These are the slides that accompany the Confidentiality Moodle lesson posted at The VIEW, White Oak Intermediate School's online curriculum site. Created by Pam Cranford, Testing Coordinator
FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students."
These are the slides that accompany the Confidentiality Moodle lesson posted at The VIEW, White Oak Intermediate School's online curriculum site. Created by Pam Cranford, Testing Coordinator
FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students."
FERPA is a federal law governing the privacy of educational records. It applies to all educational agencies or institutions that receive funds under any program administered by the Secretary of Education. It grants specific rights to students and sets restrictions on how schools may handle educational records. FERPA requires that schools obtain written permission from students before releasing educational records. In certain well-defined circumstances, some information may be released without written permission from the student.
About Dr. William Allan Kritsonis
Remarks by Jennifer Butcher
August 22nd 2008
I have the privilege of introducing Dr. William Allan Kritsonis. Dr. Kritsonis earned a Bachelor’s degree from Central Washington University in Ellensburg, Washington. He earned his Master’s in Education from Seattle Pacific University and his PhD from the University of Iowa. He also was a Visiting Scholar at both Columbia University in New York, and Stanford University, Palo Alto, California.
Dr. Kritsonis has served education as a teacher, principal, and superintendent of schools. He has earned tenure as a professor at the highest academic rank at two major universities. He was also a professor at Louisiana State University in Baton Rouge.
In 2004, Dr. Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies.
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table in the University of Oxford, Oxford, England.
Dr. Kritsonis is a well respected author of more than 500 articles in professional journals and several books. In 1983, Dr. Kritsonis founded the NATIONAL FORUM JOURNALS. These publications represent a group of highly respected academic journals in education.
Currently, Dr. Kritsonis is a Professor in the PhD Program in Educational Leadership here at Prairie View A&M University. At PV he has helped graduate students publish over 400 articles in professional journals and most are indexed in ERIC.
Dr. Kritsonis has dedicated himself to the advancement of educational leadership and to the education of students at all levels.
On July 26th this summer, Dr. Kritsonis was inducted into the William H. Parker Hall of Honor. He was nominated by doctoral and master’s degree students at Prairie View. It is my pleasure to welcome Dr. William Allan Kritsonis.
Disciplining Students Receiving Special Education By .docxjakeomoore75037
Disciplining Students Receiving Special Education
By
Vincent H. A. Gordon, Jr., Ph.D.
April 2017
Abstract
A brief synopsis of the legality of disciplining students with special needs in public
education is presented. An example of a case study is also presented from the
experience of the author demonstrating laws surrounding providing students with a free
and public education (FAPE). Examples of the application of the laws protecting
students’ rights to FAPE and the responsibility of school districts to insure the timely
response of handling discipline issues are also presented.
Legal Analysis
Laws are made to protect the rights, liberty, life, and the pursuits of happiness of
individuals. This paraphrase of the Fourteenth Amendment of the Constitution of the
United States of America is exhibited in every area of society. The discipline of
education also has these same laws to protect and to preserve the sanctity of instruction
where the transmittal of knowledge is presented in an atmosphere that is conducive to
the learning environment. When students habitually display inappropriate attitudes and
behaviors especially after appropriate disciplinary responses are applied to try to
discourage those destructive actions, alternative means of providing education to those
students become an urgent priority of the school to insure that instruction and learning
continue and are not hindered by the wrongful choices of disrespectful, disobedient, and
disruptive students.
There are federal laws, state statutes, case laws, and local policies which address
the areas of rights, liberty, life, and the pursuits of happiness of individuals who are
disabled. The intent of these laws, statutes, and policies are positive. The main purpose
of these safeguards is to insure that everyone is treated fairly and is not disadvantaged
due to a physical, mental, or emotional disability. The challenge exists when
individuals with a disability or disabilities exploit their disability or disabilities and the
intent of these laws, statutes, and policies, to perpetuate their wrongful and selfish
impulses. The topic: Disciplining Students Receiving Special Education attempts to
address the importance of following legal documents to help and not to hinder the
protection and preservation of instruction and learning in a safe environment for all
students.
