This document provides a training for student workers on the Family Educational Rights and Privacy Act (FERPA). It defines FERPA and what constitutes an educational record. It outlines student rights under FERPA, including the right to inspect records and consent to disclosure. It discusses directory information that can be released without consent and exceptions. It provides guidance on legitimate access to records, confidentiality, and common scenarios student workers may encounter.
Yes, FERPA requires that if a disclosure is made without consent under the health/safety emergency or authorized representative exceptions, the District must record in the student's education records the articulable and significant threat that formed the basis for the disclosure, and the parties to whom it disclosed the information. So if the District disclosed student information to FL DOE without consent, it should record that disclosure in the student's education file. This ensures transparency about disclosures of student information without consent.
Confidentiality and Special Education Training by Madison County SchoolsAtlantic Training, LLC.
This document discusses confidentiality requirements for student special education records. It notes that personally identifiable student data must be kept private according to laws like FERPA and IDEA. Parents have legal rights to access, request copies of, request amendments to, and file complaints regarding their child's educational records. School staff should only access records on a need-to-know basis and must protect student privacy when discussing records or in community settings.
Section 504 is a federal law that prohibits discrimination against individuals with disabilities. It requires schools to provide reasonable accommodations to students with disabilities so they are not denied the opportunity to participate fully in school programs. The number of students qualifying under Section 504 has increased due to changes made by the ADA that expanded the definition of disability. Schools must evaluate students if there is reason to suspect a disability, and for eligible students they must create a services plan outlining appropriate accommodations to meet their needs. Section 504 plans provide protections and accommodations to ensure students with disabilities have equal access to educational opportunities.
This document discusses confidentiality requirements regarding student records under two federal laws: FERPA and IDEA. It defines what types of information are considered confidential personally identifiable information and education records. It outlines requirements regarding access to records, amendment of records, consent for disclosure, and destruction of records to ensure privacy of student information in compliance with federal law.
FERPA, or the Family Educational Rights and Privacy Act, protects the privacy of student education records and provides parents and eligible students rights to inspect, review, and seek amendment of those records. It also outlines rules regarding the release and disclosure of directory information like names, addresses, and honors without consent. Schools must annually notify parents and students of their FERPA rights and may use social security numbers to identify records if not prohibited by state law.
This document provides an overview of Section 504 including its history, purpose, eligibility criteria, and implementation in Jefferson County Schools. Section 504 originated from the Rehabilitation Act of 1973 and prohibits discrimination against individuals with disabilities. It requires schools to provide appropriate accommodations and services to eligible students so they have equal access to the school's programs and activities. The document reviews key aspects of Section 504 such as comparisons to IDEA, eligibility determination, appropriate services and placements, and the roles and responsibilities of teachers.
The Supreme Court's 1982 decision in Board of Education v. Rowley established the standard for determining if a student with disabilities is receiving a free and appropriate public education (FAPE) under the Individuals with Disabilities Education Act (IDEA). The Court held that FAPE is provided when a student receives individualized instruction and sufficient support services to benefit educationally from that instruction. It does not require schools to maximize each student's potential. The Court found Amy Rowley's school district had met its obligations by providing her specialized services that allowed her to benefit from instruction, even if she was not performing at the same level as peers without disabilities. This "Rowley standard" established procedural and substantive compliance requirements that still guide IDEA
This document provides an overview of Section 504 of the Rehabilitation Act of 1973. It discusses the history and relationship between Section 504 and the Individuals with Disabilities Education Act. Key aspects of Section 504 covered include eligibility, qualifications for being considered disabled, protections from discrimination and harassment, and best practices for school procedures including evaluations, accommodation plans, and periodic reviews. The resources aim to help schools understand and comply with their legal obligations to students with disabilities under Section 504.
Yes, FERPA requires that if a disclosure is made without consent under the health/safety emergency or authorized representative exceptions, the District must record in the student's education records the articulable and significant threat that formed the basis for the disclosure, and the parties to whom it disclosed the information. So if the District disclosed student information to FL DOE without consent, it should record that disclosure in the student's education file. This ensures transparency about disclosures of student information without consent.
Confidentiality and Special Education Training by Madison County SchoolsAtlantic Training, LLC.
This document discusses confidentiality requirements for student special education records. It notes that personally identifiable student data must be kept private according to laws like FERPA and IDEA. Parents have legal rights to access, request copies of, request amendments to, and file complaints regarding their child's educational records. School staff should only access records on a need-to-know basis and must protect student privacy when discussing records or in community settings.
Section 504 is a federal law that prohibits discrimination against individuals with disabilities. It requires schools to provide reasonable accommodations to students with disabilities so they are not denied the opportunity to participate fully in school programs. The number of students qualifying under Section 504 has increased due to changes made by the ADA that expanded the definition of disability. Schools must evaluate students if there is reason to suspect a disability, and for eligible students they must create a services plan outlining appropriate accommodations to meet their needs. Section 504 plans provide protections and accommodations to ensure students with disabilities have equal access to educational opportunities.
This document discusses confidentiality requirements regarding student records under two federal laws: FERPA and IDEA. It defines what types of information are considered confidential personally identifiable information and education records. It outlines requirements regarding access to records, amendment of records, consent for disclosure, and destruction of records to ensure privacy of student information in compliance with federal law.
