This document provides an overview and guidance on Georgia's new rule prohibiting seclusion and limiting the use of restraint in schools. It discusses prohibiting seclusion, limiting restraint to situations of imminent danger, safety procedures when using restraint, requirements for written policies and procedures, staff training requirements, documentation requirements, parental notification, and the role of law enforcement.
Relatório do Instituto de Medicina - recomendação de mais educação física nas...Lúcio Aguiar
This document recommends taking a whole-school approach to physical activity that provides at least 60 minutes per day of moderate or vigorous physical activity for students, more than half of which should occur during school hours. It recommends physical education classes of at least 150 minutes per week for elementary students and 225 minutes per week for middle and high school students, in which students spend over 50% of class time being physically active. Additional physical activity throughout the school day is recommended through recess, classroom activity breaks, and before/after school programs. The document provides potential actions that schools, districts, and other groups can take to implement these recommendations.
This document from Walton County Public Schools provides information and guidelines regarding educator sexual misconduct. It defines sexual harassment and misconduct, outlines appropriate reporting procedures for students or others who experience such acts, and provides guidance to educators for avoiding allegations of misconduct. Key points include defining physical, verbal, and visual forms of sexual harassment; indicating signs of inappropriate conduct; requiring immediate reporting of abuse allegations to administrators and authorities; and advising educators to maintain appropriate professional boundaries.
This document outlines achievement levels and descriptors for four criteria in language acquisition: comprehending spoken and visual text, comprehending written and visual text, communicating in response to spoken/written/visual text, and using language in spoken and written form. For each criterion, there are 8 achievement levels from 0 to 8, with descriptors provided for levels 0, 1-2, 3-4, 5-6, and 7-8. The descriptors cover areas such as understanding of messages, engagement with text, use of language skills, and sense of audience. Higher achievement levels indicate greater comprehension, engagement, language ability, and understanding of content and context.
Tobacco use is the leading cause of preventable death in Georgia and the third leading cause nationwide. Nearly a quarter of adults in Georgia smoke cigarettes, while 9-19% of middle and high school students smoke as well. An additional 5-7% of students use smokeless tobacco, which contains 28 cancer-causing agents and increases the likelihood of smoking cigarettes. The school district prohibits smoking and tobacco use on all school property by students and employees at all times, including at organized school activities, on practice fields, in vehicles, and during field trips and competitions where employees directly supervise students. Violating employees may face disciplinary action up to termination.
Universal precautions are recommended practices to minimize exposure to infectious diseases transmitted through blood and body fluids. Bloodborne pathogens like hepatitis B, hepatitis C, and HIV can be transmitted through contact with infected blood or body fluids. Proper hand hygiene, use of barriers like gloves, and clean up of contaminated materials are essential techniques to control infections in school settings where exposure to body fluids from injuries is possible. Education of school staff on infection prevention is important to maintain student and employee health.
The document provides training on recognizing and reporting child abuse. It defines child abuse and outlines employees' legal responsibility to report any suspected abuse. It describes signs of abuse and appropriate responses when a child discloses abuse, such as reassuring the child and reporting the abuse. It emphasizes the importance of using professional judgement in all interactions with students to prevent allegations and protect children. Employees should avoid questionable activities and immediately report any concerns about other employees.
This document provides information about a school district's drug and alcohol policy for employees. It discusses the legal obligations to ensure employees are not using illegal drugs or abusing legal drugs/alcohol. It outlines penalties for violations like positive drug tests or loss of teaching certificate. It provides details on drug testing procedures and health effects of substance abuse. The goal is to maintain a safe, productive and drug-free workplace.
Relatório do Instituto de Medicina - recomendação de mais educação física nas...Lúcio Aguiar
This document recommends taking a whole-school approach to physical activity that provides at least 60 minutes per day of moderate or vigorous physical activity for students, more than half of which should occur during school hours. It recommends physical education classes of at least 150 minutes per week for elementary students and 225 minutes per week for middle and high school students, in which students spend over 50% of class time being physically active. Additional physical activity throughout the school day is recommended through recess, classroom activity breaks, and before/after school programs. The document provides potential actions that schools, districts, and other groups can take to implement these recommendations.
