Cloud Technology & H.R. Implications
0 likes499 views
This document discusses how cloud technology impacts K-12 education and human resources. It outlines how school districts are moving from district-owned devices and servers to allowing wireless devices on 3G and 4G networks through proxy servers. It also discusses how cloud computing and internet-connected devices could impact student-teacher communication and confidentiality of district records. The presenter emphasizes the importance of educating teachers and staff about appropriate device use and confidentiality with the shift to more cloud-based technologies.
1 of 15
Recommended
The Implications of AB 1266
The Implications of AB 1266Fagen Friedman & Fulfrost
油
Looking for guidance on this new law which affects access and inclusion for transgender students? In this webinar, expert attorney Namita Brown, of Fagen Friedman & Fulfrost and ACSA legislative advocate, Laura Preston, will explain how you can successfully implement AB 1266 including resources available to assist you. Pointers will be given on how to help your board and staff communicate on this sometimes difficult topic. An update on the referendum circulated to repeal AB 1266 will be provided. All district and site administrators should log on for practical, up-to-the minute information on the legislation.AB 1266 Webinar
AB 1266 WebinarFagen Friedman & Fulfrost
油
This document summarizes Assembly Bill 1266, which protects transgender students in California schools. It defines key terms like gender, gender identity, and transgender. It outlines the existing legal framework protecting students from discrimination based on gender. AB 1266 allows students to participate in sex-segregated activities and use facilities based on their gender identity. The document discusses some of the key issues schools may face in implementing the law, such as bathroom/locker room use, sports teams, records, and addressing opposition from parents, students or staff. It provides guidance on how schools should handle these issues to comply with the law while being sensitive to student needs and safety concerns.Decentralized fully redundant cyber secure governmental communications concept
Decentralized fully redundant cyber secure governmental communications conceptParesh Rathod
油
IEEE publications: This paper focuses on future requirements of broadband data transmission of public protection and disaster relief, critical infrastructure protection and military, and presents the concept of redundant and secure data communication network system in ... Attitudes to online Privacy and Security
Attitudes to online Privacy and SecurityMOTC Qatar
油
This document discusses attitudes towards privacy and security online in the Middle East and North Africa region. While online penetration is still relatively low in the region, growth rates are expected to be the fastest globally in coming years. However, concerns over privacy, security, skills and trust remain barriers. Promoting benefits and compelling online services can help overcome concerns. Continued efforts are needed to educate users and promote safe online practices as new technologies emerge.Cloud Services: Opportunities & Challenges for East Africa
Cloud Services: Opportunities & Challenges for East Africaitnewsafrica
油
Cloud Services: Opportunities and Challenges for East Africa
Danson Njue
Research Analyst Africa
Informa Telecoms & Media
Danson.njue@informa.com
ITNewsAfrica Innovation Dinner Nairobi, 10 December 2013Fog computing 000
Fog computing 000pranjali rawke
油
The seminar presentation introduced fog computing, which extends cloud computing and services to the edge of the network. Fog computing provides data, compute, and application services to end-users. It was developed to address limitations of cloud computing like high latency and lack of location awareness. Fog computing improves efficiency, latency, security, and supports real-time interactions through geographical distribution of resources at the edge of the network. The presentation covered fog computing characteristics, architecture, applications in areas like smart grids and vehicle networks, and concluded that fog computing will grow in helping network paradigms requiring fast processing.SES Fall 2015: Legal Update
SES Fall 2015: Legal UpdateFagen Friedman & Fulfrost
油
This document provides a summary of new decisions from the California Office of Administrative Hearings (OAH) related to special education law. Key cases addressed issues such as behavior, discipline, eligibility, independent educational evaluations, individualized education program implementation, least restrictive environment, and student nonattendance. The summaries explain the facts, decisions, and significance of each case. Overall, the document aims to inform readers about recent developments in special education legal issues decided by the OAH.SES Fall 2015: Student Records and Confidentiality
SES Fall 2015: Student Records and ConfidentialityFagen Friedman & Fulfrost
油
This document provides an overview of federal and state laws governing student records and confidentiality. It discusses the Family Educational Rights and Privacy Act (FERPA) and the Individuals with Disabilities Education Act (IDEA) as the primary laws protecting student privacy. It defines an "education record" under these laws and outlines the rights of parents and students to access, amend, and control disclosure of education records. The document examines what types of records meet the definition of an "education record" and certain exclusions to that definition.SES Fall 2015: One-to-One Aides
SES Fall 2015: One-to-One AidesFagen Friedman & Fulfrost
油
This document discusses legal requirements regarding the provision of one-to-one aides for students with disabilities. It summarizes two case examples where administrative law judges found that districts denied students a free appropriate public education (FAPE) by failing to provide a one-to-one aide. The document also outlines lessons for determining a student's need for an aide, including collecting data, observing the student, and considering alternative supports before assigning an aide. Overall, the document provides guidance on when districts must provide a one-to-one aide as part of FAPE.SES Fall 2015: Exiting Students from Special Education
SES Fall 2015: Exiting Students from Special EducationFagen Friedman & Fulfrost
油
The document discusses requirements and best practices for exiting students from special education. It covers three key areas:
1) Exiting based on determining a student no longer meets eligibility criteria, which requires reassessing the student in all suspected disability areas and documenting that the student no longer needs special education. Assessments must consider all available information and address all suspected areas of disability.
