Special Transportation Tip Sheet
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This document provides guidance to parents and healthcare providers on requesting and qualifying for special transportation services for children with disabilities to get to and from school. It explains that a child's Individualized Education Program (IEP) or 504 plan team or school nurse decides if they qualify. It also outlines that a child is entitled to door-to-door transportation if their disability prevents them from accessing regular bus transportation, and may be entitled to transportation for after-school activities required by the school. The document recommends parents consult advocates if a school denies transportation services.
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School Law For Teachers - Dr. Kritsonis
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Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; McNeese State University, Louisiana; and Louisiana State University, Baton Rouge in the Department of Administrative and Foundational Services.
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School Law For Teachers - Dr. Kritsonis
Professorial Roles
Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; McNeese State University, Louisiana; and Louisiana State University, Baton Rouge in the Department of Administrative and Foundational Services.
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In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing Through the Realms of Meaning.
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Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
Doctor of Humane Letters
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Professional Experience
Dr. Kritsonis began his career as a teacher. He has served education as a principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. Dr. Kritsonis has earned tenure as a professor at the highest academic rank at two major universities.
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In 2008, Dr. Kritsonis coauthored the textbook A Statistical Journey: Taming of the Skew. The book has been adopted by professors in many colleges and universities throughout the nation. It was published by the Alexis/Austin Group, Murrieta, California.
In 2007, Dr. Kritsonis’ version of the book of Ways of Knowing Through the Realms of Meaning (858 pages) was published in the United States of America in cooperation with partial financial support of Visiting Lecturers, Oxford Round Table (2005). The book is the product of a collaborative twenty-four year effort started in 1978 with the late Dr. Philip H. Phenix. Dr. Kritsonis was in continuous communication with Dr. Phenix until his death in 2002.
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This document provides definitions and explanations of key terms and concepts in special education administration including:
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Follow below steps:
1. Pour the ground to the pot - about 1/4 of the pot.
2. Take out the flower, which you want to plant from the pot.
3. Put the flower to the new pot.
4. Pour the ground to the end of pot.
5. Tamp down the ground around the flower.
6. Water the flower.
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The European Commission support for the production of this publication does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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Dr. saad ahmed al muhannadi 2015 - ph d - dba
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Hyponatremia management involves identifying the type and treating the underlying cause. There are three main types - hypotonic, isotonic, and hypertonic hyponatremia. Hypotonic hyponatremia is the most common type and can be further classified as hypovolemic, euvolemic, or hypervolemic based on volume status. Euvolemic hypotonic hyponatremia is often caused by SIADH or poor solute intake. Treatment aims to restrict free water intake and increase free water excretion by restricting fluids, increasing solute intake, or using medications. The rate of sodium correction is important to avoid complications and should generally not exceed 10-12 m
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Provided solutions useful to stratigraphic problems such as:
Chronostratigraphy (regional – local)
Depositional environment
Sequence orientation
Integrated biostratigraphy information with geological data –
Reduce stratigraphic uncertainty
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Hyponatremia by akram
Hyponatremia management involves identifying the type and treating the underlying cause. There are three main types - hypotonic, isotonic, and hypertonic hyponatremia. Hypotonic hyponatremia is the most common type and can be further classified as hypovolemic, euvolemic, or hypervolemic based on volume status. Euvolemic hypotonic hyponatremia is often caused by SIADH or poor solute intake. Treatment aims to restrict free water intake and increase free water excretion by restricting fluids, increasing solute intake, or using medications. The rate of sodium correction is important to avoid complications and should generally not exceed 10-12 m
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Asian Physics Symposium 2015
Institut Teknologi Bandung, 19-21 Aug 2015
Author: Dasapta Erwin Irawan, Prihadi Sumintadireja, Ahmad Darul, Anggita Agustin, Arif Nurrochman, and Deny Juanda Puradimaja
Preliminary hydrogeological study of the spring belt at three stratovolcanoes has been carried out to predict major hydrogeological boundaries in the stratovolcano system. We used hydrogeological map and 2D finite-element, 2D, computer program to fit the groundwater flow net with the location of spring belt. The spring belt ranges from 250 to 650 masl at Gunung Ciremai, 500-750 masl at Gunung Gede, and 200-400 masl at Gunung Karang-Pulasari. In the first experiment, we set the geological boundaries and topographical features as fixed boundary, which returns slightly different spring belt in the model. Therefore we need to adjust the geological properties to be able to match the spring belt position. Several scenarios using different thickness and permeability have been applied to the model. We find rock thickness has more control to groundwater flow net, where as permeability values have less sensitive role to such flow net. Each volcanoes showed distinct variations of two parameters has occurred on many directions, controlling radial groundwater flow with different hydraulic gradient. Role as recharge area has not applied to entire part of highlands, because of impermeable lava. Anomalies needed careful on-field focussing to get the complete picture of hydrogeology system of strato volcano.
