The Zionsville Student Rights Union (ZSRU) opposes the proposed random drug testing (RDT) policy for several reasons:
1) It encroaches on parental rights and imposes financial burdens by requiring counseling for all students who test positive.
2) It will negatively impact the educational environment and trust between students and administrators instead of promoting a positive school climate.
3) It does not maintain sufficient student privacy or confidentiality.
The ZSRU proposes alternative options such as facilitating testing between the toxicology lab and students/parents without school involvement, removing mandatory counseling, and allocating funds to comprehensive drug education instead of RDT. The ZSRU urges the Board to consider all options
Evidence-based programs to reduce school truancyUCLA CTSI
UCLA CTSI-Los Angeles County Department of Health Services (DHS) Projects
Principal Investigators: Raymond Perry (DHS), Tony Kuo (DPH), Lauren Gase (UCLA)
School truancy is associated with a variety of negative behavioral and health consequences. In addition, health factors may contribute to why students miss school. This project aims to gain better understanding of the characteristics and needs of truant youth in order to identify opportunities for improving school attendance in Los Angeles County. The project focuses on three research questions: 1) What are the characteristics and needs (e.g., academic, social, health) of truant youth?; 2) How do youth who cut or skip class encounter different school- community- and law-enforcement based systems?; and 3) What programs and policies can help meet the needs of truant youth? To answer these questions, we conducted key informant interviews with representatives from schools, law-enforcement, and community based organizations; in-depth interviews with youth who have school attendance problems; and a review of evidence-based diversion programs and interventions.
Patients Recruitment Forecast in Clinical TrialsCognizant
Inaccurate patient recruitment forecasts for clinical trials cost pharmaceuticals and medical device manufacturers a huge amount of resources each year. We offer descriptions and examples of applying stochastic and non-stochastic approaches to increase accuracy in this crucial stage of drug testing.
Evidence-based programs to reduce school truancyUCLA CTSI
UCLA CTSI-Los Angeles County Department of Health Services (DHS) Projects
Principal Investigators: Raymond Perry (DHS), Tony Kuo (DPH), Lauren Gase (UCLA)
School truancy is associated with a variety of negative behavioral and health consequences. In addition, health factors may contribute to why students miss school. This project aims to gain better understanding of the characteristics and needs of truant youth in order to identify opportunities for improving school attendance in Los Angeles County. The project focuses on three research questions: 1) What are the characteristics and needs (e.g., academic, social, health) of truant youth?; 2) How do youth who cut or skip class encounter different school- community- and law-enforcement based systems?; and 3) What programs and policies can help meet the needs of truant youth? To answer these questions, we conducted key informant interviews with representatives from schools, law-enforcement, and community based organizations; in-depth interviews with youth who have school attendance problems; and a review of evidence-based diversion programs and interventions.
Patients Recruitment Forecast in Clinical TrialsCognizant
Inaccurate patient recruitment forecasts for clinical trials cost pharmaceuticals and medical device manufacturers a huge amount of resources each year. We offer descriptions and examples of applying stochastic and non-stochastic approaches to increase accuracy in this crucial stage of drug testing.
New Developments For Special Educators And Students With Disabilitiesnoblex1
An increasing number of students require specialized health care procedures during school hours. Procedures such as tube feedings, clean intermittent catheterization, suctioning, and ventilator management are becoming more commonplace in the school setting. Who performs the procedures and is responsible for them being correctly implemented varies across school districts and states. Although consensus can be difficult to reach regarding other critical areas surrounding specialized health care procedures. Two critical areas have been identified and are as follows:
First and foremost, all teachers need to maintain a safe, healthy environment for their students in collaboration with others in the school. This includes learning about their students' specific physical and/or health impairments, physical health care procedures, and treatment regime. A teacher should know the major problems and emergencies that could arise with each student. There should be a plan in place to know how to respond should a problem occur. Teachers should also know general safety skills such as universal precautions, general first aid, and CPR.
Second, specialized health care procedures should be viewed as independent living skills, which students should be taught. Specialized health care procedures and other health management skills should be considered for goals and objectives. These objectives could target independent performance, partial participation, directing someone else in performance, or knowledge of the task. It is the educational team's responsibility to consider how students can participate in their own self-care.
The plan for and establishment of instruction in the area of self-management skill development must include input from appropriate health care specialists, such as nurses, OTs, and PTs. Teachers of students with physical and health disabilities are responsible for providing expertise in the area of instructional strategies and adaptations to promote student learning of these procedures. Even when health care personnel are responsible for performing these procedures, teachers must work closely with them, providing appropriate instructional strategies, error analysis, and correction procedures.