2) Properly convening IEP meetings, providing proper notice, and ensuring the IEP team makes exiting decisions rather than predetermining outcomes. Districts must also provide prior written notice of any decision to exit a student.
3) Case examples where districts failed to conduct comprehensive assessments, consider all relevant information, or provide properSES spring 2015: The ABCs of ESY (Extended School Year)
SES spring 2015: The ABCs of ESY (Extended School Year)Fagen Friedman & Fulfrost
油
The document provides an overview of extended school year (ESY) services for students with disabilities:
1) ESY services are provided beyond the regular school year to prevent regression of skills over breaks and support receipt of a free and appropriate public education.
2) The IEP team determines if a student needs ESY based on likelihood of regression and recoupment difficulties, not on category of disability.
3) ESY services must be comparable in quality and scope to the student's program during the regular school year.SES Spring 2015: All Things Considered - Related Services
SES Spring 2015: All Things Considered - Related ServicesFagen Friedman & Fulfrost
油
The document provides an overview of related services under IDEA and California law. It defines related services as transportation and other supportive services required to help a child with a disability benefit from special education. Specific related services discussed include physical therapy, occupational therapy, adapted physical education, transportation, and more. Case examples demonstrate how determinations of related service needs must be made on an individualized basis.SES Spring 2015: The Need for Special Ed
SES Spring 2015: The Need for Special EdFagen Friedman & Fulfrost
油
1) The document discusses the legal standards for determining eligibility for special education services under IDEA and California law. To be eligible, a student must have a qualifying disability and require special education as a result.
2) It examines what constitutes "special education", including the requirement for "specially designed instruction" to meet a student's unique needs. Case examples explore what types of support have been considered special education versus general education accommodations.
3) Through several case examples, it illustrates how courts and administrative hearings officers have analyzed whether students' needs could be met through general education or required special education, focusing on disability categories including autism, emotional disturbance, orthopedic impairment, and other health impairment.SES Spring 2015 Legal Update
SES Spring 2015 Legal UpdateFagen Friedman & Fulfrost
油
This document provides a summary of new decisions from the California Office of Administrative Hearings (OAH) related to special education law. It summarizes 6 cases related to the following topics: behavior interventions, consent for assessments, timely IEP meetings, least restrictive environment analysis, manifestation determinations, and issues regarding transfer students. The summaries explain the key facts, decisions and significance of each case. The document aims to help schools understand and apply these recent legal developments affecting special education in California.SES Fall 2014: Legal Update
SES Fall 2014: Legal UpdateFagen Friedman & Fulfrost
油
The document summarizes several recent decisions from the California Office of Administrative Hearings (OAH) related to special education law and policy. Key cases addressed issues of consent for assessments, discipline procedures for students who bring weapons to school, eligibility determinations, qualifications of service providers like nurses and aides, and whether a residential placement was necessary to provide a free appropriate public education. The document provides concise summaries of these OAH decisions in 1-3 sentences for each case.SES Fall 2014: Spotlight on Practice - Post-Hughes Bill Behavior Requirements
SES Fall 2014: Spotlight on Practice - Post-Hughes Bill Behavior RequirementsFagen Friedman & Fulfrost
油
Fagen Friedman & Fulfrost's Fall 2014 Special Education Symposium presentation on Post Hughes Bill Behavior RequirementsSES Fall 2014: All Things Considered Serving Students With Hearing Impairments
SES Fall 2014: All Things Considered Serving Students With Hearing ImpairmentsFagen Friedman & Fulfrost
油
This document provides an overview of legal standards and requirements for serving students with hearing impairments. It discusses the IDEA's definition of a free appropriate public education (FAPE) as established in Rowley v. Hendrick Hudson Board of Education. It also examines California's higher standards for considering a student's preferred communication mode, providing assistive technology, and placing students in the least restrictive environment. Case examples are provided to illustrate how these standards have been applied regarding disputes over sign language interpretation, CART services, and oral vs. auditory-verbal therapy methods.SES FALL 2014: Child Find Under the Microscope
SES FALL 2014: Child Find Under the MicroscopeFagen Friedman & Fulfrost
油
Special Education - Legal obligations of Child Find to identify children who are eligible for services. Covers both IDEA and California state law.SES Spring 2014 - Spotlight on Practice: Promotion, Retention, Grading and Gr...
