The document provides guidance for new school administrators on conducting manifestation determination reviews when considering disciplining a special education student. It outlines that manifestation determination reviews must be held within 10 days of a disciplinary change in placement to determine if the student's behavior was caused by their disability or a failure to implement their IEP. The administrator must consider evaluation results, parent input, teacher observations, the IEP and placement, and other relevant information. If the behavior is determined to be a manifestation, certain steps around functional behavior assessments and behavior intervention plans are required.
This document provides an overview of legal responsibilities and best practices for promoting safe and inclusive schools. It discusses:
- Federal and California laws prohibiting discrimination and harassment in schools based on characteristics like gender, disability, and sexual orientation.
- Examples of prohibited behaviors like name-calling and threats.
- New laws like AB 1266 ensuring transgender students' access to programs and facilities.
- The impact of harassment on students and importance of addressing it promptly.
- Strategies and exercises for schools to comply with laws and support all students.
This document discusses assistive technology (AT) requirements under the Individuals with Disabilities Education Act (IDEA) and Section 504. It defines AT as any item or service used to improve the functional abilities of a student with disabilities. The document notes that IEP teams must consider whether students need AT and describe any needed AT in the IEP. It also discusses considerations for determining AT needs, types of AT options for different tasks, and requirements for AT evaluations.
This document provides a summary of a presentation about supporting charter schools to serve increased numbers of students with disabilities. The presentation was given by Bob Farran, a consultant and former SELPA Director, and Christine Suh, Ed.D, the Executive Director of Program Development at DirectEd Specialized Services. Contact information is provided for Mihal Spiegel at DirectEd for those seeking more information. The presentation covers the history of charter schools and service delivery models, the continuum of service options available to support students with disabilities, and considerations for implementing expanded services at charter schools.
This document provides an overview and summary of laws and issues related to bullying complaints in California schools. It discusses recent state legislation requiring school districts to adopt policies prohibiting discrimination and bullying. It also outlines options for addressing bullying incidents, including the required complaint process and the district's disciplinary framework, as well as creating comprehensive anti-bullying policies. The document analyzes key court cases and legal issues regarding schools' jurisdiction over off-campus bullying and students' right to free speech.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document summarizes a presentation given by Ricardo Silva and Beth Nishida at an ACSA conference on understanding the art and science of mediating special education disputes. The presentation provided an overview of IDEA requirements for dispute resolution, strategies for determining whether an IEP offer provides FAPE, tips for building relationships with parents, and considerations for reaching settlements, such as ensuring services have end dates. The goal is to resolve disputes through early resolution and mediation to avoid due process hearings.
This document provides an overview of a presentation on implementing Common Core State Standards for special education students. The objectives covered include connecting special education to Common Core, factors to consider in developing a strategic plan, and sharing tools and resources. The presentation addresses key topics such as writing IEP goals using grade-level Common Core standards, providing access to the general education curriculum, and differentiating instruction for special education students. It emphasizes building on the general education implementation plan and involving special education staff in professional development. Group activities have attendees discuss changes to service delivery models and support needed by related service providers to help special needs students meet Common Core standards.
The document summarizes a presentation given by three partners from the law firm Atkinson, Andelson, Loya, Ruud & Romo - Adam Newman, Sundee Johnson, and Jennifer Fain. The presentation, titled "A Year in Review", covered special education law updates from the US Supreme Court, Ninth Circuit Court of Appeals, district courts, and California Supreme Court from the past year. It also discussed recent legislation and administrative hearing officer decisions. The summaries focused on key cases and rulings within special education and education law.
This document provides an overview of legal responsibilities and best practices for promoting safe and inclusive schools. It discusses:
- Federal and California laws prohibiting discrimination and harassment in schools based on characteristics like gender, disability, and sexual orientation.
- Examples of prohibited behaviors like name-calling and threats.
- New laws like AB 1266 ensuring transgender students' access to programs and facilities.
- The impact of harassment on students and importance of addressing it promptly.
- Strategies and exercises for schools to comply with laws and support all students.