This document from Walton County Public Schools provides information and guidelines regarding educator sexual misconduct. It defines sexual harassment and misconduct, outlines appropriate reporting procedures for students or others who experience such acts, and provides guidance to educators for avoiding allegations of misconduct. Key points include defining physical, verbal, and visual forms of sexual harassment; indicating signs of inappropriate conduct; requiring immediate reporting of abuse allegations to administrators and authorities; and advising educators to maintain appropriate professional boundaries.
This document outlines achievement levels and descriptors for four criteria in language acquisition: comprehending spoken and visual text, comprehending written and visual text, communicating in response to spoken/written/visual text, and using language in spoken and written form. For each criterion, there are 8 achievement levels from 0 to 8, with descriptors provided for levels 0, 1-2, 3-4, 5-6, and 7-8. The descriptors cover areas such as understanding of messages, engagement with text, use of language skills, and sense of audience. Higher achievement levels indicate greater comprehension, engagement, language ability, and understanding of content and context.
Tobacco use is the leading cause of preventable death in Georgia and the third leading cause nationwide. Nearly a quarter of adults in Georgia smoke cigarettes, while 9-19% of middle and high school students smoke as well. An additional 5-7% of students use smokeless tobacco, which contains 28 cancer-causing agents and increases the likelihood of smoking cigarettes. The school district prohibits smoking and tobacco use on all school property by students and employees at all times, including at organized school activities, on practice fields, in vehicles, and during field trips and competitions where employees directly supervise students. Violating employees may face disciplinary action up to termination.
Universal precautions are recommended practices to minimize exposure to infectious diseases transmitted through blood and body fluids. Bloodborne pathogens like hepatitis B, hepatitis C, and HIV can be transmitted through contact with infected blood or body fluids. Proper hand hygiene, use of barriers like gloves, and clean up of contaminated materials are essential techniques to control infections in school settings where exposure to body fluids from injuries is possible. Education of school staff on infection prevention is important to maintain student and employee health.
The document provides training on recognizing and reporting child abuse. It defines child abuse and outlines employees' legal responsibility to report any suspected abuse. It describes signs of abuse and appropriate responses when a child discloses abuse, such as reassuring the child and reporting the abuse. It emphasizes the importance of using professional judgement in all interactions with students to prevent allegations and protect children. Employees should avoid questionable activities and immediately report any concerns about other employees.
This document provides information about a school district's drug and alcohol policy for employees. It discusses the legal obligations to ensure employees are not using illegal drugs or abusing legal drugs/alcohol. It outlines penalties for violations like positive drug tests or loss of teaching certificate. It provides details on drug testing procedures and health effects of substance abuse. The goal is to maintain a safe, productive and drug-free workplace.
This document discusses reducing the use of physical restraint in educational settings. It provides background on values related to relationships, communication, risk reduction, and safety. It discusses physical intervention as a last resort and outlines approaches used in Asia Pacific and the UK. The document proposes collecting data through an audit tool to assess how safe a service is. It examines employer strategy, policies, risk assessments, incident reports, and staff training. Case studies demonstrate how implementing a whole-school approach and audit tool can significantly reduce incidents requiring physical restraint.
This document summarizes Wisconsin Act 125 regarding seclusion and physical restraint in schools. It covers definitions of physical restraint and seclusion, general prohibitions, allowable uses of restraint and seclusion with specific conditions, notification and reporting requirements after incidents, training requirements for staff, exceptions, and requirements for documenting the use of restraint and seclusion in student IEPs. The act aims to limit restraint and seclusion to emergency situations where student safety is at risk.
The document discusses administrative policies and procedures in educational institutions. It states that policies set parameters for decision-making but allow flexibility, explaining the "why" of actions, while procedures explain the "how" through step-by-step instructions. The document also discusses the importance of clear policies and procedures in providing structure and accountability in schools. It provides examples of policy areas and benefits such as maintaining compliance, safety, and productivity.