According to Title 20>Chapter 33>Subchapter II>c 1415 Procedural Safeguards,
there are different types of procedures listed which address the responsibilities and
rights of schools, parents, and students pertaining to disciplining students receiving
Special Education. One of those procedures discussed the steps to be initiated by the
school prior to initiating or refusing to initiate a change of placement.
(3) Written prior notice to the parents of the ch.
Special Education - Least Restrictive Environment - Dr. William Allan Kritson...William Kritsonis
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Dr. William Allan Kritsonis, Public School Law, American With Disabilities Action, Due Process, Discrimination, Bill of Rights, Least Restrictive Environment
FERPA is a federal law governing the privacy of educational records. It applies to all educational agencies or institutions that receive funds under any program administered by the Secretary of Education. It grants specific rights to students and sets restrictions on how schools may handle educational records. FERPA requires that schools obtain written permission from students before releasing educational records. In certain well-defined circumstances, some information may be released without written permission from the student.
About Dr. William Allan Kritsonis
Remarks by Jennifer Butcher
August 22nd 2008
I have the privilege of introducing Dr. William Allan Kritsonis. Dr. Kritsonis earned a Bachelor’s degree from Central Washington University in Ellensburg, Washington. He earned his Master’s in Education from Seattle Pacific University and his PhD from the University of Iowa. He also was a Visiting Scholar at both Columbia University in New York, and Stanford University, Palo Alto, California.
Dr. Kritsonis has served education as a teacher, principal, and superintendent of schools. He has earned tenure as a professor at the highest academic rank at two major universities. He was also a professor at Louisiana State University in Baton Rouge.
In 2004, Dr. Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies.
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table in the University of Oxford, Oxford, England.
Dr. Kritsonis is a well respected author of more than 500 articles in professional journals and several books. In 1983, Dr. Kritsonis founded the NATIONAL FORUM JOURNALS. These publications represent a group of highly respected academic journals in education.
Currently, Dr. Kritsonis is a Professor in the PhD Program in Educational Leadership here at Prairie View A&M University. At PV he has helped graduate students publish over 400 articles in professional journals and most are indexed in ERIC.
Dr. Kritsonis has dedicated himself to the advancement of educational leadership and to the education of students at all levels.
On July 26th this summer, Dr. Kritsonis was inducted into the William H. Parker Hall of Honor. He was nominated by doctoral and master’s degree students at Prairie View. It is my pleasure to welcome Dr. William Allan Kritsonis.
Disciplining Students Receiving Special Education By .docxjakeomoore75037
Disciplining Students Receiving Special Education
By
Vincent H. A. Gordon, Jr., Ph.D.
April 2017
Abstract
A brief synopsis of the legality of disciplining students with special needs in public
education is presented. An example of a case study is also presented from the
experience of the author demonstrating laws surrounding providing students with a free
and public education (FAPE). Examples of the application of the laws protecting
students’ rights to FAPE and the responsibility of school districts to insure the timely
response of handling discipline issues are also presented.
Legal Analysis
Laws are made to protect the rights, liberty, life, and the pursuits of happiness of
individuals. This paraphrase of the Fourteenth Amendment of the Constitution of the
United States of America is exhibited in every area of society. The discipline of
education also has these same laws to protect and to preserve the sanctity of instruction
where the transmittal of knowledge is presented in an atmosphere that is conducive to
the learning environment. When students habitually display inappropriate attitudes and
behaviors especially after appropriate disciplinary responses are applied to try to
discourage those destructive actions, alternative means of providing education to those
students become an urgent priority of the school to insure that instruction and learning
continue and are not hindered by the wrongful choices of disrespectful, disobedient, and
disruptive students.