This document discusses assistive technology (AT) requirements under the Individuals with Disabilities Education Act (IDEA) and Section 504. It defines AT as any item or service used to improve the functional abilities of a student with disabilities. The document notes that IEP teams must consider whether students need AT and describe any needed AT in the IEP. It also discusses considerations for determining AT needs, types of AT options for different tasks, and requirements for AT evaluations.
This document provides a summary of a presentation about supporting charter schools to serve increased numbers of students with disabilities. The presentation was given by Bob Farran, a consultant and former SELPA Director, and Christine Suh, Ed.D, the Executive Director of Program Development at DirectEd Specialized Services. Contact information is provided for Mihal Spiegel at DirectEd for those seeking more information. The presentation covers the history of charter schools and service delivery models, the continuum of service options available to support students with disabilities, and considerations for implementing expanded services at charter schools.
This document provides an overview and summary of laws and issues related to bullying complaints in California schools. It discusses recent state legislation requiring school districts to adopt policies prohibiting discrimination and bullying. It also outlines options for addressing bullying incidents, including the required complaint process and the district's disciplinary framework, as well as creating comprehensive anti-bullying policies. The document analyzes key court cases and legal issues regarding schools' jurisdiction over off-campus bullying and students' right to free speech.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document summarizes a presentation given by Ricardo Silva and Beth Nishida at an ACSA conference on understanding the art and science of mediating special education disputes. The presentation provided an overview of IDEA requirements for dispute resolution, strategies for determining whether an IEP offer provides FAPE, tips for building relationships with parents, and considerations for reaching settlements, such as ensuring services have end dates. The goal is to resolve disputes through early resolution and mediation to avoid due process hearings.
This document provides an overview of a presentation on implementing Common Core State Standards for special education students. The objectives covered include connecting special education to Common Core, factors to consider in developing a strategic plan, and sharing tools and resources. The presentation addresses key topics such as writing IEP goals using grade-level Common Core standards, providing access to the general education curriculum, and differentiating instruction for special education students. It emphasizes building on the general education implementation plan and involving special education staff in professional development. Group activities have attendees discuss changes to service delivery models and support needed by related service providers to help special needs students meet Common Core standards.
The document summarizes a presentation given by three partners from the law firm Atkinson, Andelson, Loya, Ruud & Romo - Adam Newman, Sundee Johnson, and Jennifer Fain. The presentation, titled "A Year in Review", covered special education law updates from the US Supreme Court, Ninth Circuit Court of Appeals, district courts, and California Supreme Court from the past year. It also discussed recent legislation and administrative hearing officer decisions. The summaries focused on key cases and rulings within special education and education law.
The document discusses the importance and purpose of prior written notice (PWN) in special education. PWN must be provided by schools whenever they propose or refuse to initiate or change a student's identification, evaluation, placement, or free appropriate public education. It ensures parents understand proposed changes and allows them to provide input. If PWN requirements are not followed properly it could result in a denial of a student's free and appropriate public education. The document provides guidance on when PWN is required and the level of detail that should be included.
This document is a teacher application for Melinda Korologos to Wasatch County School District. It includes sections for applicant information, education history, certifications, work experience in education and other fields, extracurricular activities, awards, references, and supplemental questions. Korologos has a Bachelor's degree in Elementary Education from Utah Valley University with honors and is seeking a teaching position with Wasatch County School District.
This document contains a reference call for Heidi Kinsella, who is applying for a 0.5 special education teaching position. The reference, Dr. Susan Vodehnal from Regis University, provides positive feedback on Kinsella's work as an instructor. Vodehnal says Kinsella was well-organized, receptive to feedback, worked well with others, and had above average writing and speaking skills. The only area of growth mentioned was ensuring she is up-to-date on current special education policies and procedures, since it has been a few years since she was in a K-12 classroom. Overall, Vodehnal highly recommends Kinsella and would rehire her.
This document provides an overview of helping children succeed in school and discusses key topics like:
1) California education standards and the roles of teachers, which are aimed at helping parents advocate for their children.
2) Special education laws like IDEA that provide rights for children with disabilities to receive supports.
3) The IEP process and a child's right to free appropriate public education.
4) Disciplinary procedures and the process for determining if issues are related to a child's disability.
