Every expulsion hearing on its school day, every exhibit cited, the 504 check done first
Every hearing packet complete, cited and on its school day, with the 504 check done first.
See one case, screen by screen ↓Software for district hearing offices that runs each long-term suspension and expulsion hearing on its school-day timeline. Seven agents assemble evidence, notices and records into a timed, cited hearing packet, check IEP and 504 status, map the incident to the code of conduct and write every notice in the family’s language. The hearing officer decides and signs.
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An expulsion hearing runs on a clock counted in school days: the family’s notice by the next school day, a parent conference within 3, written charges at least 5 before the hearing, the evidence 3 before, and the hearing within 10. The hearing officer assembles each packet by hand from the student information system, paper statements, the nurse, the video log and, separately, the special education office, and counts the school days around every holiday.
For a student with an IEP or a Section 504 plan, federal rules add a manifestation determination before any change of placement, and that plan often sits in another system. A hearing held without the meeting, a notice sent late or in English only, or a family copy that still names other students is how a decision is overturned on appeal or becomes a complaint. Disparities by student group surface a year later, in the civil rights data, too late for the student.
Estimated split for one packet of 10 exhibits from four systems, by hand and with the solution. The interpreter’s check and the signatures stay with people.
Seven agents read, map, check and draft every case; the hearing officer decides and signs.
At Marlow Bay Unified School District, Ricardo Villanueva, in grade 10 at Seacliff High School, strikes another student once in the cafeteria on Mon Oct 5, and the school recommends a 180-day expulsion. On Wed Oct 14, day 7 of 10, hearing officer Gloria Thibodeaux-Lam opens his case. Here is what happens next, screen by screen, in the working solution.
Gloria’s queue shows 10 of her 23 open cases, each with a small due-process ruler, its flags and the next step with its due day. Ricardo’s row reads day 7 of 10, §5.4 physical assault on a student, expulsion for 180 school days, flagged 504 and Spanish, with the manifestation meeting due today. Filters find what is due by Friday, blocked, IEP or 504 and appeals; bulk actions assign, remind schools and export state rows.
The agents run step by step in view. The Intake agent re-reads the referral and 10 exhibits; the Clock agent lays the steps on the school calendar and finds 5 of 8 done on their day; the Packet agent assembles 10 exhibits with 42 citations. The packet reader shows a student witness statement in Spanish beside the English: the other student pushed Ricardo first, which the video log confirms at 12:41:06.
Three things need Gloria: the 504 meeting, a recommendation beyond the code, and similar cases.
The due-process ruler runs from day 0, the incident on Mon Oct 5, to day 10, the hearing on Mon Oct 19, with each required step pinned to its school day and its document. The Disability agent finds Ricardo’s Section 504 plan for ADHD in the special education system and no manifestation meeting on the calendar, so the manifestation and hearing pins turn red. It offers to schedule the meeting for day 9, Fri Oct 16.
“Hearing blocked by the Disability agent. Ricardo has a Section 504 plan for ADHD, and no manifestation meeting is on the calendar.”
The plan was adopted Feb 11, 2026, with movement breaks, preferential seating and a daily check-in, and the check-in was recorded on only 4 of the 10 school days before the incident. Seven school days have been removed this year; day 10, Mon Oct 19, would be a change of placement. The meeting notice is already drafted in Spanish beside English.
The Disability agent never decides a manifestation. A missing meeting always blocks the hearing.
The Code agent maps the incident to §5.4 physical assault on a student at confidence 0.91, and notes §5.3 fighting at 0.64 as an alternative charge for the hearing to weigh. A first Level 4 allows up to 45 school days of alternative placement. None of the three conditions for expulsion is met, each with its source: a nosebleed with no treatment, no prior Level 4 within 12 months, and no weapon on the video.
The Code agent never proposes a consequence beyond the code; the school revises its own recommendation.