The document discusses School-Wide Positive Behavior Support (SWPBS) and its three-tiered framework of interventions: primary (universal), secondary (targeted), and tertiary (intensive). It describes the key components of implementing SWPBS at the primary level, including establishing clear expectations, rules, and consequences, as well as systems for recognizing appropriate behavior and responding to inappropriate behavior. It also notes that secondary and tertiary interventions support students who do not respond to primary interventions. Research shows that SWPBS improves student behavior and performance at both school-wide and individual levels.
8._Assessment_of_CSN.pptx seven principles of universal designganncalderon1
The document discusses assessment of students with special needs. It defines assessment as collecting data to make decisions about students. Assessment aims to help teachers understand student levels and determine next steps for learning. Testing is a form of assessment where students answer specific problems and receive scores. The document outlines the legal bases for assessing students with disabilities, including the Individuals with Disabilities Education Act and No Child Left Behind Act. It also discusses the multidisciplinary team approach to assessment and the functional phases of assessment, including pre-referral, formal assessment, and IEP development. Common areas assessed for individuals with special needs include physical fitness, motor ability, and social/behavioral skills.
CURRENT JOB DESCRIPTION AS SCHOOL NUTRITION DIRECTORMartha Harvey
The school nutrition director oversees all aspects of the district's child nutrition program. Key responsibilities include ensuring compliance with nutrition standards and safety regulations, managing financials and recordkeeping, developing menus that meet guidelines and customer preferences, procuring food cost-effectively, and employing personnel policies that recognize education and certifications. The director also establishes quality customer service, implements marketing and nutrition education programs, and ensures the program supports the district's goals and visions.
The document outlines Pathway College's quality assurance policy and procedures. It discusses the principles of quality assurance, which include taking personal responsibility for quality, continuous improvement, seeking feedback, and avoiding duplication. It also covers responsibility for implementation, the focus on assuring quality in the curriculum, monitoring procedures, an annual quality cycle model, and appendices on appropriate study approaches and the plan-do-check-act cycle. The overall aim is to ensure continuous improvement of teaching, learning, and standards through self-evaluation, reviews, audits, and incorporating feedback.
LCAP and Common Core Standards: transforming counseling at the schoolsHarvey Hoyo
Counseling Services at the school level need to transition to providing their services to students under the umbrella of eliminating the barriers to learning and improving academic achievement. This presentation shares some solutions.
This document discusses improving communication about head injuries between teachers, coaches, nurses, and parents in the Whitewater Unified School District. It begins by assessing teacher knowledge of concussions through a survey. The authors created an informational handout to educate teachers on concussion signs and symptoms. After distributing the handout, teacher confidence in recognizing concussion symptoms increased significantly based on a follow-up survey. Going forward, the authors recommend annual concussion training for teachers led by the school nurse and revising head injury reporting protocols.
This document summarizes Wisconsin laws and guidelines around the use of seclusion and physical restraint in schools. Key points include:
1) Students with disabilities are restrained and secluded at much higher rates than other students. The laws aim to protect students from discrimination and ensure their safety and access to education.
2) Seclusion and restraint should only be used as a last resort when a student's behavior poses a clear risk of harm, and must be done according to specific conditions like supervision, room safety checks, and duration.
3) Schools must report all incidents, notify parents, and include seclusion/restraint plans in IEPs when reasonably anticipated. Data on incidents must be reported annually to school
Academic integrity: Shining a light on cheating and ghostwritingLearningandTeaching
This document discusses academic integrity and cheating in higher education. It provides findings from a survey that found 6% of students admitted to cheating and 27% provided another student with a completed assignment. Factors associated with cheating included being male, speaking a language other than English at home, and attending a Group of Eight institution. The document recommends supporting students, using less cheat-able assessments, and ensuring processes to detect, report, and penalize cheating. It also discusses essay mills, ghostwriting services, and Navitas' framework to promote academic integrity through principles of assessment design, student support, and institutional policies.