FERPA, or the Family Educational Rights and Privacy Act, protects the privacy of student education records and provides parents and eligible students rights to inspect, review, and seek amendment of those records. It also outlines rules regarding the release and disclosure of directory information like names, addresses, and honors without consent. Schools must annually notify parents and students of their FERPA rights and may use social security numbers to identify records if not prohibited by state law.
This document provides an overview of Section 504 including its history, purpose, eligibility criteria, and implementation in Jefferson County Schools. Section 504 originated from the Rehabilitation Act of 1973 and prohibits discrimination against individuals with disabilities. It requires schools to provide appropriate accommodations and services to eligible students so they have equal access to the school's programs and activities. The document reviews key aspects of Section 504 such as comparisons to IDEA, eligibility determination, appropriate services and placements, and the roles and responsibilities of teachers.
The Supreme Court's 1982 decision in Board of Education v. Rowley established the standard for determining if a student with disabilities is receiving a free and appropriate public education (FAPE) under the Individuals with Disabilities Education Act (IDEA). The Court held that FAPE is provided when a student receives individualized instruction and sufficient support services to benefit educationally from that instruction. It does not require schools to maximize each student's potential. The Court found Amy Rowley's school district had met its obligations by providing her specialized services that allowed her to benefit from instruction, even if she was not performing at the same level as peers without disabilities. This "Rowley standard" established procedural and substantive compliance requirements that still guide IDEA
This document provides an overview of Section 504 of the Rehabilitation Act of 1973. It discusses the history and relationship between Section 504 and the Individuals with Disabilities Education Act. Key aspects of Section 504 covered include eligibility, qualifications for being considered disabled, protections from discrimination and harassment, and best practices for school procedures including evaluations, accommodation plans, and periodic reviews. The resources aim to help schools understand and comply with their legal obligations to students with disabilities under Section 504.
This document outlines the history of special education in the United States from the 1950s to present day. It discusses several key events and laws that improved access and inclusion for students with special needs, including the Brown v. Board of Education ruling in 1954, Section 504 of the Rehabilitation Act of 1973, the Education for All Handicapped Children Act of 1975, and the Individuals with Disabilities Education Act of 1990. The document also summarizes amendments to existing laws that further advanced rights for students with disabilities and their families. Overall, it shows that education has made significant progress in providing equal and fair education for all students through increased intervention services, inclusion practices, and anti-discrimination protections.
Thank you for the reminder of my responsibility to protect student confidentiality. I will be sure to keep all student information private both at school and outside of school.
Presented by the Parent Training and Information Center at the Federation for Children with Special Needs, this slideshow is designed to walk you through the special education process as it unfolds, from the application procedure to the dispute resolution process. Understanding this material will help you to better collaborate with your IEP team and to become a better advocate for your child.
Action Research Proposal: Problem, Purpose, and Research Questions J'Nai Whitehead, MSHRM
This is a draft of an action research proposal that includes an identified problem (issue, concern, or need) in my professional practice/workplace setting. I composed a problem, purpose, and research question(s) to guide my literature review and the action research study.
Section 504 aims to prohibit discrimination against students with disabilities and provide them equal access to educational programs and services. To qualify for a 504 plan, a student must have a physical or mental impairment that substantially limits a major life activity compared to most people. If found eligible, a student receives accommodations and protections from discrimination through a 504 plan developed by a committee including parents and teachers. Teachers are responsible for implementing 504 plans with fidelity to ensure compliance with the law.
Evaluation of educational television programs v4.1Gen Yen Wu
This study evaluated the effectiveness of educational television programs for distance learners. A survey was conducted of 250 distance learners enrolled in Allama Iqbal Open University in Pakistan, with 193 responding. The results found that while most distance learners were aware of the educational TV programs, only 58% found them interesting and 58% were not satisfied with the teaching techniques. Many respondents reported that they did not receive the TV schedule or could not watch due to technical faults. The conclusion was that educational TV programs can be effective for distance learners if they are well-informed of the broadcast schedule in advance.
This document summarizes 8 major events in the history of special education legislation and policy in the United States. It discusses key factors for each event such as terminology, restrictive environments, societal views, and significance. The events covered include Brown v. Board of Education in 1954, the Bureau of Education for the Handicapped in 1965, PARC v. Pennsylvania in 1972, Mills v. D.C. Board of Education in 1972, the Education for All Handicapped Children Act in 1975, the Individuals with Disabilities Education Act in 1990, the Americans with Disabilities Act in 1990, and No Child Left Behind in 2001.
The document compares Section 504 plans and Individualized Education Programs (IEPs). Section 504 plans provide accommodations under the Rehabilitation Act for students with disabilities, while IEPs provide specially designed instruction under the Individuals with Disabilities Education Act. Key differences include eligibility criteria (Section 504 requires a disability that substantially limits a major life activity, while IEPs require an adverse impact on educational performance), evaluation processes, timelines for evaluations and re-evaluations, and team membership requirements for meetings. The document provides information to help parents understand the differences between the two plans.
This document summarizes major historical changes that have impacted special education. It outlines key US laws including the Rehabilitation Act of 1973, Education for All Handicapped Children Act of 1975, amendments in 1986 extending rights to preschoolers, Individuals with Disabilities Education Act of 1990, No Child Left Behind Act of 2001, amendments to IDEA in 1997 and 2004, and the Individuals with Disabilities Education Improvement Act of 2004. Each law expanded rights and protections for students with disabilities and their parents, increased access to accommodations and resources, and changed how special education is implemented.