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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 protect against mental illness and improve symptoms.
Folding a shirt - Work skill
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 protect against mental illness and improve symptoms.
Planting a flower in a pot - work skills
Follow below steps:
1. Pour the ground to the pot - about 1/4 of the pot.
2. Take out the flower, which you want to plant from the pot.
3. Put the flower to the new pot.
4. Pour the ground to the end of pot.
5. Tamp down the ground around the flower.
6. Water the flower.
-------------------------------------------------------------------------------
The European Commission support for the production of this publication does not constitute endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Managing Metadata for Science and Technology Studies: the RISIS case
Presentation of our paper at the WHISE workshop at ESWC 2016 on requirements for metadata over non-public datasets for the science & technology studies field.
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İhmal ve istismar olgularında sosyal hizmet yaklaşımı
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Managing Metadata for Science and Technology Studies: the RISIS case
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Similar to Special Transportation Tip Sheet
IEP Tip Sheet
This document provides guidance for families seeking special education services for children with disabilities. It discusses the Individualized Education Program (IEP) process and outlines steps families can take to request an IEP evaluation for their child. These include writing a letter to the school with specific examples of the child's disability and educational challenges. It also addresses what families can do if they disagree with evaluation results or services offered by the school in the IEP.
Report
This document provides an overview of eight successful charter schools across the United States. It describes each school's location, grades served, enrollment numbers, student demographics, and distinctive programs. The schools were selected based on demonstrating three years of student achievement growth and meeting Adequate Yearly Progress goals. Site visits were conducted to observe classes, collect artifacts, and interview stakeholders. Key elements that contribute to the schools' success, such as their missions, innovations, learning communities, parent partnerships, and accountability, are examined. The profiles aim to showcase how charter school flexibility and autonomy, when paired with accountability, can transform public education.
Six principles of idea
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.
Don’t limit me! (5)
The document describes a scenario where a parent enrolled their son who has an IEP for developmental delays in a dual-language preschool program. After nearly 3 weeks in the program, the school told the parent their son was not a good fit and they had 2 days to withdraw him and return him to his previous school. This raises concerns that the school violated their obligations under IDEA to provide an appropriate education to students with disabilities once the child was accepted into the school. The parent is advised to file a complaint with the state Department of Education to help resolve the issue.
Collaboration and Partnerships among Parents and Professio.docx
Collaboration and Partnerships among
Parents and Professionals in Special
Education
INTRODUCTION
Parents are the best supporters of their children
because parents are more aware of their children
and their qualities better than other people.
Hence, parents are vital, particularly, when
talking about the special education needs of the
child.
RIGHTS AND RESPONSIBILITIES OF
FAMILIES IN SPECIAL EDUCATION
Parents need to permit the school to perform an
assessment to their child to determine their
needs based on the IDEA’s special education
services. Parents have the right to be part of the
team that complies with the requirements of the
Evaluation Team Report following the
assessment of the child. Parents have the right to
demand an independent assessment if they are
not in favor of the evaluation system of the
school. Parents also have a right to get involved
on the Individualized Education Program of the
child and aid in deciding the kind of services
that the school should offer to the child.
In addition, the child possesses the right to
obtain services in accordance to IDEA; however,
the parents have the obligation to take part in the
process and make requests. According to IDEA,
the parents will be in-charge of the rights of the
child for due process until the child reaches 18.
INFORMATION AND A TIME LINE OF
THE ETR PROCESS
An ETR can be started by either the guardians or
the school. The school has 30 days to react to the
demand by either getting assent or sending a
letter saying they don't speculate a handicap. On
the off chance that the school at first speculates
an incapacity, they will first contact guardians in
composing, to get consent to direct an
assessment.
The ETR is commonly a progression of no less
than 2 gatherings that is regularly driven by the
school locale's therapist. The initially meeting is
the underlying arranging meeting and the second
is the genuine Evaluation Team Report.
Amid the arranging meeting, the school will
figure out what data is as of now accessible or
requirements an assessment in the ranges
identified with the child's presumed handicaps.