SES Spring 2014 - Spotlight on Practice: Promotion, Retention, Grading and Gr...Fagen Friedman & Fulfrost
油
This document discusses promotion, retention, grading, and graduation policies for students with disabilities. It covers:
1. Promotion and retention decisions must follow district policy and consider individual student needs. IEP teams may develop individualized standards. Retention requires reconvening the IEP team to consider supports provided.
2. Grades for students with accommodations should not reflect them, while grades for students in modified curriculums should reflect achievement in the modification. Report cards and transcripts have different disclosure standards regarding disability status.
3. Graduation options include a regular diploma by meeting district standards or a certificate of completion. The IEP team must discuss graduation requirements. A regular diploma ends eligibility butSES Spring 2014 - Legal Update
SES Spring 2014 - Legal UpdateFagen Friedman & Fulfrost
油
Apring 2014 - Legal update on latest cases and legislation for Special Education in California's public schoolsSpring 2014 All Things Considered - Transitions
Spring 2014 All Things Considered - TransitionsFagen Friedman & Fulfrost
油
This document summarizes key aspects of transitions for students with disabilities from one educational setting to another. It discusses transitions from early intervention services to preschool, from preschool to elementary school, from one school district to another, and from high school to postsecondary activities. For each transition, it outlines legal requirements and considerations, including who is involved, required timelines, and what processes schools must undertake. It also summarizes a few relevant legal cases to illustrate issues that commonly arise regarding transitions.Spring 2014 Special Education in the Modern Age: Parent Participation in the...
Spring 2014 Special Education in the Modern Age: Parent Participation in the...Fagen Friedman & Fulfrost
油
This document discusses ensuring parent participation in the IEP process. It covers:
1. Who qualifies as a "parent" under special education law, including divorced parents who both have rights to participate.
2. Conducting IEP meetings, including the right of parents to request meetings, receive proper notice, and have the meeting rescheduled if unable to attend. Meetings can only be held without parents if the district documents extensive efforts to secure their participation.
3. Developing the IEP, including the issues of predetermination where districts improperly decide issues before the IEP meeting preventing meaningful parent input, and the right of parents to request independent evaluations that the district must consider.SES Spring 2013 - Spotlight on Practice
SES Spring 2013 - Spotlight on PracticeFagen Friedman & Fulfrost
油
The document provides an overview of the Office of Civil Rights (OCR) investigation and complaint resolution process under Section 504. It summarizes key steps in the OCR investigation including the complaint, jurisdiction determination, decision to close or pursue early resolution, investigation components, findings letter, resolution agreements, and monitoring. It also identifies common Section 504 issues that result in complaints such as procedural safeguards, evaluations and eligibility, bullying, discipline, accommodations, transportation, retaliation, and athletics. Practical response tactics for districts under investigation are outlined.SES Spring 2013 - All Things Considered
SES Spring 2013 - All Things ConsideredFagen Friedman & Fulfrost
油
1) The document discusses four legal cases related to independent educational evaluations (IEEs).