There are federal laws, state statutes, case laws, and local policies which address
the areas of rights, liberty, life, and the pursuits of happiness of individuals who are
disabled. The intent of these laws, statutes, and policies are positive. The main purpose
of these safeguards is to insure that everyone is treated fairly and is not disadvantaged
due to a physical, mental, or emotional disability. The challenge exists when
individuals with a disability or disabilities exploit their disability or disabilities and the
intent of these laws, statutes, and policies, to perpetuate their wrongful and selfish
impulses. The topic: Disciplining Students Receiving Special Education attempts to
address the importance of following legal documents to help and not to hinder the
protection and preservation of instruction and learning in a safe environment for all
students.
According to Title 20>Chapter 33>Subchapter II>c 1415 Procedural Safeguards,
there are different types of procedures listed which address the responsibilities and
rights of schools, parents, and students pertaining to disciplining students receiving
Special Education. One of those procedures discussed the steps to be initiated by the
school prior to initiating or refusing to initiate a change of placement.
(3) Written prior notice to the parents of the ch.
Special Education - Least Restrictive Environment - Dr. William Allan Kritson...William Kritsonis
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Dr. William Allan Kritsonis, Public School Law, American With Disabilities Action, Due Process, Discrimination, Bill of Rights, Least Restrictive Environment
Dr. Kritsonis has traveled and lectured extensively throughout the United States and world-wide. Some international travels include Australia, New Zealand, Tasmania, Turkey, Italy, Greece, Monte Carlo, England, Holland, Denmark, Sweden, Finland, Russia, Estonia, Poland, Germany, Mexico, the Caribbean Islands, Mexico, Switzerland, Grand Cayman, Haiti, St. Maarten, St. John, St. Thomas, St. Croix, St. Lucia, Puerto Rico, Nassau, Freeport, Jamaica, Barbados, Martinique, Canada, Curacao, Costa Rico, Aruba, Venezuela, Panama, Bora Bora, Tahiti, Latvia, Spain, Honduras, and many more. He has been invited to lecture and serve as a guest professor at many universities across the nation and abroad.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. What is FERPA?
The Family Educational Rights and Privacy Act (FERPA) is
a federal law that affords parents the right to have access
to their children's education records, the right to seek to
have the records amended, and the right to have some
control over the disclosure of personally identifiable
information from the education records.
When a student turns 18 years old, or enters a
postsecondary institution at any age, the rights under
FERPA transfer from the parents to the student ("eligible
student").
FPCO Frequently Asked Questions. (n.d.). Retrieved September 7, 2008, from
http://www.ed.gov/policy/gen/guid/fpco/faq.html.
3. TExES PPR Competency 013
The teacher understands and adheres to legal and
ethical requirements for educators and is
knowledgeable of the structure of education in Texas.
Revised Code of Ethics and Standard Practices for Texas
Educators (effective Sept. 1, 2002)
Standard 3.1 The educator shall not reveal confidential
information concerning students unless disclosure serves lawful
professional purposes or is required by law.
4. What does FERPA cover?
The confidentiality of a student’s records, including his or
her current performance in a teacher’s classroom.
"Education records" are defined as: "records, files,
documents, and other materials, which-(i) contain
information directly related to a student; and (ii) are
maintained by an education agency or institution or by a
person acting for such agency or institution.”
5. What are the rights of parents?
Parents or eligible students have the right to inspect and
review the student's education records maintained by the
school.
"Parent" means a parent of a student and includes a
natural parent, a guardian, or an individual acting as a
parent in the absence of a parent or a guardian.
Note: Before FERPA, schools would sometimes deny parents the right to see their
student’s records.
Family Educational Rights and Privacy Act (FERPA). (n.d.). Retrieved September 7, 2008, from
http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html.
6. What about divorced or separated parents?
An educational agency or institution shall give full rights
under the Act to either parent, unless the agency or
institution has been provided with evidence that there is
a court order, State statute, or legally binding document
relating to such matters as divorce, separation, or custody
that specifically revokes these rights.
7. When (and to whom) can you disclose
information?