Society can steal the dreams of people with disabilities. It defines what people with disabilities are capable of, provides ready-made programs instead of letting these individuals choose their own path; holds low expectations for their achievement, giving praise for mediocre performance instead of expecting the best; and limits their experiences under the guise of protection or safety.
Dreams are the essence of a free society, the privilege to dream and the freedom to make that dream come true. This is true for all people.
Source: https://ebookschoice.com/new-developments-for-special-educators-and-students-with-disabilities/
ADEPIS - How can teachers include legal highs in their A&D education programm...Mentor
Charlotte Gordon is director of KIP Education. This presentation for the ADEPIS seminar on NPS - held on Monday 19th May - is intended to explore how teachers include can legal highs in their alcohol and drug education programme.
Addressing problems with school suspension: Practice and promising strategiesLaila Bell
This presentation stems from materials prepared by Jenni Owen, Director of Policy Initiatives at Duke University for the 2010 NC Family Impact Seminar, School Suspension: Research and Policy Options, held April 27, 2010, at the North Carolina General Assembly.
Seminar materials are available at http://www.childandfamilypolicy.duke.edu/engagement/ncfis_2010.php
Presentation on drug and alcohol education standards produced as part of our ADEPIS project - providing drug and alcohol education and prevention information to schools in England.
Selection of the Problem pg 13One of the most difficult tasks co.docxbagotjesusa
Selection of the Problem pg 13
One of the most difficult tasks confronting the beginner is to select a researchable problem. More often than not, the newcomer has a proclivity to tackle an exotic issue, thus making the problem either too broad or too narrow in scope. Some factors that should be involved in the ultimate selection are listed here (Bailey, 1994):
1. Interest: The researcher should be interested in pursuing the problem area. The problem should be related to the background and career interests of the student, and in pursuing the problem the student should develop useful skills for the future.
2. Operability: The nature of the problem should be such that the researcher has both the resources and the time available to complete the subject.
3. Scope: While the research problem should not attempt to solve all the health dilemmas of the world, neither should it be so small as to negate the variables necessary for adequate results.
4. Theoretical and practical values: The research should contribute to the health field, perhaps through publication, and be of benefit to health practitioners.
5. Health paradigm: This is the school of thought or model employed by the researcher as discussed in an earlier chapter (Chapter 1).
6. Values of the researcher: The myth of value-free research is just that, a myth. The student of research should be aware that in addition to being unstable, values may prejudice the research effort to the degree that all objectivity is lost. Note that even the selection of a problem is value-laden.
7. Research methodology: Every researcher has a philosophy of research that affects procedure. Thus, the student must be certain that hypotheses are well written and that appropriate criteria are used to interpret the data to reach conclusions.
8. Reactivity: The method of data collection should be scrutinized for reactivity. That is, a reactive technique brings about a reaction on the part of those being studied in a way that affects that data. The reactive effect is commonly labeled the “Hawthorne effect” from the study of the Hawthorne Plant of the Western Electric Company in Chicago, where it was found that worker productivity increased simply because the personnel were being observed.
9. Unit of analysis: In health research, the unit of analysis may be an individual (such as the health habits of a single anorexic patient) or an entire population (patterns among the hospital anorexic population). The researcher must ascertain which is most appropriate and whether resources are available to collect data.
10. Time frame: This is particularly important to the student because only a limited amount of time is usually available. In a cross-sectional study aparticular population is involved at a single point in time; in a longitudinal time frame, data are gathered over an extended period of time (such as months or years).
11. Budget: To ensure that your proposal is feasible, write up a budget for expensive items. These items m.
New Developments For Special Educators And Students With Disabilitiesnoblex1
An increasing number of students require specialized health care procedures during school hours. Procedures such as tube feedings, clean intermittent catheterization, suctioning, and ventilator management are becoming more commonplace in the school setting. Who performs the procedures and is responsible for them being correctly implemented varies across school districts and states. Although consensus can be difficult to reach regarding other critical areas surrounding specialized health care procedures. Two critical areas have been identified and are as follows:
First and foremost, all teachers need to maintain a safe, healthy environment for their students in collaboration with others in the school. This includes learning about their students' specific physical and/or health impairments, physical health care procedures, and treatment regime. A teacher should know the major problems and emergencies that could arise with each student. There should be a plan in place to know how to respond should a problem occur. Teachers should also know general safety skills such as universal precautions, general first aid, and CPR.
