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Parent Appeals Parents who disagree with a determination that a child s behavior was not a manifestation of his or her disability, or with any decision regarding disciplinary placement, may request an expedited hearing (34 CFR 300525) The child remains in the IAES pending the decision of the hearing officer or until the expiration of the time limit, whichever comes first, unless the parent and school agree otherwise If the child is placed in an IAES and the school proposes to change the child s placement after expiration of the IAES, the child remains in the current placement (prior to the IAES) during any proceeding to challenge the proposed change of placement If, however, the school maintains that it is dangerous for the child to be in the current placement, the school may request an expedited hearing (34 CFR 300526).

EXHIBIT 2.3 Graphical Representation of Variance for an N-Equity Portfolio To answer this question, let s consider a portfolio of N equities where all the equities are equally weighted. That is, wi = 1/N. We can express the portfolio variance in terms of the average variances and average covariances. Remember that we have N variance terms and N2 N covariance terms. Since the portfolio is equally weighted, each of the average variance terms will be weighted by (1/N)2, and each of the average covariance terms will be weighted by (1/N) (1/N) = (1/N)2: 1 2 p = N (Average Variance) N 1 +(N N ) (Average Covariance) N

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A child who has not been determined to be eligible for special education and who engaged in behavior that violated any school rule or code may seek IDEA protections by asserting that the school knew the child had a disability before the behavior leading to disciplinary action occurred The school is deemed to have knowledge that a child has a disability if (a) the parent had expressed concern in writing that their child is in need of special education (concern may be expressed orally if the parent does not know how to write or has a disability that prevents a written statement), (b) the behavior or performance of the child demonstrates the need for such services, (c) the parent has requested an evaluation of the child, or (d) the teacher or other school personnel have expressed concern about the child to the special education director or by making a referral.

Taft City School District, 14 Clearinghouse Review 529 (1980) Board of Education of the Hendrick Hudson Central School District v Rowley, 458 US 176, 102 S Ct 3034 (1982) Board of Education, Sacramento City Unified School District v Holland, 786 F Supp 874 (ED Cal 1992), aff d sub nom Sacramento City Unified School District, Board of Education v Rachel H, 14 F3d 1398 (9th Cir 1994), cert denied sub nom Sacramento City Unified School District Board of Education v Holland, 114 S Ct 2697 (1994) Brown v Board of Education, 347 US 483 (1954) Burnside v Byars, 363 F2d 744 (5th Cir 1966) California Association of School Psychologists v Superintendent of Public Instruction, 21 IDELR 130 (ND Cal 1994) Cedar Rapids Community School District v Garret F by Charlene F, 24 IDELR 648 (ND Iowa 1996) Christopher M v.

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If a request is made for evaluation of a child during the time the child is subjected to disciplinary measures, the evaluation will be conducted in an expedited manner, and if found eligible, the child will receive special education and related services (34 CFR 300527) (See Kublick, Bard, and Perry, 2000, for additional information).

Corpus Christi Independent School District, 17 IDELR 990, 992 (5th Cir 1991) Clevenger v Oak Ridge School Board, 744 F2d 514 (6th Cir 1984) Cordrey v Euckert, 917 F2d 1460 (6th Cir 1990) Crawford v Honig, 37 F3d 485 (9th Cir 1994) Cypress-Fairbanks Independent School District v Michael F, 118 F3d 245 (5th Cir 1997) Daniel RR v Texas Board of Education, El Paso Independent School District, 874 F2d 1036 (5th Cir 1989)..

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