2) The first case examined what constitutes an "unreasonable delay" when parents request funding for an IEE. The court found a four-month delay between the request and response was unreasonable.
3) The second case showed that districts must thoroughly review assessments before denying IEE requests, as the court found errors in the district's assessment and ordered them to fund the IEE.
4) The third case established that parents do not have an unlimited amount of time to request an IEE, setting a two-year statute of limitations.
5) The fourth case clarified that for an IEP team toSES Spring 2013 - Special Education in the Modern Age
SES Spring 2013 - Special Education in the Modern AgeFagen Friedman & Fulfrost
油
This document discusses legal standards and emerging issues related to eligibility decisions for students on the autism spectrum. It provides an overview of key topics such as the definition of autism under IDEA and state law, appropriate assessment procedures, determining if criteria for autism are met, and whether a student requires special education. It examines case examples related to each topic and offers practice pointers for determining eligibility.SES Fall 2013 - Legal Update
SES Fall 2013 - Legal UpdateFagen Friedman & Fulfrost
油
This document provides a summary of new developments in special education law from 2013, including three court cases. The first case found that California law allows trained, unlicensed school staff to administer insulin to students. The second case rejected a Section 504 damages claim regarding a student's suicide allegedly due to bullying, finding the school district did not demonstrate deliberate indifference. The third case refused to dismiss a damages claim where a student was allegedly constantly bullied and reports were ignored. The document discusses implications of these and other cases regarding administration of medication, bullying, procedural errors, residential placement, autism litigation, and other issues.SES Fall 2013 - Spotlight on Practice: Discipline Troublespots
SES Fall 2013 - Spotlight on Practice: Discipline TroublespotsFagen Friedman & Fulfrost
油
This document provides summaries of frequently asked questions regarding special education discipline. It addresses topics such as determining when a series of short-term removals constitutes a change of placement, what constitutes "substantially similar" behavior, procedural requirements for removals that result in a change of placement, who should conduct manifestation determinations, how to document manifestation determination proceedings, timelines for returning a student to their prior placement if a behavior is found to be a manifestation of their disability, the types of behaviors that justify removal to an interim alternative educational setting, and whether a district can place a student in an IAES more than once during a school year. The document provides concise answers to each question along with practice pointers for implementing the legal requirementsSES Fall 2013 - All Things Considered: Serving Students with Medical Needs
SES Fall 2013 - All Things Considered: Serving Students with Medical NeedsFagen Friedman & Fulfrost
油
This document discusses serving students with medical needs. It covers three topics: 1) placing and serving students with medical needs in the least restrictive environment (LRE), discussing relevant laws, cases, and takeaways; 2) home/hospital instruction, outlining rules for general education and special education students; and 3) serving students with allergies or multiple chemical sensitivities, addressing eligibility for services under Section 504. For each topic, the document analyzes laws, case examples, and practical guidance for school districts.
Kaun TALHA quiz Prelims - El Dorado 2025
Kaun TALHA quiz Prelims - El Dorado 2025Conquiztadors- the Quiz Society of Sri Venkateswara College
油
Prelims of Kaun TALHA : a Travel, Architecture, Lifestyle, Heritage and Activism quiz, organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025. More Related Content
More from Fagen Friedman & Fulfrost (20)
SES Fall 2015: One-to-One Aides
SES Fall 2015: One-to-One AidesFagen Friedman & Fulfrost
油
This document discusses legal requirements regarding the provision of one-to-one aides for students with disabilities. It summarizes two case examples where administrative law judges found that districts denied students a free appropriate public education (FAPE) by failing to provide a one-to-one aide. The document also outlines lessons for determining a student's need for an aide, including collecting data, observing the student, and considering alternative supports before assigning an aide. Overall, the document provides guidance on when districts must provide a one-to-one aide as part of FAPE.SES Fall 2015: Exiting Students from Special Education
SES Fall 2015: Exiting Students from Special EducationFagen Friedman & Fulfrost
油
The document discusses requirements and best practices for exiting students from special education. It covers three key areas:
1) Exiting based on determining a student no longer meets eligibility criteria, which requires reassessing the student in all suspected disability areas and documenting that the student no longer needs special education. Assessments must consider all available information and address all suspected areas of disability.