Computer Assisted Instruction (CAI) uses computer software and programs to convey instructional material to students through tutorials, drills, simulations, and games. It allows students to learn at their own pace and in a self-directed manner while engaging multiple senses. Research shows CAI improves learning rates, retention, motivation, and collaboration compared to traditional instruction alone. CAI is particularly effective for younger students, those from lower economic backgrounds, and teaching basic cognitive skills.
Computer Assisted Instruction (CAI) uses computers and technology to convey instructional material to students through tutorials, drills, simulations, and games. It allows students to learn at their own pace and in a self-directed manner while engaging multiple senses. Research shows CAI improves learning rates, retention, motivation, and collaboration compared to traditional instruction alone. CAI is particularly effective for younger students, those from lower economic backgrounds, and teaching basic cognitive skills. It can be customized to individual student needs and has proven effective for students with disabilities like learning disabilities or emotional/behavioral disorders.
This document discusses current solutions for bullying in schools. It defines bullying as repeated hurtful behavior that is intentional. To prevent bullying, schools assess the problem, create policies, educate students and staff, and foster a positive environment. The document recommends surveying students to understand the scope and nature of bullying. It also suggests establishing clear rules, training teachers, and incorporating anti-bullying lessons into the curriculum. Classroom meetings and activities can be used to teach students about respectful behavior and how to respond to bullying.
This powerpoint is a comprehensive overview of a June 16 webinar about advancing school discipline reform. The webinar was discussed at this month's GA-CAN! panel discussion on community-based programs. This powerpoint was provided by Brad Bryant, Executive Director, Georgia Foundation for Public Education
This document discusses best practices in education. It introduces the State Education Resource Center (SERC) which researches, compiles, and promotes effective practices to improve educational opportunities for all students. SERC has identified nine standards found in high-performing schools that improve student performance, including clear focus, high standards, strong leadership, supportive learning environments, parent/community involvement, monitoring and assessment, aligned curriculum and instruction, professional development, and flexible time and structure. The document provides details on each of the nine standards and defines best practices as those supported by research evidence and proven successful in different settings.
This document discusses the roles and responsibilities of paraprofessionals in schools. It summarizes a model created by the National Resource Center for Paraprofessionals (NRCP) that was adapted by Connecticut. The model outlines six key competency areas for paraprofessionals: 1) assisting teachers with instructional teams, 2) maintaining supportive environments, 3) supporting lesson planning, 4) engaging students in learning and assisting instruction, 5) assessing student needs, and 6) meeting professional standards. The document provides details on activities for paraprofessionals to self-assess their strengths and areas for growth within these six competency areas.
- Continuing education is important for nurses to stay updated on the latest skills, technologies, and knowledge in the field of nursing. It is often required for relicensure.
- There is rapid change in healthcare requiring nurses to constantly learn. New technologies, treatments, and social trends impact nursing practice. Continuing education programs provide orientation, in-service training, and opportunities for career advancement.
- Effective continuing education involves assessing needs, developing programs, implementing training, and evaluating outcomes. The content covers general nursing topics as well as hospital-specific and area-specific specialties. Benefits include improved skills, knowledge, job satisfaction, and quality patient care.
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.
This document discusses reducing the use of physical restraint in educational settings. It provides background on values related to relationships, communication, risk reduction, and safety. It discusses physical intervention as a last resort and outlines approaches used in Asia Pacific and the UK. The document proposes collecting data through an audit tool to assess how safe a service is. It examines employer strategy, policies, risk assessments, incident reports, and staff training. Case studies demonstrate how implementing a whole-school approach and audit tool can significantly reduce incidents requiring physical restraint.
This document summarizes Wisconsin Act 125 regarding seclusion and physical restraint in schools. It covers definitions of physical restraint and seclusion, general prohibitions, allowable uses of restraint and seclusion with specific conditions, notification and reporting requirements after incidents, training requirements for staff, exceptions, and requirements for documenting the use of restraint and seclusion in student IEPs. The act aims to limit restraint and seclusion to emergency situations where student safety is at risk.
