluation and Documentation

A student with a suspected or diagnosed concussion or head injury shall be evaluated by a licensed health care provider.  Written medical clearance shall be required before the student may return to physical activity.  ENCSD shall maintain appropriate documentation in accordance with applicable laws and policies.

VII. Academic and Residential Accommodations

ENCSD shall provide reasonable academic adjustments and supports during recovery, which may include modified workloads, extended time, rest periods, or alternative instructional methods.

For students in the Residential Program, ENCSD shall:

• Monitor symptoms during non-instructional hours
• Adjust residential activities as needed
• Ensure residential staff are informed of restrictions and accommodations

VIII. Return-to Learn and Return-to-Play

A student’s return to academic and physical activities shall follow a gradual, stepwise process consistent with medical guidance.  Decisions shall be individualized and based on symptom resolution and medical clearance.

IX. Accessibility and Communication

All concussion-related education, reporting, and recovery processes shall be accessible in Deaf and hard of hearing students and families.  ENCSD shall provide reasonable accommodations, including visual explanations, captioned materials, and ASL interpretation when appropriate, to ensure understanding and compliance.

Legal References

• G.S. 115C-12(23), Duties of the State Board of Education – Student Health and Safety
• G.S. 115C-47, Powers and Duties of Local Boards of Education
• G.S. 115C-150.6, Educational Services for Students Who Are Deaf or Hard of Hearing
• G.S. 130A, Public Health
• North Carolina State Board of Education Policy HRS-A-004, Student Health Services
• North Carolina Department of Public Instruction guidelines on concussion management

This policy shall be reviewed and updated periodically to ensure continued compliance with all applicable laws, regulations, and best practices for serving deaf and hard of hearing students.

Purpose ENCSD recognizes the serious nature of concussions and other head injuries and the importance of prompt identification, appropriate response, and safe return-to-learn and return-to-activity practices. The purpose of this policy is to protect the health and safety of students by establishing procedures for the prevention, recognition, management, and follow-up of concussions and head injuries. ENCSD shall take reasonable and appropriate measures to reduce risk of concussions and head injuries and to ensure that any student suspected of sustaining a concussion or head injury receives immediate attention, appropriate care, and reasonable academic and activity-related accommodations. All actions taken under this policy shall prioritize student safety and effective communication for Deaf and hard of hearing students and families. I. Scope This policy applies to: • All ENCSD students, including those participating in the Residential Program • All ENCSD-sponsored athletic, physical education, recreational, and extracurricular activities • All employees, including instructional, residential, administrative, and support staff • All ENCSD volunteers involved in student supervision • Activities occurring on or off campus when sponsored or supervised by ENCSD II. Definitions For the purposes of this policy, the following definitions apply: • Concussion: A type of traumatic brain injury caused by a bump, blow, or jolt to the head or body that results in rapid movement of the brain within the skull and may affect brain function. Loss of consciousness is not required for a concussion to occur. • Head Injury: Any injury to the scalp, skull, or brain, including concussions that may result from impact, fall, or other trauma. • Suspected Concussion: A situation in which a student exhibits signs, symptoms, or behaviors consistent with concussion following a head impact or other traumatic event. • Return-to-learn: A gradual process of resuming academic activities with appropriate accommodations following a concussion or head injury. • Return-to-play: A stepwise process of resuming physical activity or athletics after a concussion or head injury, only after medical clearance. III. Prevention and Training ENCSD shall: • Provide age-appropriate concussion education to students participating in physical activities • Provide training to staff, coaches, and residential personnel on concussion recognition and response • Promote safe practices during physical education, athletics, and recreational activities • Ensure that safety information is communicated in accessible formats • IV. School Safety Planning and Prevention ENCSD shall implement comprehensive school safety measures, including but not limited to: • Development and maintenance of emergency response plans • Use of threat assessment processes to address potential risks • Coordination with law enforcement, emergency management, and public health officials • Appropriate supervision and monitoring of school and residential facilities • Ongoing evaluation of safety practices and procedures V. Identification and Immediate Response Any student who is suspected of sustaining a concussion or head injury shall: • Be removed immediately from physical activity • Receive prompt evaluation by appropriate school personnel • Not return to physical activity on the same day the injury is suspected Parents or guardians shall be notified as soon as practicable using accessible communication methods. VI. Medical Evaluation and Documentation A student with a suspected or diagnosed concussion or head injury shall be evaluated by a licensed health care provider. Written medical clearance shall be required before the student may return to physical activity. ENCSD shall maintain appropriate documentation in accordance with applicable laws and policies. VII. Academic and Residential Accommodations ENCSD shall provide reasonable academic adjustments and supports during recovery, which may include modified workloads, extended time, rest periods, or alternative instructional methods. For students in the Residential Program, ENCSD shall: • Monitor symptoms during non-instructional hours • Adjust residential activities as needed • Ensure residential staff are informed of restrictions and accommodations VIII. Return-to Learn and Return-to-Play A student’s return to academic and physical activities shall follow a gradual, stepwise process consistent with medical guidance. Decisions shall be individualized and based on symptom resolution and medical clearance. IX. Accessibility and Communication All concussion-related education, reporting, and recovery processes shall be accessible in Deaf and hard of hearing students and families. ENCSD shall provide reasonable accommodations, including visual explanations, captioned materials, and ASL interpretation when appropriate, to ensure understanding and compliance. Legal References • G.S. 115C-12(23), Duties of the State Board of Education – Student Health and Safety • G.S. 115C-47, Powers and Duties of Local Boards of Education • G.S. 115C-150.6, Educational Services for Students Who Are Deaf or Hard of Hearing • G.S. 130A, Public Health • North Carolina State Board of Education Policy HRS-A-004, Student Health Services • North Carolina Department of Public Instruction guidelines on concussion management This policy shall be reviewed and updated periodically to ensure continued compliance with all applicable laws, regulations, and best practices for serving deaf and hard of hearing students.