Second, specialized health care procedures should be viewed as independent living skills, which students should be taught. Specialized health care procedures and other health management skills should be considered for goals and objectives. These objectives could target independent performance, partial participation, directing someone else in performance, or knowledge of the task. It is the educational team's responsibility to consider how students can participate in their own self-care.
The plan for and establishment of instruction in the area of self-management skill development must include input from appropriate health care specialists, such as nurses, OTs, and PTs. Teachers of students with physical and health disabilities are responsible for providing expertise in the area of instructional strategies and adaptations to promote student learning of these procedures. Even when health care personnel are responsible for performing these procedures, teachers must work closely with them, providing appropriate instructional strategies, error analysis, and correction procedures.
Society can steal the dreams of people with disabilities. It defines what people with disabilities are capable of, provides ready-made programs instead of letting these individuals choose their own path; holds low expectations for their achievement, giving praise for mediocre performance instead of expecting the best; and limits their experiences under the guise of protection or safety.
Dreams are the essence of a free society, the privilege to dream and the freedom to make that dream come true. This is true for all people.
Source: https://ebookschoice.com/new-developments-for-special-educators-and-students-with-disabilities/
ADEPIS - How can teachers include legal highs in their A&D education programm...Mentor
Charlotte Gordon is director of KIP Education. This presentation for the ADEPIS seminar on NPS - held on Monday 19th May - is intended to explore how teachers include can legal highs in their alcohol and drug education programme.
Addressing problems with school suspension: Practice and promising strategiesLaila Bell
This presentation stems from materials prepared by Jenni Owen, Director of Policy Initiatives at Duke University for the 2010 NC Family Impact Seminar, School Suspension: Research and Policy Options, held April 27, 2010, at the North Carolina General Assembly.
Seminar materials are available at http://www.childandfamilypolicy.duke.edu/engagement/ncfis_2010.php
Presentation on drug and alcohol education standards produced as part of our ADEPIS project - providing drug and alcohol education and prevention information to schools in England.
Selection of the Problem pg 13One of the most difficult tasks co.docxbagotjesusa
Selection of the Problem pg 13
One of the most difficult tasks confronting the beginner is to select a researchable problem. More often than not, the newcomer has a proclivity to tackle an exotic issue, thus making the problem either too broad or too narrow in scope. Some factors that should be involved in the ultimate selection are listed here (Bailey, 1994):
1. Interest: The researcher should be interested in pursuing the problem area. The problem should be related to the background and career interests of the student, and in pursuing the problem the student should develop useful skills for the future.
2. Operability: The nature of the problem should be such that the researcher has both the resources and the time available to complete the subject.
3. Scope: While the research problem should not attempt to solve all the health dilemmas of the world, neither should it be so small as to negate the variables necessary for adequate results.
4. Theoretical and practical values: The research should contribute to the health field, perhaps through publication, and be of benefit to health practitioners.
5. Health paradigm: This is the school of thought or model employed by the researcher as discussed in an earlier chapter (Chapter 1).
6. Values of the researcher: The myth of value-free research is just that, a myth. The student of research should be aware that in addition to being unstable, values may prejudice the research effort to the degree that all objectivity is lost. Note that even the selection of a problem is value-laden.
7. Research methodology: Every researcher has a philosophy of research that affects procedure. Thus, the student must be certain that hypotheses are well written and that appropriate criteria are used to interpret the data to reach conclusions.
8. Reactivity: The method of data collection should be scrutinized for reactivity. That is, a reactive technique brings about a reaction on the part of those being studied in a way that affects that data. The reactive effect is commonly labeled the “Hawthorne effect” from the study of the Hawthorne Plant of the Western Electric Company in Chicago, where it was found that worker productivity increased simply because the personnel were being observed.
9. Unit of analysis: In health research, the unit of analysis may be an individual (such as the health habits of a single anorexic patient) or an entire population (patterns among the hospital anorexic population). The researcher must ascertain which is most appropriate and whether resources are available to collect data.
10. Time frame: This is particularly important to the student because only a limited amount of time is usually available. In a cross-sectional study aparticular population is involved at a single point in time; in a longitudinal time frame, data are gathered over an extended period of time (such as months or years).
11. Budget: To ensure that your proposal is feasible, write up a budget for expensive items. These items m.
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Summary of Concerns & Recommendations!
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The Zionsville Student Rights Union (ZSRU), an independent student advocacy organization founded at
ZCHS in 2008, opposes the proposed RDT policy as written. Below is a summary of our concerns
regarding the proposed policy, and our recommendations for amendments to the policy, as well as
alternative options for confronting drug problems in the Zionsville Community Schools.