The document discusses administrative policies and procedures in educational institutions. It states that policies set parameters for decision-making but allow flexibility, explaining the "why" of actions, while procedures explain the "how" through step-by-step instructions. The document also discusses the importance of clear policies and procedures in providing structure and accountability in schools. It provides examples of policy areas and benefits such as maintaining compliance, safety, and productivity.
The document discusses School-Wide Positive Behavior Support (SWPBS) and its three-tiered framework of interventions: primary (universal), secondary (targeted), and tertiary (intensive). It describes the key components of implementing SWPBS at the primary level, including establishing clear expectations, rules, and consequences, as well as systems for recognizing appropriate behavior and responding to inappropriate behavior. It also notes that secondary and tertiary interventions support students who do not respond to primary interventions. Research shows that SWPBS improves student behavior and performance at both school-wide and individual levels.
8._Assessment_of_CSN.pptx seven principles of universal designganncalderon1
The document discusses assessment of students with special needs. It defines assessment as collecting data to make decisions about students. Assessment aims to help teachers understand student levels and determine next steps for learning. Testing is a form of assessment where students answer specific problems and receive scores. The document outlines the legal bases for assessing students with disabilities, including the Individuals with Disabilities Education Act and No Child Left Behind Act. It also discusses the multidisciplinary team approach to assessment and the functional phases of assessment, including pre-referral, formal assessment, and IEP development. Common areas assessed for individuals with special needs include physical fitness, motor ability, and social/behavioral skills.
CURRENT JOB DESCRIPTION AS SCHOOL NUTRITION DIRECTORMartha Harvey
The school nutrition director oversees all aspects of the district's child nutrition program. Key responsibilities include ensuring compliance with nutrition standards and safety regulations, managing financials and recordkeeping, developing menus that meet guidelines and customer preferences, procuring food cost-effectively, and employing personnel policies that recognize education and certifications. The director also establishes quality customer service, implements marketing and nutrition education programs, and ensures the program supports the district's goals and visions.
The document outlines Pathway College's quality assurance policy and procedures. It discusses the principles of quality assurance, which include taking personal responsibility for quality, continuous improvement, seeking feedback, and avoiding duplication. It also covers responsibility for implementation, the focus on assuring quality in the curriculum, monitoring procedures, an annual quality cycle model, and appendices on appropriate study approaches and the plan-do-check-act cycle. The overall aim is to ensure continuous improvement of teaching, learning, and standards through self-evaluation, reviews, audits, and incorporating feedback.
LCAP and Common Core Standards: transforming counseling at the schoolsHarvey Hoyo
Counseling Services at the school level need to transition to providing their services to students under the umbrella of eliminating the barriers to learning and improving academic achievement. This presentation shares some solutions.
This document discusses improving communication about head injuries between teachers, coaches, nurses, and parents in the Whitewater Unified School District. It begins by assessing teacher knowledge of concussions through a survey. The authors created an informational handout to educate teachers on concussion signs and symptoms. After distributing the handout, teacher confidence in recognizing concussion symptoms increased significantly based on a follow-up survey. Going forward, the authors recommend annual concussion training for teachers led by the school nurse and revising head injury reporting protocols.
This document summarizes Wisconsin laws and guidelines around the use of seclusion and physical restraint in schools. Key points include:
1) Students with disabilities are restrained and secluded at much higher rates than other students. The laws aim to protect students from discrimination and ensure their safety and access to education.
2) Seclusion and restraint should only be used as a last resort when a student's behavior poses a clear risk of harm, and must be done according to specific conditions like supervision, room safety checks, and duration.