Purpose

ENCSD recognizes that maintaining a safe and healthy environment for students, employees, and visitors is essential to the mission of the school.  This policy establishes expectations and procedures for injury loss prevention, reporting, and response in order to reduce the frequency and severity of injuries, protect school property, and promote a culture of safety across all instructional, residential, and operational programs.

ENCSD is committed to providing a safe environment for all stakeholders, including students, staff, and visitors.  ENCSD shall implement proactive injury prevention strategies, maintain appropriate supervision, and ensure timely reporting and investigation of injuries and losses.  Safety practices shall be communicated in accessible formats to ensure full understanding by all.

I. Scope

This policy applies to:

• All ENCSD students, including those participating in the Residential Program
• All employees, including instructional, residential, administrative, and support staff
• Volunteers, contractors, and visitors while on ENCSD property or participating in ENCSD-sponsored activities
• All ENCSD facilities, vehicles, programs, and activities, whether conducted on or off campus

II. Definitions

For the purposes of this policy, the following definitions apply:

• Injury: Any physical harm, illness, or medical condition sustained by a student, employee, or visitor during ENCSD activities or while on ENCSD property that requires first aid, medical evaluation, treatment, or results in restricted activity, lost instructional time, or lost work time.
• Loss: Damage to, destruction of, or theft of ENCSD property, equipment, or facilities, including losses resulting from accidents, unsafe conditions, vandalism, or natural events.
• Injury Loss Prevention: Proactive measures, practices, and procedures designed to identify hazards, reduce risk, and prevent injuries to individuals and damage or loss of property.
• Hazard: Any condition, practice, or situation that has the potential to cause injury, illness, or property loss if not corrected.
• Incident/Accident Report: A written or electronic report completed in accordance with ENCSD procedures to document injuries, losses, near-misses, or unsafe conditions.