Since 2023–24, 41 similar cases ended in 27 suspensions of 1–10 days, 10 alternative placements and 4 expulsions of up to 90 days, each with serious injury or a second Level 4, and none of 180 days. By student group, schools recommended expulsion for Hispanic students at 2.8 times the rate for white students. Gloria sends that pattern to the director for an equity review.
A student’s group is never an input to a case.
Gloria schedules the meeting for Fri Oct 16 at 9:00 am at Seacliff High School. Tomás Herrera, the Section 504 coordinator, chairs; Ricardo’s mother, Ana Lucía Villanueva, the school psychologist, the counselor who runs the daily check-in and his English teacher attend, with an interpreter. The Language agent drafts the notice in Spanish beside English.
“The notice goes to Beatriz Solano to check the Spanish, then to you to sign. Nothing is sent before both.”
The manifestation meeting notice shows its chain: drafted by the Language agent, checked by Beatriz Solano, then signed by Gloria. Sign and send goes out by the family portal, email and first-class mail, with a copy to the case file. Every notice on the case is in Spanish beside English.
The team answers both federal questions on the record. Yes, the conduct had a direct and substantial relationship to Ricardo’s disability: the evaluation describes impulsive responses under stress at lunch, and he was pushed first. In part, it followed a failure to implement the plan: the check-in was recorded on 4 of 10 days. Tomás signs for the team; the expulsion recommendation is withdrawn and the hearing canceled.
Gloria signs the decision to withdraw the expulsion recommendation with the reason code disability-related, each finding of fact cited. Dr. Nadine Ferreira, director of student discipline, countersigns the change to the student record five minutes later. The decision is written back to the student information system: the suspension ends after 9 school days, and Ricardo is back in class on Mon Oct 19.
No single person changes a student record: the hearing officer signs, the director countersigns.
The same expulsion case, seen by the four people who carry it: what their week looked like, and what it looks like now.
Seven agents read, map, check and draft every case; the hearing officer decides and signs.
Reads the school’s referral, statements, nurse’s note and video log in any language or format, opens the case and starts the due-process clock, and asks for a re-upload when a document cannot be read.
Lays every required step on the district’s school calendar, reminds the owner one school day before and escalates a missed step to the director the same day.
Maps the incident to its code of conduct sections with a confidence, gives the allowed range for the student’s history, tests each condition that would allow expulsion and flags a recommendation beyond the range.
Checks IEP and 504 status in the special education system and the school days removed, blocks the hearing until the manifestation meeting is held, drafts the meeting notice and prepares the team’s evidence.
Translates statements and notices with the original beside the English, using the district glossary in 9 languages, and routes each to an interpreter.
Compares the recommendation with similar past cases by offense, history, injury and grade, and shows any disparity by student group.
Assembles and numbers the exhibits, cites each passage, makes the redacted family copy and builds the export packets for an appeal or a review.
Decides and signs. The agents propose; a named person decides.
Ask about any case, rule or notice in plain words, or say what to prepare. Every answer cites its source and opens the screen you need.
Why is Ricardo’s hearing blocked?
Ricardo has a Section 504 plan for ADHD, adopted Feb 11, 2026. The district holds every expulsion hearing for a student with an IEP or 504 plan until a manifestation meeting is held, and his removal reaches 10 school days on Mon Oct 19. None is on the calendar, so the meeting notice is drafted for Fri Oct 16 in Spanish beside English.
Is a 180-day expulsion within the code for this incident?
No. The incident maps to §5.4, physical assault on a student. For a first Level 4 the code allows up to 45 school days of alternative placement; expulsion needs serious bodily injury, a second Level 4 within 12 months, or a weapon. The record shows none: a nosebleed with no treatment, no prior Level 4, and no weapon on video.
How were similar cases decided?
41 similar cases since 2023–24: 27 suspensions of 1–10 days, 10 alternative placements, 4 expulsions of up to 90 days and none of 180 days. The 4 expulsions each had serious injury or a second Level 4. Expulsion was recommended for Hispanic students at 2.8 times the rate for white students, and that is flagged for the director.