3) Schools must report all incidents, notify parents, and include seclusion/restraint plans in IEPs when reasonably anticipated. Data on incidents must be reported annually to school
Academic integrity: Shining a light on cheating and ghostwritingLearningandTeaching
This document discusses academic integrity and cheating in higher education. It provides findings from a survey that found 6% of students admitted to cheating and 27% provided another student with a completed assignment. Factors associated with cheating included being male, speaking a language other than English at home, and attending a Group of Eight institution. The document recommends supporting students, using less cheat-able assessments, and ensuring processes to detect, report, and penalize cheating. It also discusses essay mills, ghostwriting services, and Navitas' framework to promote academic integrity through principles of assessment design, student support, and institutional policies.
Computer Assisted Instruction (CAI) uses computer software and programs to convey instructional material to students through tutorials, drills, simulations, and games. It allows students to learn at their own pace and in a self-directed manner while engaging multiple senses. Research shows CAI improves learning rates, retention, motivation, and collaboration compared to traditional instruction alone. CAI is particularly effective for younger students, those from lower economic backgrounds, and teaching basic cognitive skills.
Computer Assisted Instruction (CAI) uses computers and technology to convey instructional material to students through tutorials, drills, simulations, and games. It allows students to learn at their own pace and in a self-directed manner while engaging multiple senses. Research shows CAI improves learning rates, retention, motivation, and collaboration compared to traditional instruction alone. CAI is particularly effective for younger students, those from lower economic backgrounds, and teaching basic cognitive skills. It can be customized to individual student needs and has proven effective for students with disabilities like learning disabilities or emotional/behavioral disorders.
This document discusses current solutions for bullying in schools. It defines bullying as repeated hurtful behavior that is intentional. To prevent bullying, schools assess the problem, create policies, educate students and staff, and foster a positive environment. The document recommends surveying students to understand the scope and nature of bullying. It also suggests establishing clear rules, training teachers, and incorporating anti-bullying lessons into the curriculum. Classroom meetings and activities can be used to teach students about respectful behavior and how to respond to bullying.
This powerpoint is a comprehensive overview of a June 16 webinar about advancing school discipline reform. The webinar was discussed at this month's GA-CAN! panel discussion on community-based programs. This powerpoint was provided by Brad Bryant, Executive Director, Georgia Foundation for Public Education
This document discusses best practices in education. It introduces the State Education Resource Center (SERC) which researches, compiles, and promotes effective practices to improve educational opportunities for all students. SERC has identified nine standards found in high-performing schools that improve student performance, including clear focus, high standards, strong leadership, supportive learning environments, parent/community involvement, monitoring and assessment, aligned curriculum and instruction, professional development, and flexible time and structure. The document provides details on each of the nine standards and defines best practices as those supported by research evidence and proven successful in different settings.
This document discusses the roles and responsibilities of paraprofessionals in schools. It summarizes a model created by the National Resource Center for Paraprofessionals (NRCP) that was adapted by Connecticut. The model outlines six key competency areas for paraprofessionals: 1) assisting teachers with instructional teams, 2) maintaining supportive environments, 3) supporting lesson planning, 4) engaging students in learning and assisting instruction, 5) assessing student needs, and 6) meeting professional standards. The document provides details on activities for paraprofessionals to self-assess their strengths and areas for growth within these six competency areas.
- Continuing education is important for nurses to stay updated on the latest skills, technologies, and knowledge in the field of nursing. It is often required for relicensure.
- There is rapid change in healthcare requiring nurses to constantly learn. New technologies, treatments, and social trends impact nursing practice. Continuing education programs provide orientation, in-service training, and opportunities for career advancement.
- Effective continuing education involves assessing needs, developing programs, implementing training, and evaluating outcomes. The content covers general nursing topics as well as hospital-specific and area-specific specialties. Benefits include improved skills, knowledge, job satisfaction, and quality patient care.
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 Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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.
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.
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.
1. Overview of 160-5-1-.35 Seclusion and
Restraint for All Students
Nancy O’Hara, Associate Superintendent for Innovative Instruction
Gregg Stevens, Assistant General Counsel
Allan Meyer, Assistant Director, Policy
August 30, 2010
“We will lead the nation in improving student achievement.”