This document provides an overview of helping foster children succeed in school. It discusses California education standards, teacher standards, the Individuals with Disabilities Education Act (IDEA), individualized education programs (IEPs), special education services, discipline procedures, and resources for parents. Key topics include students' rights to a free appropriate public education, the IEP and evaluation process, eligibility criteria for special education, and the roles of parents and teachers in supporting students.
This document provides an overview of the Individuals with Disabilities Education Act (IDEA) and the planning and placement team (PPT) process. It discusses key aspects of IDEA including the requirements for parent involvement and the development of individualized education programs (IEPs). The document outlines the PPT meeting process and components of the IEP. It also reviews options when parents disagree with PPT decisions, such as mediation and due process hearings.
The document discusses key legislation and provisions related to special education, including IDEA, Section 504, ADA, and NCLB. It outlines requirements for IEPs, evaluations, least restrictive environments, and parental involvement. Current practices in schools include standards-based education, inclusion, accountability, differentiated instruction, universal design for learning, evidence-based practices, response to intervention, and consideration of student diversity. The goal is for students with disabilities to feel accepted while receiving individually tailored instruction to meet their needs.
The document summarizes the six key principles of the Individuals with Disabilities Education Act (IDEA): (1) a free appropriate public education, (2) appropriate evaluation, (3) an individualized education program, (4) least restrictive environment, (5) parent and student participation in decision making, and (6) procedural safeguards. It provides an overview of each principle and the rights they afford to students with disabilities and their parents.
The document summarizes a presentation on what school districts are doing to effectively implement English language learner (ELL) programs and help ELL students make progress in learning English. It discusses a report that identified characteristics of successful districts, including strong leadership support for ELL programs, extensive teacher training and collaboration, and strategic use of student data. The presentation also covers how districts can help ELL students transition to the new Common Core standards and redesign teacher evaluation systems to better support instruction.
This document provides an overview of the planning and placement team (PPT) process for special education in Connecticut. It discusses referral and eligibility, transition from early intervention programs, evaluations, individualized education programs (IEPs), placement considerations, and the roles and rights of parents. The PPT is a team that includes parents and professionals that determines if a student qualifies for special education and develops the IEP. Parents are involved throughout the process and must provide consent for evaluations and programs. The goal is to provide students with disabilities the support they need in the least restrictive environment.
The document provides an overview and agenda for a workshop on understanding the Individualized Education Program (IEP). It explains that the IEP is a written plan that ensures a child with disabilities' unique needs are addressed. The workshop will cover what an IEP is, why it's important, how it's developed, what information belongs in each section, what to do when receiving a proposed IEP, and options if there's disagreement. It also includes an overview of the special education process and the roles of different participants in developing the IEP.
Translator training power point march 2015cjohns51
This training covers translating for Houston ISD special education meetings and evaluations. Attendees will learn about privacy laws, the special education process, translating evaluations, and best practices for translating ARD/IEP meetings. The agenda includes introductions, an overview of the Family Educational Rights and Privacy Act, what special education entails, translating evaluations, the translator's role in ARD/IEP meetings, and resources. Translators are needed to ensure non-English speaking parents can participate fully. They must maintain privacy and translate all discussion for audio recordings even if parents cannot attend.
RTI for Diverse Learners: Separating Difference and DisabilityCatherine Collier
This document discusses Response to Intervention (RTI) and strategies for working with culturally and linguistically diverse (CLD) learners. It provides an overview of RTI including problem identification, goal setting, intervention planning and implementation, progress monitoring, and data analysis. It emphasizes the importance of using culturally responsive practices and addressing both system and student issues when implementing RTI for CLD students. Examples of strategies are provided for each step of RTI for CLD learners.
The document summarizes a parent engagement event about developing the local offer for children with special educational needs. It includes an agenda for the day with presentations and workshops. The presentations discuss what parents want from communication and information, examples of successful local offers, and what interventions work for different needs. The workshops gather parent input on improving outcomes and how to design the local offer website.
Special education in an era of inclusion andhewittam
The document discusses key legislation and initiatives related to special education, including the No Child Left Behind Act, the Individuals with Disabilities Education Act, Section 504, and the Americans with Disabilities Act. It describes provisions of these laws, such as annual testing requirements and accountability measures in NCLB, and the emphasis on inclusion and individualized education programs in IDEA. The document also discusses concepts like response to intervention, universal design for learning, inclusion, differentiated instruction, and evidence-based practices in special education.