2) Properly convening IEP meetings, providing proper notice, and ensuring the IEP team makes exiting decisions rather than predetermining outcomes. Districts must also provide prior written notice of any decision to exit a student.
3) Case examples where districts failed to conduct comprehensive assessments, consider all relevant information, or provide properSES spring 2015: The ABCs of ESY (Extended School Year)
SES spring 2015: The ABCs of ESY (Extended School Year)Fagen Friedman & Fulfrost
油
The document provides an overview of extended school year (ESY) services for students with disabilities:
1) ESY services are provided beyond the regular school year to prevent regression of skills over breaks and support receipt of a free and appropriate public education.
2) The IEP team determines if a student needs ESY based on likelihood of regression and recoupment difficulties, not on category of disability.
3) ESY services must be comparable in quality and scope to the student's program during the regular school year.SES Spring 2015: All Things Considered - Related Services
SES Spring 2015: All Things Considered - Related ServicesFagen Friedman & Fulfrost
油
The document provides an overview of related services under IDEA and California law. It defines related services as transportation and other supportive services required to help a child with a disability benefit from special education. Specific related services discussed include physical therapy, occupational therapy, adapted physical education, transportation, and more. Case examples demonstrate how determinations of related service needs must be made on an individualized basis.SES Spring 2015: The Need for Special Ed
SES Spring 2015: The Need for Special EdFagen Friedman & Fulfrost
油
1) The document discusses the legal standards for determining eligibility for special education services under IDEA and California law. To be eligible, a student must have a qualifying disability and require special education as a result.
2) It examines what constitutes "special education", including the requirement for "specially designed instruction" to meet a student's unique needs. Case examples explore what types of support have been considered special education versus general education accommodations.
3) Through several case examples, it illustrates how courts and administrative hearings officers have analyzed whether students' needs could be met through general education or required special education, focusing on disability categories including autism, emotional disturbance, orthopedic impairment, and other health impairment.SES Spring 2015 Legal Update
SES Spring 2015 Legal UpdateFagen Friedman & Fulfrost
油
This document provides a summary of new decisions from the California Office of Administrative Hearings (OAH) related to special education law. It summarizes 6 cases related to the following topics: behavior interventions, consent for assessments, timely IEP meetings, least restrictive environment analysis, manifestation determinations, and issues regarding transfer students. The summaries explain the key facts, decisions and significance of each case. The document aims to help schools understand and apply these recent legal developments affecting special education in California.SES Fall 2014: Legal Update
SES Fall 2014: Legal UpdateFagen Friedman & Fulfrost
油
The document summarizes several recent decisions from the California Office of Administrative Hearings (OAH) related to special education law and policy. Key cases addressed issues of consent for assessments, discipline procedures for students who bring weapons to school, eligibility determinations, qualifications of service providers like nurses and aides, and whether a residential placement was necessary to provide a free appropriate public education. The document provides concise summaries of these OAH decisions in 1-3 sentences for each case.SES Fall 2014: Spotlight on Practice - Post-Hughes Bill Behavior Requirements
SES Fall 2014: Spotlight on Practice - Post-Hughes Bill Behavior RequirementsFagen Friedman & Fulfrost
油
Fagen Friedman & Fulfrost's Fall 2014 Special Education Symposium presentation on Post Hughes Bill Behavior RequirementsSES Fall 2014: All Things Considered Serving Students With Hearing Impairments
SES Fall 2014: All Things Considered Serving Students With Hearing ImpairmentsFagen Friedman & Fulfrost
油
This document provides an overview of legal standards and requirements for serving students with hearing impairments. It discusses the IDEA's definition of a free appropriate public education (FAPE) as established in Rowley v. Hendrick Hudson Board of Education. It also examines California's higher standards for considering a student's preferred communication mode, providing assistive technology, and placing students in the least restrictive environment. Case examples are provided to illustrate how these standards have been applied regarding disputes over sign language interpretation, CART services, and oral vs. auditory-verbal therapy methods.SES FALL 2014: Child Find Under the Microscope
SES FALL 2014: Child Find Under the MicroscopeFagen Friedman & Fulfrost
油
Special Education - Legal obligations of Child Find to identify children who are eligible for services. Covers both IDEA and California state law.SES Spring 2014 - Spotlight on Practice: Promotion, Retention, Grading and Gr...