This document discusses inclusivity and diversity in higher education. It explores both the opportunities and tensions that inclusivity can present. Inclusivity aims to promote participation and equality of opportunity for all learners. However, there are also tensions, as higher education increasingly adopts an economic model that positions students as customers. The document examines drivers of inclusivity such as legislation, funding, and student expectations. It also discusses barriers to inclusion and how institutions can promote inclusive practices and pedagogies.
History of special education april wells_wk1Aprilmoe82
This document provides an overview of the major events that have shaped special education in the United States. It discusses eight pivotal events beginning with Brown vs. Board of Education in 1954 and ending with No Child Left Behind in 2001. Each event led to changes in terminology, views of society, students' placement in the least restrictive environment, and significantly shaped the future of special education. The timeline highlights the progression of special education from segregation to inclusion and equal access to education for all students with disabilities.
FERPA is a federal law that protects the privacy of student education records. It ensures that parents have access to their children's records and limits access to these records without parental consent. FERPA applies to schools and colleges that receive federal funding. It restricts the disclosure of student records without written permission and provides exceptions for disclosure to school officials, in health and safety emergencies, and pursuant to court order. A violation of FERPA occurred in McGilvray v. Moses when a teacher created and shared a list of students she believed had behavior problems without parental consent.
Section 504 of the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act (IDEA) both provide protections for students with disabilities but have important differences. Section 504 is a federal civil rights law that prohibits disability discrimination in programs receiving federal funds, while IDEA is an entitlement program that ensures students with disabilities receive specialized instruction and related services. Under Section 504, students must have a disability that substantially limits a major life activity and need accommodations, while IDEA has stronger eligibility criteria and procedural safeguards. Both laws require schools to provide appropriate services to eligible students, but IDEA mandates a formal individualized education program (IEP) while Section 504 uses informal plans like 504 plans or accommodation plans.
The document discusses special education, providing definitions and categories of eligibility. It outlines tips for working with students who have special needs, such as being consistent, using visual and auditory cues, and having backup plans. The document also discusses co-teaching methods, effective teaching strategies like mnemonics and hands-on learning, classroom management techniques, creating structured environments for students with ADD/ADHD, and assistive technologies that can help students with reading, writing, organization and other skills.
1) Section 504 of the Rehabilitation Act and the Americans with Disabilities Act Amendments Act of 2008 prohibit discrimination against students with disabilities.
2) To be eligible for protections and accommodations under Section 504, a student must have a mental or physical impairment that substantially limits a major life activity such as learning.
3) The effects of mitigating measures like medication cannot be considered when determining if a student has a disability. A Section 504 plan outlines appropriate accommodations to ensure equal access to education for students with disabilities.
This document provides a high-level overview of special education for teachers. It includes an introduction to special education law and processes like ARDs, accommodations vs modifications, and assessment options. Key steps in the special education process are outlined, such as requesting an evaluation, providing notice of rights, conducting an evaluation, and holding ARD meetings. Common special education terms and acronyms are also defined. The document aims to give teachers a basic understanding of special education to effectively support students.
This document provides an overview of HIPAA/HITECH compliance training. It begins with an introduction to the topics that will be covered, including the HIPAA foundation, major players, transactions and identifiers, privacy rule, security rule, and breach notification. It then discusses the historical facts around HIPAA, including what it stands for, when it was passed, who it applies to such as covered entities and business associates. Key aspects of HIPAA are summarized, like the administrative simplification title, electronic data interchange standards, privacy and security rules, individual rights, and breach response requirements.
Individuals with disabilities education act, week 1bigbadbariguru
The Individuals with Disabilities Education Act (IDEA) ensures that children with disabilities receive free and appropriate public education tailored to their individual needs. IDEA requires that students receive special education and related services outlined in their Individualized Education Plan (IEP) in the least restrictive environment. It also mandates that students have access to music education addressing a variety of musical styles. Music educators must collaborate with special educators and consider accommodations for each student's IEP to ensure all students can participate meaningfully in music classes.
Good Governance for Improving the Quality of Higher Education in Bangladesh Md. Nazrul Islam
After completion of the presentation, the participants will be able to know:
- Definition of Governance in higher education
- Concept and Dimension of Governance
- Overview of the good governance in HE
- Program Management
- Organizational Setup
- Documentation
- Academic leadership and autonomy
- Peer Observation and Feedback Process
- Internal Quality Assurance Process
- Key Performance Indicators (KPIs)
Pavel Smirnov. FHIR-first application development.HealthDev
Pavel Smirnov, CEO of Health Samurai, organized the inaugural FHIR meetup at UC San Diego to discuss developing FHIR-first applications. Health Samurai's Aidbox is a FHIR development platform that allows building applications using the FHIR standard and data model. Aidbox provides tools like a FHIR API and storage, as well as the ability to extend the FHIR model to support custom use cases. Lessons from using FHIR include benefits like standardized data models and an active community, as well as challenges in migrating between versions and complexity of extensions.
Ferpa information for MGH Institute studentsSusan Reynolds
The document provides information about FERPA (Family Educational Rights and Privacy Act), a US federal law that protects the privacy of student education records. It defines educational records broadly, outlines student rights under FERPA including access to and amendment of records, and discusses when and how student records can be disclosed - such as to school officials with a legitimate educational interest or in a health/safety emergency. FERPA applies to schools receiving federal funds and protects student records from disclosure without consent once a student begins taking courses.