In the event that there is now data accessible
from earlier testing or private testing, the school
may utilize it if the testing was finished in the
most recent year or they can do their own
evaluations. These appraisals will be finished by
people within their territory of forte. An analyst
may do mental/fitness, versatile conduct
appraisal while an Occupational Therapist is the
person who will lead engine evaluations.
General Education Teachers would finish
assessments identified with how the understudy
is gaining ground toward the general training
educational programs.
Everybody ought to leave the ETR arranging
meeting with a firm thought of what testing will
be done, by whom and whether they will watch
the kid, doing appraisal amid schoo ...
Every Student Succeeds Act 2017-18
PPT Presentation for Foster Care Liasons, presented by Trina Lovett, DCPS District Foster Care Liaison
Turning Three Essentials
Provides information about the procedures for transitioning a child from Early Intervention (EI) to special education.
Revised Foster Parent Training 1.24.17
This document discusses the importance of education for children in foster care and the roles and responsibilities of various entities in promoting their educational success. It notes that frequent school changes can negatively impact foster children's academic and social development. It also outlines Tennessee policies regarding foster children's school enrollment, special education services, and the role of foster parents, caseworkers, courts and schools in advocating for their educational needs.
Essay on imperfect implamantation and students right to a fape bid4papers
Check out the essay sample about imperfect implamantation and students right to a fape from bid4papers.com
Project school rules and regulations
This document outlines policies and procedures for KSCE Lahore, a private school in Pakistan. It discusses the school's vision, focus on building relationships, enhancing staff competencies and IT resources. A brief history notes it was established in 1982 and is affiliated with the Lahore Board of Education. The document then outlines parental rights like the right to a disruption-free learning environment and duties such as ensuring attendance. Admission policies, financial obligations, the role of the school board and principal's right to amend policies are also summarized.
The send reforms_and_together_for_short_lives__project
The document discusses reforms to the special educational needs and disabilities (SEND) system in England. It summarizes the government's proposals to create a more integrated 0-25 system through Education, Health and Care Plans and local offers of services. It also discusses the implications for children's palliative care services, including opportunities to be included in local commissioning and threats if they are not included. Next steps outlined include the bill becoming law in early 2014, guidance being published in April 2014 and the new system coming into force in September 2014.
The send reforms_and_together_for_short_lives__project
The document discusses reforms to the special educational needs and disabilities (SEND) system in England. It outlines the government's proposals to create a more integrated 0-25 system through Education, Health and Care Plans and local offers of services. It notes opportunities for children's palliative care services through inclusion in local offers and joint commissioning, but also risks if services are not included. Next steps include the bill becoming law in early 2014, guidance being published in April 2014, and the new system coming into force in September 2014. Local areas are planning implementation and transition until full introduction in September 2014.
Justice for Children with Special Needs
We as parents are our children's number one advocate. This presentation discusses the difficulties many parents face when dealing with a school district that discriminates against your child for funding purposes. Justice for Mateo!
Sped in usa ppt gpb
The document discusses the history and implementation of special education in the United States. It began with the Education for All Handicapped Children Act of 1975 which mandated special education programs. This was later replaced by the Individuals with Disabilities Education Act (IDEA) which entitles students to a free and appropriate public education. The IDEA requires schools to evaluate students, develop Individualized Education Programs (IEPs), and provide services and accommodations in the least restrictive environment. The document provides details on evaluating and classifying students, developing IEPs, determining placements, and the categories of disabilities covered under special education.
Pre k budgetand-planning
This document outlines a 7-step process for developing a proposal and budget for a preschool program. It includes identifying the need for the program based on research showing benefits of preschool, determining the target population which are at-risk families in the community, considering program needs such as staffing and materials, locating funding sources such as grants, developing a budget, submitting a proposal to the school board, and promoting the program in the community. An example budget of over $136,000 is also provided to cover expenses like staff salaries, benefits, supplies, transportation, and food services for 16-18 students.
Pre k budgetand-planning
This document outlines the steps to develop a proposal and budget for a preschool program. It discusses identifying the need for the program by reviewing research on the benefits of preschool. It also discusses determining the target population by analyzing community demographics and at-risk factors. The document considers the program needs such as staffing, materials, transportation, and enrollment levels. It discusses locating funding sources such as grants from the state department of education and private organizations. Finally, it discusses developing a budget to cover all program costs and promoting the program in the community through various outreach strategies.