The Student Success Team meeting will be held at the child's school to identify the appropriate level of support and educational conditions needed to improve the child's progress towards meeting district standards. The meeting will include the child's parent/guardian, teacher(s), school psychologist, counselor, and principal. An intervention plan will be designed and monitored for 4-8 weeks, after which the team will determine whether to discontinue interventions, modify them, or consider additional options such as a special education assessment.
This document discusses Response to Intervention (RTI) for English Language Learners (ELLs) with learning and behavior problems. It notes that ELLs are overrepresented in specific special education categories like speech/language impairments and learning disabilities. ELLs in immersion programs are referred for special education at higher rates than those in bilingual programs. The document emphasizes the importance of understanding students' cultural and linguistic contexts to implement RTI effectively for ELLs. It outlines challenges to RTI for ELLs and provides strategies like ensuring staff have adequate knowledge, using valid assessments and interventions, and clear policies. The document stresses separating differences due to language/culture from disabilities.
Special Education Least Restrictive Environment PPT. - William Allan Kritsoni...William Kritsonis
This document discusses key aspects of special education law regarding the least restrictive environment (LRE) for students with disabilities. It explains that the Individuals with Disabilities Education Act (IDEA) requires students be placed in the LRE and defines LRE as the regular classroom setting to the maximum extent appropriate. The document outlines factors considered in LRE decisions and a continuum of placement options. It also summarizes goals of the PJ Settlement Agreement related to inclusion of students with intellectual disabilities.
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.
The document outlines steps taken by Santa Barbara County SELPA to improve outcomes for students in therapeutic education programs, including:
1) Conducting a needs assessment that found students were remaining in programs too long without consistent behavior plans or curriculum.
2) Researching evidence-based practices and consulting experts, which led to implementing a multi-tiered AIMS levels system, social-emotional curriculum, and behavior plans.
3) The AIMS system uses a points-based structure to gradually transition students from restrictive to less restrictive environments based on acquiring, implementing, and maintaining skills over time. Progress is monitored through regular behavior ratings.
AB 167 and AB 216 are California laws that allow foster youth to graduate high school by completing only state requirements if they transfer schools in 11th or 12th grade. AB 216 clarifies AB 167 to ensure more consistent implementation. Key changes under AB 216 include: defining who qualifies as a foster youth, giving authority over graduation decisions to educational rights holders, allowing students to remain in school for a 5th year to complete local requirements, and prohibiting transfers solely to qualify for graduation exemptions.
The document discusses the importance and purpose of prior written notice (PWN) in special education. PWN must be provided by schools whenever they propose or refuse to initiate or change a student's identification, evaluation, placement, or free appropriate public education. It ensures parents understand proposed changes and allows them to provide input. If PWN requirements are not followed properly it could result in a denial of a student's free and appropriate public education. The document provides guidance on when PWN is required and the level of detail that should be included.
This document is a teacher application for Melinda Korologos to Wasatch County School District. It includes sections for applicant information, education history, certifications, work experience in education and other fields, extracurricular activities, awards, references, and supplemental questions. Korologos has a Bachelor's degree in Elementary Education from Utah Valley University with honors and is seeking a teaching position with Wasatch County School District.
This document contains a reference call for Heidi Kinsella, who is applying for a 0.5 special education teaching position. The reference, Dr. Susan Vodehnal from Regis University, provides positive feedback on Kinsella's work as an instructor. Vodehnal says Kinsella was well-organized, receptive to feedback, worked well with others, and had above average writing and speaking skills. The only area of growth mentioned was ensuring she is up-to-date on current special education policies and procedures, since it has been a few years since she was in a K-12 classroom. Overall, Vodehnal highly recommends Kinsella and would rehire her.
This document provides an overview of helping children succeed in school and discusses key topics like:
1) California education standards and the roles of teachers, which are aimed at helping parents advocate for their children.
2) Special education laws like IDEA that provide rights for children with disabilities to receive supports.
3) The IEP process and a child's right to free appropriate public education.
4) Disciplinary procedures and the process for determining if issues are related to a child's disability.