This training document provides an overview of the Family Educational Rights and Privacy Act (FERPA) for faculty and staff at MGH Institute of Health Professions. It defines FERPA and what constitutes an educational record. It outlines student rights under FERPA including access to records and consent for disclosure. It discusses directory information that can be shared without consent and exceptions to disclosure requirements. It provides guidance on securely handling and storing student information and responding to various disclosure requests in accordance with FERPA regulations.
This document outlines the history of special education in the United States from the 1950s to present day. It discusses several key events and laws that improved access and inclusion for students with special needs, including the Brown v. Board of Education ruling in 1954, Section 504 of the Rehabilitation Act of 1973, the Education for All Handicapped Children Act of 1975, and the Individuals with Disabilities Education Act of 1990. The document also summarizes amendments to existing laws that further advanced rights for students with disabilities and their families. Overall, it shows that education has made significant progress in providing equal and fair education for all students through increased intervention services, inclusion practices, and anti-discrimination protections.
Thank you for the reminder of my responsibility to protect student confidentiality. I will be sure to keep all student information private both at school and outside of school.
Presented by the Parent Training and Information Center at the Federation for Children with Special Needs, this slideshow is designed to walk you through the special education process as it unfolds, from the application procedure to the dispute resolution process. Understanding this material will help you to better collaborate with your IEP team and to become a better advocate for your child.
Action Research Proposal: Problem, Purpose, and Research Questions J'Nai Whitehead, MSHRM
This is a draft of an action research proposal that includes an identified problem (issue, concern, or need) in my professional practice/workplace setting. I composed a problem, purpose, and research question(s) to guide my literature review and the action research study.
Section 504 aims to prohibit discrimination against students with disabilities and provide them equal access to educational programs and services. To qualify for a 504 plan, a student must have a physical or mental impairment that substantially limits a major life activity compared to most people. If found eligible, a student receives accommodations and protections from discrimination through a 504 plan developed by a committee including parents and teachers. Teachers are responsible for implementing 504 plans with fidelity to ensure compliance with the law.
Evaluation of educational television programs v4.1Gen Yen Wu
This study evaluated the effectiveness of educational television programs for distance learners. A survey was conducted of 250 distance learners enrolled in Allama Iqbal Open University in Pakistan, with 193 responding. The results found that while most distance learners were aware of the educational TV programs, only 58% found them interesting and 58% were not satisfied with the teaching techniques. Many respondents reported that they did not receive the TV schedule or could not watch due to technical faults. The conclusion was that educational TV programs can be effective for distance learners if they are well-informed of the broadcast schedule in advance.
This document summarizes 8 major events in the history of special education legislation and policy in the United States. It discusses key factors for each event such as terminology, restrictive environments, societal views, and significance. The events covered include Brown v. Board of Education in 1954, the Bureau of Education for the Handicapped in 1965, PARC v. Pennsylvania in 1972, Mills v. D.C. Board of Education in 1972, the Education for All Handicapped Children Act in 1975, the Individuals with Disabilities Education Act in 1990, the Americans with Disabilities Act in 1990, and No Child Left Behind in 2001.
The document compares Section 504 plans and Individualized Education Programs (IEPs). Section 504 plans provide accommodations under the Rehabilitation Act for students with disabilities, while IEPs provide specially designed instruction under the Individuals with Disabilities Education Act. Key differences include eligibility criteria (Section 504 requires a disability that substantially limits a major life activity, while IEPs require an adverse impact on educational performance), evaluation processes, timelines for evaluations and re-evaluations, and team membership requirements for meetings. The document provides information to help parents understand the differences between the two plans.
This document summarizes major historical changes that have impacted special education. It outlines key US laws including the Rehabilitation Act of 1973, Education for All Handicapped Children Act of 1975, amendments in 1986 extending rights to preschoolers, Individuals with Disabilities Education Act of 1990, No Child Left Behind Act of 2001, amendments to IDEA in 1997 and 2004, and the Individuals with Disabilities Education Improvement Act of 2004. Each law expanded rights and protections for students with disabilities and their parents, increased access to accommodations and resources, and changed how special education is implemented.
This document discusses inclusivity and diversity in higher education. It explores both the opportunities and tensions that inclusivity can present. Inclusivity aims to promote participation and equality of opportunity for all learners. However, there are also tensions, as higher education increasingly adopts an economic model that positions students as customers. The document examines drivers of inclusivity such as legislation, funding, and student expectations. It also discusses barriers to inclusion and how institutions can promote inclusive practices and pedagogies.
History of special education april wells_wk1Aprilmoe82
This document provides an overview of the major events that have shaped special education in the United States. It discusses eight pivotal events beginning with Brown vs. Board of Education in 1954 and ending with No Child Left Behind in 2001. Each event led to changes in terminology, views of society, students' placement in the least restrictive environment, and significantly shaped the future of special education. The timeline highlights the progression of special education from segregation to inclusion and equal access to education for all students with disabilities.
FERPA is a federal law that protects the privacy of student education records. It ensures that parents have access to their children's records and limits access to these records without parental consent. FERPA applies to schools and colleges that receive federal funding. It restricts the disclosure of student records without written permission and provides exceptions for disclosure to school officials, in health and safety emergencies, and pursuant to court order. A violation of FERPA occurred in McGilvray v. Moses when a teacher created and shared a list of students she believed had behavior problems without parental consent.