WCF_Equality_Act_and_Inclusion_in_Schools_presentation.pptx
The Equality Act 2010 consolidated previous anti-discrimination laws into a single act. It protects pupils from discrimination in schools on the basis of sex, race, disability, religion, sexual orientation and other protected characteristics. Schools must make reasonable adjustments for disabled pupils to avoid substantial disadvantages, such as providing auxiliary aids. Pupils have special educational needs if they have greater difficulty learning than peers or disabilities that hinder education. Schools must do their best to meet special needs.
Serving Special Education Students in Washington, DC
This document provides an overview of special education processes and Individualized Education Programs (IEPs) in the District of Columbia. It discusses the governance structure of DC schools, the purpose of IDEA, and the 8 steps of the special education process: 1) Child Find; 2) Formal Request and Consent to Evaluate; 3) Initial Evaluations; 4) Eligibility Determination; 5) IEP Development; 6) Placement; 7) Annual Review; and 8) Triennial Review. Key aspects of the IEP like present levels, measurable goals, related services, and transition services are explained. The role of parents and ensuring a student receives services in the Least Restrictive Environment are also summarized.
How To Help Kids Succeed In School
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.
How To Help Kids Succeed In School
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.
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Serving Special Education Students in Washington, DC
Serving Special Education Students in Washington, DC
Special Transportation Tip Sheet
- 1. ©2016 Medical-Legal Partnership | Boston, a fiscally-sponsored program of Third Sector New England, Inc. Getting to School Safely 101 An It Takes Two Guide for Families and Providers Information contained in this document is for educational purposes only and does not constitute legal advice or establish an attorney-client relationship. If patients or caregivers have specific questions, they should contact a legal advocate. Acknowledgments: We are grateful to the EdLaw Project for its contribution to the content.Portions adapted from idea.ed.gov. Designed by Artists for Humanity V. 2 July 2016 Provider: It depends. Door-to-door transportation is available if it necessary because of your son’s disability. Example: a mobility impairment that makes it impossible for him to get to the school bus stop. Parent: Can you help me request special transportation services for my son? Parent: Will he have a right to transportation to and from school-related activities outside of normal school hours? Provider: Only if these activities are required by the school. Provider: Possibly. I may be able to certify your son’s diagnosis and need for special transportation services. I may be able to provide medical information to the school district at your request. Parent: Will he be entitled to door-to-door transportation service? Tips for Providers Providing Documentation • Always use your own best professional judgment when considering a request. Do not substantiate a request you think is medically unnecessary. • Be honest, specific and clear. • Try not to disclose more medical (or personal) information than is necessary. • Return documentation on time. Maintaining Confidentiality • Until you have the parent’s written permission, do not provide medical records (hard copies or electronic) or communicate with the school. • If a school district contacts you for follow-up information, postpone any communication until you have patients’ written permission. • Never provide genetic information to a school district. Other Tips • Maintain records of communication concerning special transportation services. • Follow up with families about effectiveness of transportation services you recommended. SUGGESTED RESOURCES • Children’s Law Center of Massachusetts: (781) 581-1977, www.clcm.org • The EdLaw Project: (617) 910-5849, www.edlawproject.org • Federation for Children with Special Needs: (617) 236-7210, www.fcsn.org 6 7 8
- 2. Parent: What if the schoool does not agree to provide the transporation services to my son? Provider: You can consult with an advocate about your rights to appeal. 3 Parent: I am worried about my son being socially isolated in school. Will he be transported in a separate vehicle by himself? Parent: I know public schools provide transportation to most students. My son has a disability and cannot manage the regular school bus. What can I do? Provider: It depends. If he has an Individualized Education Program (IEP) or 504 Plan, his IEP or 504 team makes the decision. If he does not have an IEP or 504, the school nurse may decide. Parent: Who decides if my son qualifies for transportation services? Provider: No – not unless he needs separate transportation because of his disability. Provider: You can request special transportation services if: 1. he has a documented disability, and 2. has trouble getting to school because of that disability. *We use the word “parent” in this brochure to mean parent, guardian, or caregiver of a child. What kind of disability qualifies for the support? The school has to look at each request individually, based on the unique facts of each child’s situation. Examples: • a child with severe allergies can ride the bus with an EpiPen® trained bus monitor • a child with cystic fibrosis access an air- conditioned vehicle • a child who needs a wheelchair can access door-to-door transportation 1 2 4 Parent: We live quite far from school. Is my son entitled to additional school time to make up for any time lost during the trip to school? Provider: Only if your son is not receiving an appropriate amount of time in school. 5