III. Responsibilities

Board of Trustees

The Board of Trustees shall:

• Adopt policies that promote injury loss prevention and school safety
• Ensure compliance with applicable laws and regulations
• Support administrative efforts to maintain safe instructional and residential environments

Superintendent

The Superintendent or designee shall:

• Establish and oversee procedures to implement this policy
• Ensure appropriate training for employees
• Monitor injury and loss data to identify trends and areas for improvement
• Coordinate with state agencies, insurers, and other entities as required

Principal

The school principal shall:

• Enforce safety rules and procedures
• Ensure hazards are promptly reported and addressed
• Maintain accessible communication regarding safety expectations
• Support injury reporting, investigation, and corrective actions

Employees

All ENCSD employees shall:

• Follow established safety rules and procedures
• Immediately report injuries, unsafe conditions, or losses
• Participate in required safety training
• Provide appropriate supervision to students, including in residential settings

Students

Students shall:

• Follow safety rules and instructions
• Report unsafe conditions or injuries to staff
• Act in a manner that supports a safe school and residential environment

IV. Injury Prevention and Safety Practices

ENCSD shall implement reasonable and appropriate measures to prevent injuries and losses, including but not limited to:

• Routine safety instructional, residential, and support facilities
• Maintenance of equipment and facilities in safe working conditions
• Clear safety signage using visual supports, plain language, and where appropriate, American Sign Language (ASL)-accessible resources
• Supervision plans appropriate to the age and needs of students, including residential supervision outside of instructional hours
• Emergency preparedness and response planning

V. Residential Program Considerations

Recognizing the unique nature of the Residential Program, ENCSD shall:

• Provide training specific to residential safety, supervision, and injury prevention
• Establish clear procedures for monitoring student well-being during non-instructional hours
• Ensure residential facilities meet applicable safety, health, and fire codes
• Communicate residential safety expectations to students and families in accessible formats

VI. Injury and Loss Reporting

All injuries and losses shall be reported promptly in accordance with ENCSD procedures.  Reporting shall include:

• Timely notification to appropriate administrators
• Completion of required incident or accident reports
• Communication with parents/guardians when a student is injured, using accessible methods as needed

Employees shall cooperate fully in any investigation related to injuries or losses.

VII. Investigation and Corrective Action

ENCSD shall investigate reported injuries and losses to:

• Determine contributing factors
• Identify corrective actions to prevent recurrence
• Implement reasonable safety improvements

Findings may be used for training and prevention purposes and shall not be used to assign fault beyond what is necessary for corrective action.

VIII. Accessibility and Communication

All safety-related information, training, and reporting processes shall be accessible to our Deaf and hard of hearing stakeholders.  ENCSD shall provide reasonable accommodations, including visual alerts, captioned materials, and ASL interpretation when appropriate, to ensure effective communication and understanding.

IX. Legal Compliance

This policy shall be implemented in compliance with applicable federal and state laws, including but not limited to workers' compensation requirements, occupational safety regulations, and North Carolina State Board of Education policies.

Legal References

• 29 C.F.R. Part 1910 — Federal Occupational Safety and Health Standards (OSHA) 
• 13 NCAC 07F .0101 — North Carolina Occupational Safety and Health Standards 
• NC State Board of Education Policy TCS-Q-003 / INSR-003 — Local Safety and Loss Prevention Program Requirements 
• NC General Statutes Chapter 115C — Public School Laws
• NC General Statutes Chapter 97 — Workers’ Compensation
• Applicable fire, health, and building codes

This policy shall be reviewed and updated periodically to ensure continued compliance with all applicable laws, regulations, and best practices for serving deaf and hard of hearing students.

Purpose

ENCSD recognizes that maintaining a safe and healthy environment for students, employees, and visitors is essential to the mission of the school.  This policy establishes expectations and procedures for injury loss prevention, reporting, and response in order to reduce the frequency and severity of injuries, protect school property, and promote a culture of safety across all instructional, residential, and operational programs.

ENCSD is committed to providing a safe environment for all stakeholders, including students, staff, and visitors.  ENCSD shall implement proactive injury prevention strategies, maintain appropriate supervision, and ensure timely reporting and investigation of injuries and losses.  Safety practices shall be communicated in accessible formats to ensure full understanding by all.