Section 504 of the Rehabilitation Act of 1973 and the Individuals with Disabilities Education Act (IDEA) both provide protections for students with disabilities but have important differences. Section 504 is a federal civil rights law that prohibits disability discrimination in programs receiving federal funds, while IDEA is an entitlement program that ensures students with disabilities receive specialized instruction and related services. Under Section 504, students must have a disability that substantially limits a major life activity and need accommodations, while IDEA has stronger eligibility criteria and procedural safeguards. Both laws require schools to provide appropriate services to eligible students, but IDEA mandates a formal individualized education program (IEP) while Section 504 uses informal plans like 504 plans or accommodation plans.
The document discusses special education, providing definitions and categories of eligibility. It outlines tips for working with students who have special needs, such as being consistent, using visual and auditory cues, and having backup plans. The document also discusses co-teaching methods, effective teaching strategies like mnemonics and hands-on learning, classroom management techniques, creating structured environments for students with ADD/ADHD, and assistive technologies that can help students with reading, writing, organization and other skills.
1) Section 504 of the Rehabilitation Act and the Americans with Disabilities Act Amendments Act of 2008 prohibit discrimination against students with disabilities.
2) To be eligible for protections and accommodations under Section 504, a student must have a mental or physical impairment that substantially limits a major life activity such as learning.
3) The effects of mitigating measures like medication cannot be considered when determining if a student has a disability. A Section 504 plan outlines appropriate accommodations to ensure equal access to education for students with disabilities.
This document provides a high-level overview of special education for teachers. It includes an introduction to special education law and processes like ARDs, accommodations vs modifications, and assessment options. Key steps in the special education process are outlined, such as requesting an evaluation, providing notice of rights, conducting an evaluation, and holding ARD meetings. Common special education terms and acronyms are also defined. The document aims to give teachers a basic understanding of special education to effectively support students.
This document provides an overview of HIPAA/HITECH compliance training. It begins with an introduction to the topics that will be covered, including the HIPAA foundation, major players, transactions and identifiers, privacy rule, security rule, and breach notification. It then discusses the historical facts around HIPAA, including what it stands for, when it was passed, who it applies to such as covered entities and business associates. Key aspects of HIPAA are summarized, like the administrative simplification title, electronic data interchange standards, privacy and security rules, individual rights, and breach response requirements.
Individuals with disabilities education act, week 1bigbadbariguru
The Individuals with Disabilities Education Act (IDEA) ensures that children with disabilities receive free and appropriate public education tailored to their individual needs. IDEA requires that students receive special education and related services outlined in their Individualized Education Plan (IEP) in the least restrictive environment. It also mandates that students have access to music education addressing a variety of musical styles. Music educators must collaborate with special educators and consider accommodations for each student's IEP to ensure all students can participate meaningfully in music classes.
Good Governance for Improving the Quality of Higher Education in Bangladesh Md. Nazrul Islam
After completion of the presentation, the participants will be able to know:
- Definition of Governance in higher education
- Concept and Dimension of Governance
- Overview of the good governance in HE
- Program Management
- Organizational Setup
- Documentation
- Academic leadership and autonomy
- Peer Observation and Feedback Process
- Internal Quality Assurance Process
- Key Performance Indicators (KPIs)
Pavel Smirnov. FHIR-first application development.HealthDev
Pavel Smirnov, CEO of Health Samurai, organized the inaugural FHIR meetup at UC San Diego to discuss developing FHIR-first applications. Health Samurai's Aidbox is a FHIR development platform that allows building applications using the FHIR standard and data model. Aidbox provides tools like a FHIR API and storage, as well as the ability to extend the FHIR model to support custom use cases. Lessons from using FHIR include benefits like standardized data models and an active community, as well as challenges in migrating between versions and complexity of extensions.
Ferpa information for MGH Institute studentsSusan Reynolds
The document provides information about FERPA (Family Educational Rights and Privacy Act), a US federal law that protects the privacy of student education records. It defines educational records broadly, outlines student rights under FERPA including access to and amendment of records, and discusses when and how student records can be disclosed - such as to school officials with a legitimate educational interest or in a health/safety emergency. FERPA applies to schools receiving federal funds and protects student records from disclosure without consent once a student begins taking courses.
This training document provides an overview of the Family Educational Rights and Privacy Act (FERPA) for faculty and staff at MGH Institute of Health Professions. It defines FERPA and what constitutes an educational record. It outlines student rights under FERPA including access to records and consent for disclosure. It discusses directory information that can be shared without consent and exceptions to disclosure requirements. It provides guidance on securely handling and storing student information and responding to various disclosure requests in accordance with FERPA regulations.
FERPA is the main law dealing with student privacy rights. It applies to students at all levels of education, from Pre-K through College. HOW it applies to students, and who has what rights, changes dramatically from High School to College however. Here's a quick run down of student privacy, parent's rights, and what to expect when you or a loved one makes the change from High School Student to College Student.
This talk was delivered in October 2016 at the Social Media in Higher Education Summit (Boston).