This document provides an overview of helping foster children succeed in school. It discusses California education standards, teacher standards, the Individuals with Disabilities Education Act (IDEA), individualized education programs (IEPs), special education services, discipline procedures, and resources for parents. Key topics include students' rights to a free appropriate public education, the IEP and evaluation process, eligibility criteria for special education, and the roles of parents and teachers in supporting students.
This document provides an overview of the Individuals with Disabilities Education Act (IDEA) and the planning and placement team (PPT) process. It discusses key aspects of IDEA including the requirements for parent involvement and the development of individualized education programs (IEPs). The document outlines the PPT meeting process and components of the IEP. It also reviews options when parents disagree with PPT decisions, such as mediation and due process hearings.
The document discusses key legislation and provisions related to special education, including IDEA, Section 504, ADA, and NCLB. It outlines requirements for IEPs, evaluations, least restrictive environments, and parental involvement. Current practices in schools include standards-based education, inclusion, accountability, differentiated instruction, universal design for learning, evidence-based practices, response to intervention, and consideration of student diversity. The goal is for students with disabilities to feel accepted while receiving individually tailored instruction to meet their needs.
The document summarizes the six key principles of the Individuals with Disabilities Education Act (IDEA): (1) a free appropriate public education, (2) appropriate evaluation, (3) an individualized education program, (4) least restrictive environment, (5) parent and student participation in decision making, and (6) procedural safeguards. It provides an overview of each principle and the rights they afford to students with disabilities and their parents.
The document summarizes a presentation on what school districts are doing to effectively implement English language learner (ELL) programs and help ELL students make progress in learning English. It discusses a report that identified characteristics of successful districts, including strong leadership support for ELL programs, extensive teacher training and collaboration, and strategic use of student data. The presentation also covers how districts can help ELL students transition to the new Common Core standards and redesign teacher evaluation systems to better support instruction.
This document provides an overview of the planning and placement team (PPT) process for special education in Connecticut. It discusses referral and eligibility, transition from early intervention programs, evaluations, individualized education programs (IEPs), placement considerations, and the roles and rights of parents. The PPT is a team that includes parents and professionals that determines if a student qualifies for special education and develops the IEP. Parents are involved throughout the process and must provide consent for evaluations and programs. The goal is to provide students with disabilities the support they need in the least restrictive environment.
The document provides an overview and agenda for a workshop on understanding the Individualized Education Program (IEP). It explains that the IEP is a written plan that ensures a child with disabilities' unique needs are addressed. The workshop will cover what an IEP is, why it's important, how it's developed, what information belongs in each section, what to do when receiving a proposed IEP, and options if there's disagreement. It also includes an overview of the special education process and the roles of different participants in developing the IEP.
Translator training power point march 2015cjohns51
This training covers translating for Houston ISD special education meetings and evaluations. Attendees will learn about privacy laws, the special education process, translating evaluations, and best practices for translating ARD/IEP meetings. The agenda includes introductions, an overview of the Family Educational Rights and Privacy Act, what special education entails, translating evaluations, the translator's role in ARD/IEP meetings, and resources. Translators are needed to ensure non-English speaking parents can participate fully. They must maintain privacy and translate all discussion for audio recordings even if parents cannot attend.
RTI for Diverse Learners: Separating Difference and DisabilityCatherine Collier
This document discusses Response to Intervention (RTI) and strategies for working with culturally and linguistically diverse (CLD) learners. It provides an overview of RTI including problem identification, goal setting, intervention planning and implementation, progress monitoring, and data analysis. It emphasizes the importance of using culturally responsive practices and addressing both system and student issues when implementing RTI for CLD students. Examples of strategies are provided for each step of RTI for CLD learners.
The document summarizes a parent engagement event about developing the local offer for children with special educational needs. It includes an agenda for the day with presentations and workshops. The presentations discuss what parents want from communication and information, examples of successful local offers, and what interventions work for different needs. The workshops gather parent input on improving outcomes and how to design the local offer website.
Special education in an era of inclusion andhewittam
The document discusses key legislation and initiatives related to special education, including the No Child Left Behind Act, the Individuals with Disabilities Education Act, Section 504, and the Americans with Disabilities Act. It describes provisions of these laws, such as annual testing requirements and accountability measures in NCLB, and the emphasis on inclusion and individualized education programs in IDEA. The document also discusses concepts like response to intervention, universal design for learning, inclusion, differentiated instruction, and evidence-based practices in special education.