I. Scope

This policy applies to:

• All ENCSD students, including those participating in the Residential Program
• All employees, including instructional, residential, administrative, and support staff
• Volunteers, contractors, and visitors while on ENCSD property or participating in ENCSD-sponsored activities
• All ENCSD facilities, vehicles, programs, and activities, whether conducted on or off campus

II. Definitions

For the purposes of this policy, the following definitions apply:

• Injury: Any physical harm, illness, or medical condition sustained by a student, employee, or visitor during ENCSD activities or while on ENCSD property that requires first aid, medical evaluation, treatment, or results in restricted activity, lost instructional time, or lost work time.
• Loss: Damage to, destruction of, or theft of ENCSD property, equipment, or facilities, including losses resulting from accidents, unsafe conditions, vandalism, or natural events.
• Injury Loss Prevention: Proactive measures, practices, and procedures designed to identify hazards, reduce risk, and prevent injuries to individuals and damage or loss of property.
• Hazard: Any condition, practice, or situation that has the potential to cause injury, illness, or property loss if not corrected.
• Incident/Accident Report: A written or electronic report completed in accordance with ENCSD procedures to document injuries, losses, near-misses, or unsafe conditions.

III. Responsibilities

Board of Trustees

The Board of Trustees shall:

• Adopt policies that promote injury loss prevention and school safety
• Ensure compliance with applicable laws and regulations
• Support administrative efforts to maintain safe instructional and residential environments

Superintendent

The Superintendent or designee shall:

• Establish and oversee procedures to implement this policy
• Ensure appropriate training for employees
• Monitor injury and loss data to identify trends and areas for improvement
• Coordinate with state agencies, insurers, and other entities as required

Principal

The school principal shall:

• Enforce safety rules and procedures
• Ensure hazards are promptly reported and addressed
• Maintain accessible communication regarding safety expectations
• Support injury reporting, investigation, and corrective actions

Employees

All ENCSD employees shall:

• Follow established safety rules and procedures
• Immediately report injuries, unsafe conditions, or losses
• Participate in required safety training
• Provide appropriate supervision to students, including in residential settings

Students

Students shall:

• Follow safety rules and instructions
• Report unsafe conditions or injuries to staff
• Act in a manner that supports a safe school and residential environment

IV. Injury Prevention and Safety Practices

ENCSD shall implement reasonable and appropriate measures to prevent injuries and losses, including but not limited to:

• Routine safety instructional, residential, and support facilities
• Maintenance of equipment and facilities in safe working conditions
• Clear safety signage using visual supports, plain language, and where appropriate, American Sign Language (ASL)-accessible resources
• Supervision plans appropriate to the age and needs of students, including residential supervision outside of instructional hours
• Emergency preparedness and response planning

V. Residential Program Considerations

Recognizing the unique nature of the Residential Program, ENCSD shall:

• Provide training specific to residential safety, supervision, and injury prevention
• Establish clear procedures for monitoring student well-being during non-instructional hours
• Ensure residential facilities meet applicable safety, health, and fire codes
• Communicate residential safety expectations to students and families in accessible formats

VI. Injury and Loss Reporting

All injuries and losses shall be reported promptly in accordance with ENCSD procedures.  Reporting shall include:

• Timely notification to appropriate administrators
• Completion of required incident or accident reports
• Communication with parents/guardians when a student is injured, using accessible methods as needed

Employees shall cooperate fully in any investigation related to injuries or losses.

VII. Investigation and Corrective Action

ENCSD shall investigate reported injuries and losses to:

• Determine contributing factors
• Identify corrective actions to prevent recurrence
• Implement reasonable safety improvements

Findings may be used for training and prevention purposes and shall not be used to assign fault beyond what is necessary for corrective action.

VIII. Accessibility and Communication

All safety-related information, training, and reporting processes shall be accessible to our Deaf and hard of hearing stakeholders.  ENCSD shall provide reasonable accommodations, including visual alerts, captioned materials, and ASL interpretation when appropriate, to ensure effective communication and understanding.