In the not too distant past, institutes of higher education relied on tried and true channels for interacting with prospective and current students, alumni and donors. But recently, due to social technologies, the tables are turned and the very groups that higher education seeks to engage with, are coming in droves digitally with questions, requests and expectations. While the audience needs remain the same, the methods for engaging have changed dramatically. As Higher Education enters this new world of 24X7 interaction, they often struggle to identify the best practices that can shepherd success. This session will share the methods for building a cohesive social strategy and measuring the impact while enabling the unique needs of various departments, programs and campaigns
This presentation discusses maintaining confidentiality in schools. It aims to increase awareness of confidentiality laws like FERPA, IDEA, and HIPAA, as well as district policies regarding privacy of student records. The presentation defines key terms like education records, personally identifiable information, and directory information. It also provides guidance on complying with confidentiality requirements in various contexts like verbal exchanges and documentation. The goal is for staff to properly preserve confidentiality of students, parents, and others.
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.
The Family Educational Rights and Privacy Act (FERPA) protects the privacy of student education records. It gives students rights to access, inspect, and request corrections to their records. FERPA allows disclosure of directory information like names and addresses unless the student requests otherwise. Schools must get written permission from students to disclose non-directory records, with some exceptions like for school officials with legitimate interests or in emergencies. Schools must keep records of disclosure requests and annually notify students of their FERPA rights.
The document discusses FERPA guidelines for sharing student information. It provides scenarios and answers regarding what information can be shared with parents and others. Key points include that grades and class performance cannot be shared with parents without student consent, and only directory information like name and enrollment status can be shared with recruiters. Student records belong to the student and must be kept private and secure according to FERPA law.
This document provides a summary of the Family Educational Rights and Privacy Act (FERPA) for Gallaudet University employees. It explains that FERPA protects the privacy of student education records and outlines employees' responsibilities to maintain confidentiality. Key points include that FERPA gives students rights over their records, defines education records and directory information, and provides guidance on when and to whom specific student information can be disclosed, such as obtaining prior written student consent. The goal of the tutorial is to help employees understand and comply with FERPA requirements.
FERPA is a federal law that protects the privacy of student education records. It applies to any records that contain information directly related to a student and are maintained by an educational institution. Under FERPA, 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 does allow schools to disclose directory information such as a student's name, address, phone number, date and place of birth, honors and awards, and dates of attendance without consent. It also allows for disclosure without consent in case of a health or safety emergency.
FERPA is the Family Educational Rights and Privacy Act, a federal law that protects the privacy of student education records. It gives students the right to inspect their records, request amendments, consent to disclosures, and file complaints about non-compliance. Educational records, including grades, transcripts, and notes, are protected indefinitely even after graduation. FERPA prohibits sharing personally identifiable student information without consent, such as grades, class schedules, or housing details, with anyone other than educational institution employees with a need to know.
The document summarizes the Family Educational Rights and Privacy Act (FERPA) and the University of Connecticut's FERPA policy. It discusses students' privacy rights in their education records and their rights to access, request changes to, and control disclosure of their records. Key points include that FERPA protects currently enrolled and former students' records, defines directory information that can be released without consent, and exceptions for disclosure to school officials and in emergency situations.
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
This PowerPoint presentation summarizes Spotsylvania County Schools' policy on maintaining confidentiality of student and employee information. It outlines legal requirements including FERPA and HIPAA, defines key terms, and reviews who has authorized access to different types of records. The presentation emphasizes that all school employees and volunteers are responsible for safeguarding private information and should only disclose it to others with a legitimate educational interest. Violations can result in disciplinary action, loss of funding, and legal liability.
You might’ve heard acronyms like CIPA, HIPAA and FERPA - but what do they mean? They’re different types of compliance regulations that organizations must follow to make sure that student and staff personal data is safe and confidential.
This document discusses student records, privacy laws, and liability issues related to student information. It summarizes the Family Educational Rights and Privacy Act (FERPA), which protects the confidentiality of student records. FERPA gives parents and eligible students rights to access and request amendments to education records. The document also outlines the rights of school personnel to access records and responsibilities to maintain confidentiality. Defamation and implications for sharing personal student information without authorization are addressed.
This document provides a summary of important information for parents regarding special education services, non-discrimination policies, student records privacy (FERPA), and procedures for filing complaints in Lindbergh Schools. It informs parents that all students with disabilities are entitled to free appropriate public education. It also outlines policies regarding directory information, teacher qualifications under NCLB, and how to apply for free or reduced-price lunches.
This document provides a summary of notices and information for parents regarding special education services, non-discrimination policies, accessibility, student records privacy (FERPA), directory information, teacher qualifications under No Child Left Behind, and complaint procedures. It informs parents of their children's rights to special education, their privacy rights under FERPA, and how to file complaints. It also provides contact information for school principals and the process to apply for free or reduced price meals.
Va child safety & confidentiality 2019.pptxeward018
The document outlines ethical expectations and procedures for maintaining child safety, confidentiality, and mandated reporting for educational professionals working with The Literacy Lab. It discusses establishing professional boundaries, keeping student information private, and only sharing data on a need-to-know basis. Tutors are responsible for demonstrating ethical behavior including protecting children from harm, respecting physical and professional boundaries, and maintaining student confidentiality. The document provides guidance on child safety policies, data privacy laws, parental consent requirements, and reporting any suspected abuse.
The document discusses the Family Educational Rights and Privacy Act (FERPA), a federal law that protects the privacy of student education records. It provides an overview of FERPA and outlines students' privacy rights regarding their records. Key points include:
- FERPA gives students rights to access, amend, and consent to disclosures of their records.