The Student Success Team meeting will be held at the child's school to identify the appropriate level of support and educational conditions needed to improve the child's progress towards meeting district standards. The meeting will include the child's parent/guardian, teacher(s), school psychologist, counselor, and principal. An intervention plan will be designed and monitored for 4-8 weeks, after which the team will determine whether to discontinue interventions, modify them, or consider additional options such as a special education assessment.
This document discusses Response to Intervention (RTI) for English Language Learners (ELLs) with learning and behavior problems. It notes that ELLs are overrepresented in specific special education categories like speech/language impairments and learning disabilities. ELLs in immersion programs are referred for special education at higher rates than those in bilingual programs. The document emphasizes the importance of understanding students' cultural and linguistic contexts to implement RTI effectively for ELLs. It outlines challenges to RTI for ELLs and provides strategies like ensuring staff have adequate knowledge, using valid assessments and interventions, and clear policies. The document stresses separating differences due to language/culture from disabilities.
Special Education Least Restrictive Environment PPT. - William Allan Kritsoni...William Kritsonis
This document discusses key aspects of special education law regarding the least restrictive environment (LRE) for students with disabilities. It explains that the Individuals with Disabilities Education Act (IDEA) requires students be placed in the LRE and defines LRE as the regular classroom setting to the maximum extent appropriate. The document outlines factors considered in LRE decisions and a continuum of placement options. It also summarizes goals of the PJ Settlement Agreement related to inclusion of students with intellectual disabilities.
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.
The document outlines steps taken by Santa Barbara County SELPA to improve outcomes for students in therapeutic education programs, including:
1) Conducting a needs assessment that found students were remaining in programs too long without consistent behavior plans or curriculum.
2) Researching evidence-based practices and consulting experts, which led to implementing a multi-tiered AIMS levels system, social-emotional curriculum, and behavior plans.
3) The AIMS system uses a points-based structure to gradually transition students from restrictive to less restrictive environments based on acquiring, implementing, and maintaining skills over time. Progress is monitored through regular behavior ratings.
AB 167 and AB 216 are California laws that allow foster youth to graduate high school by completing only state requirements if they transfer schools in 11th or 12th grade. AB 216 clarifies AB 167 to ensure more consistent implementation. Key changes under AB 216 include: defining who qualifies as a foster youth, giving authority over graduation decisions to educational rights holders, allowing students to remain in school for a 5th year to complete local requirements, and prohibiting transfers solely to qualify for graduation exemptions.
The document summarizes key data from the Marijuana Prevention Initiative regarding youth marijuana use in San Diego County. It finds that marijuana use among 9th and 11th graders has increased over time, with 26% of 9th graders and 39% of 11th graders reporting lifetime use in 2011. Additionally, 20% of high school juniors reported using marijuana in the past 30 days. Perceptions of harm have also declined among youth. The data aims to inform prevention efforts in San Diego County.
This document provides information about substance use and abuse for educators. It begins with definitions of key terms like drugs, psychoactive effects, addiction, and tolerance. It then describes the effects of different drug classes on the central nervous system, including stimulants like cocaine and methamphetamine, depressants like opioids and marijuana, hallucinogens, inhalants, and emerging drugs. Potential health hazards of each drug class are outlined. The document also discusses signs of drug use, risk factors, and tips for educators in addressing potential substance use issues with students. It concludes with resources for help and prevention.
This document provides an overview of drugs and substance abuse including definitions, health effects, and prevention strategies. It defines different types of drugs like stimulants, depressants, hallucinogens and inhalants. It discusses signs of drug use and recommends educating families, improving communication, monitoring activities, and seeking help from resources. The goal is to help recognize issues early and prevent substance abuse among youth.
This document discusses providing intensive intervention and instructional support programs for students with disabilities across multiple school sites. It outlines:
1) The objectives of gaining knowledge on creatively structuring tier 3 programs and developing programs to serve multiple grade levels and sites.
2) Background on the district serving over 80 schools across a large geographic area with around 9% of students having disabilities.