IX. Legal Compliance

This policy shall be implemented in compliance with applicable federal and state laws, including but not limited to workers' compensation requirements, occupational safety regulations, and North Carolina State Board of Education policies.

Legal References

• 29 C.F.R. Part 1910 — Federal Occupational Safety and Health Standards (OSHA) 
• 13 NCAC 07F .0101 — North Carolina Occupational Safety and Health Standards 
• NC State Board of Education Policy TCS-Q-003 / INSR-003 — Local Safety and Loss Prevention Program Requirements 
• NC General Statutes Chapter 115C — Public School Laws
• NC General Statutes Chapter 97 — Workers’ Compensation
• Applicable fire, health, and building codes

This policy shall be reviewed and updated periodically to ensure continued compliance with all applicable laws, regulations, and best practices for serving deaf and hard of hearing students.

Purpose

ENCSD is committed to providing a free appropriate public education (FAPE) to all enrolled students with disabilities, in accordance with their individual needs and the requirements of federal and state laws, including the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act, the Americans with Disabilities Act (ADA), North Carolina General Statutes, and State Board of Education policies.  This policy affirms the rights of students with disabilities and ensures access to specially designed instruction, supports, and services to enable meaningful participation in academic, social, and developmental activities.

I. Eligibility and Identification

• ENCSD shall identify, locate, and evaluate all enrolled children with disabilities who may require special education and related services, consistent with federal and state child find obligations (34 C.F.R. § 300.111; N.C.G.S. § 115C-107.3).  
• Eligibility is determined by a multidisciplinary team in accordance with IDEA and North Carolina criteria for recognized disability categories.

II. Individualized Education Programs

Every student with a disability at ENCSD shall have an IEP developed, reviewed, and revised at least annually by the IEP team, in accordance with IDEA (20 U.S.C. § 1414; 34 C.F.R, §§ 300.320-300.324; N.C.G.S. § 115C-107.6).

Each IEP will:

1. Be tailored to the student's unique strengths, needs, and primary communication mode, including American Sign Language (ASL) or other appropriate modalities.
2. Include measurable annual goals aligned with the North Carolina Standard Course of Study or Extended Content Standards.
3. Provide necessary accommodations, modifications, supports, and services to ensure access to the general curriculum in the least restrictive environment (LRE).
4. Be implemented in accordance with timelines and procedurals safeguards required by law.

III. Least Restrictive Environment

ENCSD is recognized as the least restrictive environment for students who are deaf or hard of hearing, as required by IDEA and North Carolina House Bill 11 (2023-2024).

IV. Procedural Safeguards and Parent Rights

ENCSD ensures the rights of students with disabilities and their parents or guardians are protected through:

• Timely written notice of proposed or refused actions
• Informed parental consent
• Access to independent educational evaluations
• Access to educational records
• Participation in meetings related to identification, evaluation, placement, and provisions of FAPE
• Dispute resolution processes, including mediation, and due process hearings (20 U.S.C. § 1415; 34 C.F.R. §§ 300.500-300.536; N.C.G.S. § 115C-109.1).

A copy of the Parents’ Rights Handbook will be provided at required intervals and upon request in a format accessible to the family, including sign language interpretation or written translation as needed.

V. Discipline of Students with Disabilities

Students with disabilities are subject to disciplinary measures in accordance with IDEA, state regulations, and ENCSD policy 4307 (34 C.F.R. §§ 300.530-300.536).

For any suspension exceeding 10 consecutive or cumulative days:

• Manifestation Determination Reviews (MDRs) must be conducted.
• If behavior is a manifestation of the disability, the IEP team reviews the IEP and determines appropriate interventions or changes in placement. 
• If not a manifestation, standard procedures apply, but FAPE must continue during extended removals.

VI. Section 504 and ADA

ENCSD remains prepared to meet obligations under Section 504 and the ADA should the need arise, ensuring non-discrimination and accessibility (29 U.S.C. § 794; 42 U.S.C. § 12101).