Generally, schools must have written permission from the parent or eligible
student in order to release any information from a student's education
record. However, FERPA allows schools to disclose those records, without
consent, to the following parties or under the following conditions :
School officials with legitimate educational interest;
Other schools to which a student is transferring;
Appropriate parties in connection with financial aid to a student;
Accrediting organizations;
To comply with a judicial order or lawfully issued subpoena;
Appropriate officials in cases of health and safety emergencies; and
State and local authorities, within a juvenile justice system, pursuant to specific State law.
Family Educational Rights and Privacy Act (FERPA). (n.d.). Retrieved September 7, 2008, from
http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html.
8. “Directory Information” can be shared
"Directory information" means information contained in an education record of a
student that would not generally be considered harmful or an invasion of privacy if
disclosed.
It includes, but is not limited to,
the student's name,
address,
telephone listing,
electronic mail address,
photograph,
date and place of birth,
major field of study,
dates of attendance,
grade level,
enrollment status (e.g., undergraduate or graduate; full-time or part-time),
participation in officially recognized activities and sports,
weight and height of members of athletic teams,
degrees, honors and awards received, and
The most recent educational agency or institution attended.
9. What about teacher classroom observation
notes?
Records that are kept in the sole possession of the maker,
are used only as a personal memory aid, and are not
accessible or revealed to any other person except a
temporary substitute for the maker of the record are not
considered educational records under FERPA and do not
need to be shared.
Also, any records that contain information about other
students:
If the education records of a student contain information on
more than one student, the parent or eligible student may
inspect and review or be informed of only the specific
information about that student.
10. FERPA in the Supreme Court:
Owasso Independent School District v. Falvo
The Question:
Can a teacher allow students to grade other
students' work?
What do you think?
Texas AFT - Grading. (n.d.). Retrieved September 7, 2008, from
http://tx.aft.org/index.cfm?action=article&articleID=99d7050f-9c63-4b47-86c0-e95e8b5c53df.
11. FERPA in the Supreme Court:
Owasso Independent School District v. Falvo
The Background
• Falvo, the parent of three school children, had argued that peer grading was embarrassing to her children and
violated the Family Education Rights and Privacy Act (FERPA) because the process of peer grading resulted in
the disclosure of an "educational record" without the advance permission of a parent.
The Ruling
• On February 19, 2002 the United States Supreme Court overturned a lower appellate court ruling in
Owasso Independent School District v. Falvo and held that the common practice of "peer grading" did not
violate the Family Education Rights and Privacy Act (FERPA).
Supreme Court Support for Peer Grading as a Teaching Practice
• The Court explained that…peer grading represents a way to teach or review material in a new context,
while also teaching students how to respect and assist fellow pupils.
And Finally…
• In concluding the opinion, Justice Kennedy wrote, "… grades on students’ papers would not be covered
under FERPA at least until the teacher has collected them and recorded them in his or her grade book. We
limit our holding to this narrow point, and do not decide the broader question whether the grades on
individual student assignments, once they are turned in to teachers, are protected by (FERPA)."
12. What do you think?
True or False:
It is acceptable to email students’ grades to parents since
this form of communication does not fall under the
Family Educational Rights and Privacy Act of 1974.
13. Application Assessment
One night while grocery shopping, Ms. Hanley meets Mrs. Ramirez, the parent of
Juan, one of her students. After a cordial conversation about the family and how
Juan is doing in school, Mrs. Ramirez inquires about an incident on the playground
involving her son and a classmate, Joey. She is unhappy about the “unfair” treatment
that Juan received while Joey “got off without any punishment.” She is concerned
about this unequal treatment and wants to know why Joey received an “easier
punishment.”
What would you say if you were Ms. Hanley? Think …. Write it on your paper…
Talk to your partner…. (Pair)
Test Answer Choices:
A. “That’s not true. Joey received the same punishment as Juan.”
B. “I make it a point to treat students fairly. That does not always mean that I treat them the
same way. While Juan was on his third warning, Joey was only on his first. Therefore, the
punishments were appropriate even though they were different.”
C. “I can see that you are upset about this. But it is inappropriate for me to discuss decisions
concerning another student with you.”
D. “What Joey does and how I discipline him is none of your business.”