3) Examples of intensive support services provided including professional development, consultation, and direct student support to build school capacity and avoid more restrictive placements.
4) Data on outcomes from support programs showing no students moved to more restrictive environments and capacity built within schools.
This document provides an overview of California education codes related to student discipline, due process, and school safety. It discusses requirements for identifying students who may be a danger to others, preventing unsafe behaviors, and intervening in issues like bullying. Key points include mandatory reporting of crimes to law enforcement, grounds for suspension and expulsion, and new 2011 laws addressing bullying prevention and intervention.
The document provides an overview of Beaumont Unified School District's Positive Behavioral Interventions and Supports (PBIS) program. It introduces PBIS team members and describes why the district embraced PBIS, including high suspension rates. It outlines the multi-tiered PBIS framework including Tier I daily classroom supports, Tier II targeted social skills groups, and Tier III intensive services. It also summarizes the process for referring students between tiers and integrating PBIS with IEPs for students with special needs.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness and well-being.
This document summarizes key provisions from several bills presented relating to education, students, and schools in California. It begins with an introduction of the presenter and their contact information. Key highlights and summaries of several bills are then provided relating to topics such as the Local Control Accountability Plan (LCAP) template, student assessments, continuation schools, juvenile court schools, professional development for classified staff, reporting of credential holder misconduct, homeless and foster youth services, mental health services, and open meeting requirements. The document concludes with encouragement to include clear guidelines relating to various professional roles in school safety plans and strategies.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides an agenda and overview for a presentation on autism and the law. The presentation discusses trends in autism rates and cases in California, assessment and eligibility requirements, educational methodologies, case law related to these topics, and assistive technology and private providers. It summarizes key points from case law, such as judges considering whether programs are reasonably calculated to provide educational benefit rather than a specific methodology. The document also notes requirements for peer-reviewed research in IEPs and that changing private providers does not necessarily deny FAPE.
This document provides an overview and agenda for a presentation on autism and the law. It discusses trends in autism rates and cases in California, appropriate assessment practices and what case law says about assessments, eligibility definitions and case law perspectives, educational interventions and methodology considerations, and assistive technology and recent legislation. Key points covered include appropriate assessment requirements under the IDEA, differences between federal and state definitions of autism, the importance of behaviors affecting educational performance for eligibility, and the debate around different methodological approaches for autism education.
This document discusses solution-focused consulting strategies for working with students. It emphasizes that consulting aims to create change through exploration of solutions, rather than discipline which focuses on consequences. The solution-focused approach assumes that students have capabilities and that change is always happening. It focuses conversations on student strengths, exceptions to problems, and desired futures rather than analyzing problems. Effective consulting questions from this approach are curious, respectful, and future-oriented rather than blaming. Examples show how reframing typical questions can shift focus to solutions.
Effective bullying prevention requires a comprehensive, school-wide approach implemented consistently over time. Key elements include identifying the scope of the problem, establishing clear policies, training all staff, and focusing education on inclusion and bystander intervention especially in elementary grades. Successful programs obtain staff buy-in, have objective metrics to measure impact, and provide year-long implementation with involvement from administrators, teachers, staff, students, and parents. Resources are available to help schools assess needs, select evidence-based programs, and create emotionally safe environments for all.
This document provides an overview of Response to Instruction and Intervention (RtI2) and how assistive technology can be incorporated at different tiers. It discusses the differences between assistive technology and educational technology. Examples are given for how assistive technology can support students in areas like reading, math, writing, communication, and social/emotional/behavioral skills at different intervention levels. An assistive technology assessment process and resources are also outlined. The overall purpose is to understand how to implement RtI2 using assistive technology to meet the diverse needs of students.
This document discusses how assistive technology can be incorporated into a Response to Intervention and Instruction (RtI2) framework. It outlines how assistive technology fits into the three tiers of RtI2 for academics, behavior, communication, and social-emotional learning. Specific examples are provided for how assistive technologies can support students in reading, math, written language, communication, and social-emotional-behavioral skills at each tier. An assistive technology assessment process and resources are also described to help schools implement RtI2 using assistive technologies.