VII.  Transition Planning

Beginning no later than the first IEP in effect when the student turns 16, transition goals and services are developed to support the student’s post-secondary education, employment, and independent living goals, based on age-appropriate assessment and student and family input (34 C.F.R. § 300.320(b); N.C.G.S. § 115C-107.6).

VIII. Confidentiality

ENCSD protects the confidentiality of all personally identifiable information in accordance with the Family Educational Rights Act (FERPA), IDEA and state law (20 U.S.C. § 1232g; 34 C.F.R. Part 99; 34 C.F.R. § 300.610-300.626).

IX. Nondiscrimination and Access

• ENCSD does not discriminate on the basis of disability and ensures access to academic programs, extracurricular activities, facilities, and related services as required by IDEA, Section 504, and the ADA. 
• Facilities, communications, and transportation shall be fully accessible to students with disabilities.

X. Compliance and Monitoring

• ENCSD maintains internal procedures for compliance with all federal and state special education laws and NCDPI monitoring requirements. 
• Staff receive regular training in the student rights, IEP implementation, accommodations, accessibility, and equity in education.

XI. Accessibility

ASL interpreters and communication access services will be provided for all policy-related proceedings, including investigations, meetings, and appeals, as required by the Americans with Disabilities Act (42 U.S.C. § 12101) and IDEA. All communications are available in accessible formats including ASL and captioned content, upon request.  OSHR Reasonable Accommodation Procedures shall guide implementation.

Legal References

• Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 et seq.; 34 C.F.R. Part 300
• Section 504 of the Rehabilitation Act of 1973, 29 U.S.C. § 794
• Americans with Disabilities Act (ADA), 42 U.S.C. § 12101 et seq.
• Family Educational Rights and Privacy Act (FERPA), 20 U.S.C. § 1232g; 34 C.F.R. Part 99
• North Carolina General Statutes, Article 9 (N.C.G.S. § 115C-106.1 et seq.)
• North Carolina House Bill 11 (Session Law 2023-10)
• OSHR Reasonable Accommodation Procedures

This policy shall be reviewed and updated periodically to ensure continued compliance with all applicable laws, regulations, and best practices for serving deaf and hard of hearing students.

I. Purpose

The Eastern North Carolina School for the Deaf (ENCSD) respects the sincerely held religious beliefs of students and their families.  The school recognizes that, in limited circumstances, participation in certain school programs or activities may cause conflict with a student’s religious beliefs.

This policy establishes procedures for requesting and granting religious-based exemptions from specific school programs while ensuring that the school continues to meet all applicable educational requirements and maintain a safe and inclusive learning environment. 

II. Scope

This policy applies to instructional programs, classroom activities, assemblies, and other school-sponsored programs conducted during the instructional day or as part of the residential program when participation is required as part of the school’s educational mission.

III. Definitions

• Religious-Based Exemption: A request by a parent/guardian or eligible student to excuse the student from participation in a specific school program, activity, or instructional component due to sincerely held religious beliefs.
• Eligible Student: A student who is 18 years of age or older and legally authorized to make educational decisions on their own behalf.
• School Program: Any instructional activity, curriculum component, school assembly, residential life activity, or school-sponsored event that is part of the educational or residential experience at ENCSD.

IV. Policy

ENCSD will reasonably accommodate sincerely held religious beliefs by allowing a student to be excused from participation in a specific school program or activity when participation would substantially conflict with those beliefs.

Such accommodations will be granted in a manner that:

1. Maintains compliance with federal and state law and required instructional standards.
2. Does not interfere with the school’s ability to provide essential services.
3. Does not create a disruption to the instructional environment or residential program.

Religious-based exemptions apply only to specific activities or program components and do not excuse students from general attendance requirements or the completion of essential academic requirements.