2. Agenda
•Welcome and Overview •Documenting Cases of
•Prohibition of Seclusion Restraint
•Limitations on Restraint •Parental Notification
•Student/Staff Safety •Role of Law Enforcement
•Written Policies/Procedures •Questions
•Staff Training
“We will lead the nation in improving student achievement.”
3. Prohibition on the Use of Seclusion
•The new rule prohibits the use of seclusion in all public
Georgia schools and educational programs.
“We will lead the nation in improving student achievement.”
4. Prohibition on the Use of Seclusion
•Schools/programs that utilized seclusion in the past must
identify other responses.
Responses should be clearly specified in the
School Safety Plan
Responses should be based on a continuum of
safe interventions.
“We will lead the nation in improving student achievement.”
5. Limitations on Restraint
•The following types of restraint are expressly prohibited:
Chemical Restraint
Mechanical Restraint
Prone Physical Restraint
“We will lead the nation in improving student achievement.”
6. Limitations on Restraint
•Physical Restraint:
Prohibited except for situations where students
are an imminent danger to themselves or others &
not responsive to other less intensive de-
escalation techniques
“We will lead the nation in improving student achievement.”
7. Limitations on Restraint
•Physical Restraint:
Only physical restraints listed in school/programs
adopted approach can be used.
Staff must be trained in the adopted approach.
Physical restraint must immediately terminate
when student in no longer an immediate danger to
himself/herself or others.
“We will lead the nation in improving student achievement.”
8. Limitations on Restraint
•Physical Restraint:
Physical restraint must immediately terminate if
student exhibits signs or severe distress or injury.
“We will lead the nation in improving student achievement.”
9. Student and Staff Safety
•When using physical restraint, school staff should take
precautions necessary to ensure safety of the student
and staff engaged in restraining the student.
Prone restraints are prohibited in all situations.
Training for staff and compliance with restraint program
is essential to promoting student/staff safety.
“We will lead the nation in improving student achievement.”
10. Written Policies & Procedures
•Schools and educational programs that utilize physical
restraint as defined in rule must develop written
procedures that govern its use.
•Procedures should be reviewed with all school or
program staff.
•Parents must be provided information regarding the
school or program’s policies governing the use of physical
restraint.
“We will lead the nation in improving student achievement.”
11. Written Policies & Procedures
•Written policies must include the following provisions:
• Staff and faculty training on the use of physical
restraint and the school or programs policy and
procedures
“We will lead the nation in improving student achievement.”
12. Written Policies & Procedures
•Written policies must include the following provisions:
• Written parental notification when physical
restraint is used to restrain their student within a
reasonable time not to exceed one school day
from the use of restraint,
“We will lead the nation in improving student achievement.”
13. Written Policies & Procedures
•Written policies must include the following provisions:
• Procedures for observing and monitoring the
use of physical restraint.
“We will lead the nation in improving student achievement.”
14. Written Policies & Procedures
•Written policies must include the following provisions:
• Documentation of the use of physical restraint
by staff or faculty participating in or supervising
the restraint for each student in each instance in
which the student is restrained.
“We will lead the nation in improving student achievement.”
15. Written Policies & Procedures
•Written policies must include the following provisions:
• Procedures for the periodic review of the use of
restraint and the documentation as required in the
rule.
“We will lead the nation in improving student achievement.”
16. Written Policies & Procedures
•Procedures should be reviewed at least annually and
changes should be made as needed
“We will lead the nation in improving student achievement.”
17. Staff Training
•Schools and programs that use physical restraint in
accordance with the rule must ensure that staff and
faculty are trained in the use of physical restraint.
“We will lead the nation in improving student achievement.”
18. Staff Training
•Training shall be provided as a part of a program which
addresses a full continuum of positive behavioral
intervention strategies, crisis intervention, and de-
escalation techniques.
•Staff should be trained in the physical restraint approach
that is adopted or developed by the school district,
school, and/or educational program.
“We will lead the nation in improving student achievement.”
19. Staff Training
•GaDOE does not endorse a particular training program.
“We will lead the nation in improving student achievement.”