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■ Compulsory Counseling: the proposed policy includes a requirement that a student testing
“positive” for a covered illicit substance enroll in a counseling program as a condition of
reinstatement at parent/student expense. The ZSRU asserts that this requirement (a) encroaches upon
the parental prerogative to address drug use of one’s children as one sees fit; (b) imposes a
substantial and undue financial burden on parents; and (c) assumes a “one-size-fits-all” approach to
drug use/abuse that does not accurately reflect the realities of adolescent drug use.
■ Negative Impact on Educational Environment: the relationship of trust between student and
administrator, as well as the overall positive climate of the school, stand to suffer substantial
negative consequences under the proposed policy. One of the studies cited in the “RDT FAQ”
supports the idea that creating a positive school climate is more effective than RDT in preventing
student drug use (Sznitman & Romer, 2013). The ZSRU asserts that the RDT policy as proposed will
not be an effective means of maintaining such a climate. Additionally, testing days would constitute
a substantial disruption of any classrooms in which randomly selected students are participating.
■ Practical Confidentiality: the realities of the high school environment will limit the extent to which
actual confidentiality could possibly be maintained. If an extracurricular participant suddenly
cannot participate following a random drug testing event, then the reason for their absence will be
inferred by peers. Further, students taking prescription medications that would trigger a “positive”
would be required to present evidence of prescription, therefore compelled to share highly sensitive
medical information with a third party. The ZSRU holds that this is not a sufficient level of
confidentiality, and therefore not an ethically acceptable level of student privacy maintenance.
■ Measurability: while the efficacy of RDT can be measured under tightly controlled experimental
protocols, the lack of a true quantitative baseline of current student drug habits would preclude
meaningful data that would demonstrate the efficacy of this particular program. Therefore, if
enacted, there will be limited ways in which the Board will be able to assess the success and
appropriateness of the program over time.
■ Existing Tools: the ZCHS administration already has at its disposal individual drug testing based on
reasonable suspicion of impairment in school or during extracurricular participation, as well as field-
test breathalyzers for students suspected of being under the influence of alcohol.
Regarding Random Student Drug
Testing
Z R
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T h e Z i o n s v i l l e
S U n i o n
S t u d e n t R i g h t s
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2. ■ Other practical concerns: treatment of “diluted” samples (i.e. will a “diluted” or “invalid” sample
be treated as “positive” until proven otherwise?); how students with excused absences (illness,
college visits, field trips, etc.) be included in the RDT sample?
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The Zionsville Student Rights Union recognizes the need for confronting student drug use whenever
it arises, and proposes the following alternatives to the proposed policy as written (these suggestions
vary in level of departure from the proposed plan):
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■ That the information arising from drug tests be shared directly between Midwest Toxicology and
student and parents, and that school officials not be privy to that information;
■ This would change the practical effects and public perceptions of the program from adversarial
and punitive (although not academically so) to “school as facilitator” of a tool for parents and
students to utilize as they see fit.
■ This type of approach is already provided for in ZCHS handbook (pp. 9-10 of the online
version currently posted). We propose similar protocol to that described in the handbook, while
compelling athletes and extracurricular participants to be included in the pool, and the school
shouldering the costs of testing.
■ That the mandatory counseling requirement be removed;
■ That the necessity of counseling be assessed by an objective and qualified third party on a case-by-
case basis at the school’s expense (with monies from the vending/concessions fund);
■ That if mandatory counseling is not removed, the school allocate monies from the vending/
concessions fund to assist families with the cost of counseling;
■ That any RDT policy enacted require the dates of testing events to be selected at random, rather than
at the ZCHS administration’s discretion (i.e. the ZCHS administration picks the number of tests for
which to budget, and the dates themselves are randomly selected);
■ Should a randomly selected date conflict with a major academic event, such as AP exams or
finals, the ZCHS administration would have the discretion to randomly select an alternative
date.
■ That the funds proposed to be allocated for RDT be assigned to investigation of more effective
means of confronting drug issues through comprehensive drug education
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In sum, the Zionsville Student Rights Union urges the Board to consider all viable alternatives to the
random drug testing regime proposed before committing the Zionsville Community Schools to such a
substantial departure from current standard operating procedures and organizational values.
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The ZSRU therefore implores the Board to table this issue until such a time that more
comprehensive public opinion may be understood and all options for confronting student drug use
can be considered publicly.