V. Request Procedure

1. Written Request

A parent/guardian or eligible student must submit a written request to the principal or designee that:

1. Identifies the specific activity or program from which the student seeks exemption.
   1. Explains that the request is based on sincerely held religious beliefs.
2. Review of Request

The principal or designee will review the request and may consult with relevant instructional staff or residential life staff as appropriate.

The principal may request clarification necessary to understand the nature of the request.

1. Decision

The principal or designee will determine whether the exemption can be reasonably accommodated while maintaining compliance with school requirements.

The decision will be communicated to the parent/guardian or eligible student in writing.

VI. Alternate Activities

When a religious-based exemption is granted:

1. The school may provide alternative educational activity or assignment that aligns with instructional goals when appropriate.
2. The alternate activity will be supervised and structured so that the student remains engaged in educationally appropriate work.
3. Alternative activities are not intended to penalize the student but to ensure continuity of learning.

VII. Limitations

A religious-based exemption will not be granted when:

1. The exemption would prevent the school from meeting mandatory instructional requirements established by law or the North Carolina Standard Course of Study.
2. The requested exemption would pose a health or safety risk to the student or others.
3. The request would substantially disrupt the educational or residential program.

Instruction about religion as part of a secular educational program (such as historical or cultural study) does not constitute religious practice and generally will not qualify for exemption.

VIII. Residential Program Considerations

Because ENCSD operates a residential program, this policy also applies to required educational activities conducted within the residential setting.  Reasonable efforts will be made to accommodate religious-based exemption requests while maintaining student supervision, safety, and the integrity of the residential program.

IX. Non-Retaliation

Students who receive approved religious-based exemptions will not be penalized, disciplined, or otherwise disadvantaged for exercising rights under this policy.

X. Appeals

If a parent/guardian or eligible student disagrees with the principal’s decision they may appeal the decision to the Superintendent or designee within ten (10) school days of the decision.

The Superintendent’s decision will be final.

IX. LEGAL REFERENCES

• U.S. Constitution, First Amendment
• N.C. Constitution, Article I
• N.C. Gen. Stat. § 115C-36
• N.C. Gen. Stat. § 115C-81
• N.C. Gen. Stat. § 115C-390.2

Family Educational Rights and Privacy Act (FERPA), 20 U.S.C. § 1232g

Purpose

ENCSD is committed to continuous school improvement to ensure high levels of academic achievement, equitable access, and a safe, inclusive environment or all students.  This plan is designed to meet the requirements of North Carolina Department of Public Instruction (NCDPI) School Improvement Planning Implementation Guide, and all relevant federal and state laws, with a focus on the unique needs of deaf and hard of hearing students, including the provision of American Sign Language (ASL) accommodations.

I. School Improvement Team (SIT)

The School Improvement Team (SIT) is responsible for developing, monitoring, and amending the School Improvement Plan (SIP).

• The SIT must include the principal, teachers representing each school division (elementary, middle, high school), support staff, parents of enrolled students, and community members, in accordance with N.C.G.S. § 115C-105.27.
• Teachers must be elected by their peers.  Parent representatives are selected by the school’s parent organization or, if no such organization exists, by the SIT.
• Membership must reflect the diversity of the school community, including parents and staff who are fluent in ASL and represent the deaf community.
• The principal will serve as chair unless the team elects another member.
• The SIT must operate under bylaws consistent with state law, meet regularly, and maintain records of meetings.

II. Selection Procedures

• Selections of SIT members shall occur bi-annually, prior to the start of the school year.
• Documentation of the selection process shall be retained by the school administration.
• Terms of service and procedures for filling vacancies must be clearly outlined in SIT bylaws.

III. Needs Assessment

The School Improvement Plan (SIP) shall be based on a comprehensive needs assessment that includes:

• Student achievement and growth data
• School climate and safety data
• Stakeholder surveys (students, staff, families)
• Teacher Working Conditions Survey
• Equity and accessibility audits, including ASL and communication access review.

Data is disaggregated by subgroup, including disability, language preference, and other relevant demographics to identify areas for targeted improvement.