This document discusses several issues related to students and cyberspace including sexting, cell phone searches and seizures, bullying and cyberbullying, denial of services to students with disabilities, and disciplining students for cyber-speech. It provides examples of cases involving these issues and offers policy pointers for school districts to address these challenges in a legally compliant manner while protecting students.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...
Karen gilyard
1. What to Do When…
Lessons for the New Administrator
ACSA 2014 Every Child Counts Symposium
January 15-17, 2014
Presented by:
Karen Gilyard, Partner
Jennifer Fain, Partner
Atkinson, Andelson, Loya, Ruud & Romo
12800 Center Court Drive, Suite 300
Cerritos, CA 90703
562-653-3200 • fax 562-653-3333
5075 Hopyard Road, Suite 210
Pleasanton, California 94588
Phone: (925) 227-9200 Fax (925) 227-9200
Cerritos
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Fresno
•
Irvine
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Pleasanton
•
Riverside
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Sacrament o
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San Diego
2. Cerritos Office
12800 Center Court Drive
Suite 300
Cerritos, California 90703
(562) 653-3200
(562) 653-3333
www.aalrr.com
Phone
Fax
KAREN E. GILYARD
Senior Partner
kgilyard@aalrr.com
Education Law
Experience
Karen Gilyard is a senior partner in the Cerritos office of Atkinson, Andelson, Loya, Ruud &
Romo. She represents California school districts and community college districts in
education law and labor relations. Ms. Gilyard provides interpretation and assessment of
issues arising under the Individuals with Disabilities Education Act, Section 504 of the
Rehabilitation Act of 1973, and Educational Employment Relations Act. She also handles
and/or litigates special education due process hearing matters, Section 504 complaints,
public sector unfair practice charges, and discrimination claims. Ms. Gilyard acts as district
negotiator and specializes in employment discrimination, student discipline, special
education, and condemnation actions.
Education
Ms. Gilyard received her Bachelor of Arts degree and Juris Doctor from the University of
California, Los Angeles.
Admission
1983, California and U.S. District Court, Central District of California; 1986, U.S. Court of
Appeals, Ninth Circuit
Memberships
Los Angeles County and American Bar Associations; State Bar of California
Publications and Speaking Engagements
Ms. Gilyard has presented workshops and conferences for school administrators, teachers
and staff, educational agencies, and school board members on such topics as collective
bargaining, Section 504, student discipline, and special education. She has co-authored
numerous summaries of recent statutes and court and administrative decisions relating to
education and labor issues. She is a frequent contributor to the firm’s school law
publications.
Cerritos
•
Fresno
•
Irvine
•
Pleasanton
•
Riverside
•
Sacramento
•
San Diego
3. Pleasanton Office
5075 Hopyard Road
Suite 210
Pleasanton, California 94588
(925) 227-9200
(925) 227-9202
www.aalrr.com
Phone
Fax
JENNIFER R. FAIN
Partner
jfain@aalrr.com
Education Law | Special Education
Section 504 | Student Issues
Experience
Jennifer Fain is a partner in the Pleasanton office of Atkinson, Andelson, Loya, Ruud &
Romo. Her practice focuses on representing educational agencies in the areas of special
education and anti-discrimination. Ms. Fain’s experience includes the successful
representation of school agencies at every stage of the litigation process, including
mediation sessions, administrative hearings, and federal court proceedings.
In addition to handling matters in litigation, Ms. Fain also works with clients proactively to
develop preventive practices to help avoid costly disputes, including reviewing current
policies, practices, and procedures for systemic issues and legal compliance. To further
assist clients in avoiding litigation, she offers in-service trainings for school personnel on a
variety of issues relating to special education and disability law. She also has spoken at
both state and national levels on special education legal issues.
Prior to joining Atkinson, Andelson, Loya, Ruud & Romo, Ms. Fain was a partner at The
Weatherly Law Firm where, for eleven years, she represented educational agencies across
the country in all facets of special education and anti-discrimination law.
Education
Ms. Fain received her Bachelor of Arts degree magna cum laude from Emory University,
and her Juris Doctor, cum laude from the University of Georgia.
Admissions
2000, Georgia
2005, California
Cerritos
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Fresno
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Irvine
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Pleasanton
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Riverside
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Sacramento
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San Diego