- It applies to schools that receive federal funds and requires compliance to protect student privacy.
- Schools must protect education records but can disclose some "directory information" unless the student requests otherwise. Violations can result in loss of funding or legal penalties.
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Ferpa Training for MGH Institute student employees
1. Training for Student Workers
MGH Institute of Health Professions
Use your down arrow or click your mouse to advance through the presentation
2. What is FERPA?
The Family Educational Rights and Privacy Act (FERPA) (20
U.S.C. § 1232g; 34 CFR Part 99) is a federal law that
protects the privacy of student education records.
FERPA was passed in 1974 and is one of the oldest federal
privacy laws.
It prohibits schools from releasing student “education
records” without the consent of the eligible student.
FERPA applies to all schools that receive federal funding.
All students enrolled in institutions of higher
education, regardless of age, own their FERPA rights.
3. Defining Educational Records
Records, files, documents, and other materials that
contain information directly related to a student and
which are maintained by an educational agency or
institution or by a party acting for the agency or
institution.
This is very broad definition as it encompasses paper
files, electronic files, video recordings, audio
recordings, and other data.
Educational records are made up of “Directory”
(described in upcoming slides) and “Non-Directory”
information.
4. Student Rights
Student rights begin when a student registers for courses for the
first time. These rights include:
Inspection and review of educational records.
Requesting an amendment of educational records.
Consent to the disclosure of educational records.
Filing a complaint with the FERPA office in Washington, D.C.
Obtaining a copy of the school’s FERPA policy.
The Institute publishes its FERPA policy in the most current
online catalog under the Students Rights to Privacy Information
– FERPA section and students are informed in our Annual Notice
to Students.
FERPA information can also be found on the Registrar’s section of
our website.
5. How is FERPA enforced?
FERPA is legally enforced through the Department of
Education’s Family Policy Compliance Office.
People cannot sue a school for violating FERPA. This was
addressed by the U.S. Supreme Court in Gonzaga
University v. Doe.
FERPA authorizes the Department of Education to end ALL
federal funding to a school. This penalty is rare. In all of
FERPA’s history, this sanction has never been imposed on
a school.
6. What isn’t covered by FERPA?
Sole Possession (personal) notes
Used only to aid your memory.
Kept for your own use.
Are not shared with anyone.
If you share these with anyone, including school officials, they become FERPA
records.
Observations or personal knowledge;
Example: overhearing a student making a threatening comment, a student’s
demeanor or mood, etc.
Law enforcement/public safety records;
Maintained solely for law enforcement purposes.
Employment records;
As long as employment is NOT connected to student status.
Treatment records;
Made and maintained by a health care professional as part of
medical/psychological treatment of the student.
7. Directory Information
Information contained in an education record of a student
which would not generally be considered harmful or an
invasion of privacy if disclosed. (1988 Final Regulations)
Directory information as defined by the Institute:
Name, address, telephone listing, email
Address, Photograph, Date and Place of Birth, Class, Enrollment
Status, Major Field of Study, Participation in official recognized
activities, Dates of attendance, academic honors, Degrees and
awards received, the most recent previous educational agency or
institution attended.
8. Directory Information
Students may opt to restrict the release of their Directory
information.
FERPA flags will not exclude the student from appearing on
internal reports used by school officials with legitimate
educational interest.
The only exclusion that applies to school officials is the release
related to internal mailing lists based on ethnicity.
Students may set these flags by going to IONLINE and setting
their privacy options.
Please note that any requests for directory information on
individual students or groups of students should be sent to the
Registrar’s Office.
9. Disclosure
The Institute may disclose directory information without consent.
The Institute must allow eligible students a right to opt out of the
disclosure of directory information.
The Institute must have written permission from the student to
release any part of their education record that is not considered to
be directory information.
Exceptions to the previous bullet include, but are not limited to,
School official with legitimate educational interest (defined in
upcoming slide).
Subpoena or court order.
Health or safety emergency.
10. Disclosure (continued)
DISCLOSURE TO PARENTS:
At institutions of higher education, FERPA rights belong to the
student , and parents are generally not entitled to access the
student’s record without the student’s written consent.
According to federal law, disclosure to parents is permitted, but not
required, only in the following situations.
If the student is claimed as a dependent for federal income tax
purposes. Note – this is up to the individual Institution.
In a health or safety emergency.
If the student is under 21 years old, and the information involves
disciplinary records about an incident involving the possession of drugs
or alcohol.
It is important to note that the Institute has chosen not to communicate any
non-directory education record information to parents without written
consent from the student.
11. Legitimate Educational Interest
Non-directory (confidential) education records can be
released without the student’s prior consent to an
Institute official with legitimate educational
interest, which is defined as:
Performing a task that is specified in his/her position
description or contract.
Performing a task related to a student’s education or a
student’s discipline.
Providing a service or benefit to the student.
Maintaining safety and security on campus.
12. Student Employees
Student employees may have access to the student
information system (Ellucian), provided that job
responsibilities require it.
If you supervise a student employee it is your
responsibility to insure that they understand FERPA and
the importance of keeping student records confidential
even if they do not have access to Ellucian.
The Student Employee FERPA Statement of
Understanding must be signed by the student employee.