IV. Goals and Measurable Objectives

The SIP establishes clear, measurable goals aligned with State Board of Education’s mission and annual performance targets as required by G.S. § 115C-105.35:

• Academic Achievement
  • Increase proficiency in reading, mathematics, and science as measured by state assessments and growth metrics.
  • Ensure all instructional materials and assessments are accessible in ASL and other preferred communication modes.
• School Climate and Safety
  • Foster a safe, respectful, and inclusive environment, free from bullying and harassment.
  • Integrate positive behavioral interventions and supports (PBIS) and trauma-informed practices.
• Equity and Access
  • Eliminate achievement gaps among student subgroups.
  • Ensure all programs, services, and communications are accessible in ASL and other formats as needed.
• Family and Community Engagement
  • Increase family participation in school activities and decision-making.
  • Provide all communications and meetings in accessible formats, including ASL interpretation and captioning.
• Transition and Postsecondary Readiness
  • Strengthen transition planning and services for students moving between grade levels and into postsecondary opportunities.

V. Strategies and Action Steps

• Implement evidence-based instructional practices and interventions.
• Ensure all staff receive ongoing professional development in:
  • Deaf education and ASL proficiency
  • Culturally responsive teaching
  • Accessibility and legal compliance (IDEA, ADA, Section 504)
• Provide all core instruction, counseling, and extra-curricular activities in accessible communication modes, with ASL interpretation and visual supports as standard practice.
• Develop and maintain a safe school plan, integrated into the SIP, addressing emergency preparedness and crisis response.
• Schedule regular progress monitoring and data reviews to assess the effectiveness of strategies and make timely adjustments.

VI. Parent and Community Involvement

• Actively engage parents and guardians in the development, review, and implementation of the SIP.
• Offer all meetings, materials, and communications in ASL and other accessible formats upon request.
• Establish partnerships with community organizations serving deaf and hard of hearing populations.

VII. Plan Review, Amendment, and Accountability

• The SIP is reviewed at least annually by the SIT, with adjustments made as needed based on student performance and stakeholder feedback.
• The plan is submitted for approval to the ENCSD Board of Trustees and posted publicly as required by N.C.G.S. § 115C-105.27 and NCDPI guidelines.
• Progress toward goals is monitored using explicit indicators and timeframes, with data driven decision-making guiding all amendments.

VIII. Posting and Public Availability of the Plan

• The final SIP must be posted prominently on the ENCSD website and made available in hard copy upon request.
• All posted content must be accessible, including ASL videos, captioned materials, and translated content when necessary.
• A summary of the plan’s goals and progress shall be shared at a public Board of Trustees meeting annually.

IX. Accountability and Monitoring

• The principal is responsible for ensuring faithful implementation of the SIP.
• The SIT will monitor progress through regular meetings, using established benchmarks and timelines.
• Adjustments to the plan must be documented and submitted for approval as needed.

X. Accessibility

All components of the SIP, including instruction, meetings, and communications, are accessible in ASL and other preferred communication modes. ASL interpreters and communication access services will be provided for all policy-related proceedings, including investigations, meetings, and appeals, as required by the Americans with Disabilities Act (42 U.S.C. § 12101) and IDEA. OSHR Reasonable Accommodation Procedures shall guide implementation.

Legal References

• North Carolina General Statutes, Article 8B (G.S. § 115C-105.20 et seq.)
• G.S. § 115C-105.27 (School Improvement Plan requirements)
• Individuals with Disabilities Education Act (IDEA), 20 U.S.C. § 1400 et seq.; 34 C.F.R. Part 300
• Section 504 of the Rehabilitation Act of 1973, 29 U.S.C. § 794; 34 C.F.R. Part 104
• Americans with Disabilities Act (ADA), 42 U.S.C. § 12101 et seq.
• North Carolina Department of Public Instruction (NCDPI) School Improvement Planning Implementation Guide

This policy shall be reviewed and updated periodically to ensure continued compliance with all applicable laws, regulations, and best practices for serving deaf and hard of hearing students.