20. Staff Training
•adopting or developing training programs, school and
program administrators should select programs that are
founded on evidence-based techniques and strategies
that focus on:
Preventing the need for restraint
Keeping staff and students safe during required
restraints
“We will lead the nation in improving student achievement.”
21. Staff Training
•adopting or developing training programs, school and
program administrators should select programs that are
founded on evidence-based techniques and strategies
that focus on:
Identification of antecedent behaviors
Use of positive behavior supports, crisis
prevention, de-escalation, and conflict
management
“We will lead the nation in improving student achievement.”
22. Staff Training
•adopting or developing training programs, school and
program administrators should select programs that are
founded on evidence-based techniques and strategies
that focus on:
Training in first aid
Training in cardio-pulmonary resuscitation (CPR)
if staff are not readily available who are trained in
CPR
“We will lead the nation in improving student achievement.”
23. Staff Training
•adopting or developing training programs, school and
program administrators should select programs that are
founded on evidence-based techniques and strategies
that focus on:
Information regarding state regulations
pertaining to the use of physical restraint
“We will lead the nation in improving student achievement.”
24. Staff Training
•adopting or developing training programs, school and
program administrators should select programs that are
founded on evidence-based techniques and strategies
that focus on:
Certification for school personnel and re-
certification as required by the training program
“We will lead the nation in improving student achievement.”
25. Staff Training
•Schools and programs must maintain written or
electronic documentation on training provided and the list
of participants in each training.
•Records of such training must be made available to
GaDOE or any member of the public upon request.
“We will lead the nation in improving student achievement.”
26. Documentation of the Use of Restraint
•Use of physical restraint must be documented by staff or
faculty participating in or supervising the restraint for each
student in each instance in which the student is
restrained.
•Documentation should be provided using an incident
report that is completed for each student in each instance
in which the student is restrained.
“We will lead the nation in improving student achievement.”
27. Documentation of the Use of Restraint
•You are encouraged to develop a standard incident
report form.
•Completed incident reports should be reviewed by
school or program administrators and other staff, as
appropriate, on a weekly basis.
“We will lead the nation in improving student achievement.”
28. Documentation of the Use of Restraint
•Monthly summary reports should be maintained to
document the use of physical restraint.
•This monthly summary report should be signed by the
school or program administrator and maintained on file in
the school.
“We will lead the nation in improving student achievement.”
29. Documentation of the Use of Restraint
•Information from the individual incident reports as well as
the summary reports should be used to regularly assess
the effectiveness of the use of physical restraint
techniques.
“We will lead the nation in improving student achievement.”
30. Parental Notification
•Upon entry into a school or program that uses restraint,
a student’s parents should be notified in writing that
restraint may be used but are only used in situations in
which the student is in immediate danger to
himself/herself or others.
“We will lead the nation in improving student achievement.”
31. Parental Notification
•Upon entry into a school or program that uses restraint,
a student’s parents should be notified in writing that
restraint may be used but are only used in situations in
which the student is in immediate danger to
himself/herself or others.
“We will lead the nation in improving student achievement.”
32. Parental Notification
•The student’s parents or guardians should be notified
each time the student is restrained.
•Notification should occur in writing and should include a
copy of the incident report that is used to document the
use restraint or seclusion.
•Parental notification must be provided within a
reasonable amount of time not to exceed one school day
from the use of restraint.
“We will lead the nation in improving student achievement.”
33. Parental Notification
•Staff should immediately notify parents when their child
is injured in a restrained and/or is removed from the
school setting by law enforcement or medical personnel.
•Regardless of the method used, documentation of the
parent notification should be maintained.
“We will lead the nation in improving student achievement.”
34. Role of Law Enforcement/Medical Personnel
•Nothing in the restraint and seclusion rule or in this
guidance document should be construed to interfere with
the duties of law enforcement or emergency medical
personnel.
•Parents should be informed as soon as possible when
students are removed from the school or program setting
by emergency medical or law enforcement personnel.
“We will lead the nation in improving student achievement.”