Send the family the evidence packet in Spanish
Ready for your signature. The family copy has 10 exhibits with the names of 2 other students redacted; the video is offered for viewing at the district office, not copied. Beatriz Solano checked the Spanish at 8:21 am. Sign it and it goes by the family portal, email and first-class mail.
13 screens from the working solution, on its sample data. Pick one to see it large.
The timelines, privacy rules and agent thresholds every case runs on are settings. Changes are versioned, need a second administrator, and land on the audit trail.
| Setting | Default | Choose from |
|---|---|---|
| Notice to the family | By the end of the next school day | 1 to 30 school days, one day at a time |
| Written charges | At least 5 school days before the hearing | 1 to 30 school days, one day at a time |
| Evidence to the family | 3 school days before the hearing | 1 to 30 school days, one day at a time |
| Hearing | Within 10 school days of the suspension | 1 to 30 school days, one day at a time |
| Manifestation determination | Before any expulsion hearing for a student with an IEP or 504 plan | Federal rule · locked |
| Redact other students in family copies | On | On · Off |
| Keep discipline records | 5 years after exit | 5 years after exit · 3 years after exit · State records schedule |
| Code agent confidence to propose | 0.85 | Step up or down; below it, a person picks the section |
Every figure is labelled: a target the solution is built to, an estimate, a typical published result, or a proven one.
“demo” = seen in the working solution, on its sample district data · “target” = the design goal, measured in the live solution · “estimated” = our arithmetic: 10 exhibits from four systems at 15–20 minutes each, plus notices · “typical” = published figures (Office for Civil Rights, Civil Rights Data Collection 2023–24, as reported by NPR, Oct 7, 2026). Rules named as context: 34 CFR §300.530(e) and §300.536 (IDEA), 34 CFR §104.35 (Section 504) and FERPA. Marlow Bay Unified School District, its schools, and the people and cases named on this page are fictional: characters and sample data in the working solution.
Software for district hearing offices that runs each long-term suspension and expulsion hearing on its school-day timeline. Seven agents assemble evidence, notices and records into a timed, cited hearing packet, check IEP and 504 status, map the incident to the code of conduct and write every notice in the family’s language. The hearing officer decides and signs.
The Clock agent lays every required step on the district’s own school calendar, from the incident to the hearing, so holidays never count. Each step is pinned to its day with its document, the owner is reminded one school day before, and a missed step is escalated to the director the same day.
Yes. The Disability agent reads the special education system, not only the discipline record, and counts the school days removed. For a student with an IEP or 504 plan it blocks the hearing until the manifestation meeting is held, drafts the meeting notice and prepares the evidence for the team’s two questions. The team, not the agent, makes the determination.
No. The agents propose, explain and cite; they never recommend a consequence beyond the code, never decide a manifestation, never move a date and never send a notice on their own. The hearing officer marks each finding found or not found and signs the decision, and the director countersigns every change to a student record.
The Language agent shows every statement and notice in the original beside the English, using the district glossary in 9 languages. Nothing is sent until an interpreter checks the translation and a named person signs it, and notices go by family portal, email and first-class mail.
The family copy of the hearing packet redacts other students’ names, IDs and photos, and video is offered for viewing at the district office, never copied. Staff see only their schools and assigned cases, every open of a record is logged with its reason, and retention follows the district’s settings.
Yes. Each step’s timeline is a setting in school days, with your school calendar, reminders and escalation. Privacy rules, retention, agent thresholds and override reason codes are settings too; a change is a draft until a second administrator approves it. The federal manifestation rule is shown locked.
The Agentic Solution Engine builds and deploys it from your requirements and documents, such as your code of conduct, board policy, school calendar and notice templates, and it goes live once every quality gate has passed. We will walk you through it on your own policy first.
Families enrolled in one visit; staff review only the exceptions, each tied to its proof.
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1-min demoWe’ll run Student Discipline & Expulsion Hearings on your own board policy, school calendar and de-identified past cases.