(Handled by HR)
13. Protection of Student Data
Electronic educational record data should only be
accessed through your Institute logon and password and
must be stored on Partners home drives or shared
network drives.
Non electronic educational record information must be
stored in secured/locked locations.
Use discretion when sending data via e-mail.
Never include the SID/SSN in the subject line of an e-mail.
Do not send student information to or from non-IHP e-mail
addresses.
14. Review
The next set of slides will take you through various
scenarios you might encounter. Try to answer each
question before reviewing the correct answer in order to
test your knowledge.
15. Your friend calls you and asks if you can make a copy of
her transcript because her insurance company needs
it. Can you do your friend this favor?
No. You should refer your friend to IONLINE to make a request for a
transcript online. Even if your job responsibility includes making copies of
transcripts for this reason, your friend should go through the proper process
to request it.
16. A person walks into your office with a signed
letter giving consent to release the grades of a
current student. Do you release the information
contained in the letter to him/her?
No. You should direct the individual to the Registrar’s Office.
17. A person comes into your office and retrieves
information about a student from a computer
that you left unattended. Under FERPA, are you
responsible?
Yes. he medium in which the student information is maintained is
unimportant. The same answer would apply to a report or file on a student
that you left on your desk. It is your responsibility to insure that no student
information is left accessible or unattended, including data on your computer.
18. When do the FERPA rights of a student begin?
1) At the point of application.
2) At the point of admission.
3) When the student makes payment.
4) When the student registers for courses for the first
time?
Number 4. The FERPA rights of a student begin when the student is first
registered for courses.
19. Information would be considered part of an
education record based on which of the following?
1) It was directly related to the student and officially
maintained by the Institute .
2) Kept only in the Registrar’s Office.
Number 1. An educational record is information that is directly related to the
student and maintained by the institution. Information does not need to be
kept only by the Registrar’s Office in order to be considered an educational
record.
20. You are concerned about a friend as he has not
been going to classes this semester. You have
access to see matriculation information as part of
your duties and decide to look to see if he is on
academic probation . You find out that he is and
you confront your friend with this information. Is
this a violation of FERPA?
Yes. This is a violation of FERPA. Even if you do not disclose this information
to anyone else, simply looking up this information could result in serious
consequences such as loss of employment and possible disciplinary action by
Student Conduct and Academic Integrity Programs.
21. Which of the following would NOT be
considered educational record information?
1) A student’s library suspension.
2) The grade from a student’s term paper.
3) Date of birth.
4) Student email address.
Number 1. A library suspension would be a record kept by the Treadwell
Library for library access purposes only and would not be covered by FERPA.
All of the other items would be considered pieces of the educational record
and therefore would be covered by FERPA.
22. At the Institute do parents have the same rights
as students to access the student’s educational
record? What if they are the one who pays for
the student’s books and housing meal plan?
No. parents do not have the same rights as students to access the student’s
educational record. The Institute requires written consent from the student to
release information to any party, including the parent.
23. A special agent with the FBI arrives at your office
with a subpoena for educational records? Should
you comply with their request?
No. you should not. You should refer them to the Registrar’s Office who will
handle the processing of the subpoena, including coordinating the collection
of any educational records from your department or unit.
24. Your friend stops by to see you during your break
and asks you if you can look up their class
schedule. Can you do this?
No. Direct your friend to look up their class schedule on IONLINE.
25. True or False: FERPA says that the Institute must
release to anyone, upon request, any information
identified as directory information.
False. The Institute considers the PURPOSE or USE of the data in determining
if releasing such information is necessary. FERPA states that institutions may
release directory information not that we have to release directory
information. In addition to FERPA that are other policies by which we must
abide, including, but not limited to, Institute/Partners privacy policies and
practices.
26. If you are granted access to Ellucian, our student
datatbase, that means that you have the right to
inspect the educational records of any student
attending the Institute without giving a reason.
False. FERPA states that you must have a legitimate educational interest when
you access or view a student’s educational record without their consent. This
means that you can only access the information on those students that is
required to fulfill any professional responsibility you have to the student or
the Institute.
27. Your coworker doesn’t have her access to Ellucian
yet and asks you if she can use yours. Can you
give it to her?
No. You should never allow another person to use your access. You are
responsible for any action that is taken with your User ID and many actions in
Ellucian are tracked. It is also a violation of the security policy you signed
when you were given your access and abuse of your access to any system can
be permanently revoked for misuse.
28. There is a box of old transcripts in your department
and you are asked to throw them away. Is it okay for
you to place them in the recycle bin in the kitchen?
No. Any papers containing personally identifiable information should be shred
and not placed in a recycle bin or trash bin.
29. A student calls you and asks what grade she
received in a course. Can you tell her what grade
she received over the phone?
No. You should never discuss educational records over the telephone.
Encourage students to log into their IONLINE account to view their grades.
30. In Review
Check the NAE screen in DATATEL before you answer any
questions. If there is a restriction, you may not release
the information.
Non-directory information may be released to third
parties with a signed and dated written consent from the
student. The consent must specify:
What educational records are to be disclosed;
The purpose of the disclosure;
Identify the party or class of parties to whom the disclosure
may be made.
31. REMEMBER
You must protect the rights of
students.
When in doubt…don’t give it out
and always refer questions to the
Registrar’s Office.
32. Thank you for completing
FERPA training
for Student Employees at the
MGH Institute of Health Professions