SES Spring 2014 - Spotlight on Practice: Promotion, Retention, Grading and Gr...Fagen Friedman & Fulfrost
油
This document discusses promotion, retention, grading, and graduation policies for students with disabilities. It covers:
1. Promotion and retention decisions must follow district policy and consider individual student needs. IEP teams may develop individualized standards. Retention requires reconvening the IEP team to consider supports provided.
2. Grades for students with accommodations should not reflect them, while grades for students in modified curriculums should reflect achievement in the modification. Report cards and transcripts have different disclosure standards regarding disability status.
3. Graduation options include a regular diploma by meeting district standards or a certificate of completion. The IEP team must discuss graduation requirements. A regular diploma ends eligibility butSES Spring 2014 - Legal Update
SES Spring 2014 - Legal UpdateFagen Friedman & Fulfrost
油
Apring 2014 - Legal update on latest cases and legislation for Special Education in California's public schoolsSpring 2014 All Things Considered - Transitions
Spring 2014 All Things Considered - TransitionsFagen Friedman & Fulfrost
油
This document summarizes key aspects of transitions for students with disabilities from one educational setting to another. It discusses transitions from early intervention services to preschool, from preschool to elementary school, from one school district to another, and from high school to postsecondary activities. For each transition, it outlines legal requirements and considerations, including who is involved, required timelines, and what processes schools must undertake. It also summarizes a few relevant legal cases to illustrate issues that commonly arise regarding transitions.Spring 2014 Special Education in the Modern Age: Parent Participation in the...
Spring 2014 Special Education in the Modern Age: Parent Participation in the...Fagen Friedman & Fulfrost
油
This document discusses ensuring parent participation in the IEP process. It covers:
1. Who qualifies as a "parent" under special education law, including divorced parents who both have rights to participate.
2. Conducting IEP meetings, including the right of parents to request meetings, receive proper notice, and have the meeting rescheduled if unable to attend. Meetings can only be held without parents if the district documents extensive efforts to secure their participation.
3. Developing the IEP, including the issues of predetermination where districts improperly decide issues before the IEP meeting preventing meaningful parent input, and the right of parents to request independent evaluations that the district must consider.SES Spring 2013 - Spotlight on Practice
SES Spring 2013 - Spotlight on PracticeFagen Friedman & Fulfrost
油
The document provides an overview of the Office of Civil Rights (OCR) investigation and complaint resolution process under Section 504. It summarizes key steps in the OCR investigation including the complaint, jurisdiction determination, decision to close or pursue early resolution, investigation components, findings letter, resolution agreements, and monitoring. It also identifies common Section 504 issues that result in complaints such as procedural safeguards, evaluations and eligibility, bullying, discipline, accommodations, transportation, retaliation, and athletics. Practical response tactics for districts under investigation are outlined.SES Spring 2013 - All Things Considered
SES Spring 2013 - All Things ConsideredFagen Friedman & Fulfrost
油
1) The document discusses four legal cases related to independent educational evaluations (IEEs).
2) The first case examined what constitutes an "unreasonable delay" when parents request funding for an IEE. The court found a four-month delay between the request and response was unreasonable.
3) The second case showed that districts must thoroughly review assessments before denying IEE requests, as the court found errors in the district's assessment and ordered them to fund the IEE.
4) The third case established that parents do not have an unlimited amount of time to request an IEE, setting a two-year statute of limitations.
5) The fourth case clarified that for an IEP team toSES Spring 2013 - Special Education in the Modern Age
SES Spring 2013 - Special Education in the Modern AgeFagen Friedman & Fulfrost
油
This document discusses legal standards and emerging issues related to eligibility decisions for students on the autism spectrum. It provides an overview of key topics such as the definition of autism under IDEA and state law, appropriate assessment procedures, determining if criteria for autism are met, and whether a student requires special education. It examines case examples related to each topic and offers practice pointers for determining eligibility.SES Fall 2013 - Legal Update
SES Fall 2013 - Legal UpdateFagen Friedman & Fulfrost
油
This document provides a summary of new developments in special education law from 2013, including three court cases. The first case found that California law allows trained, unlicensed school staff to administer insulin to students. The second case rejected a Section 504 damages claim regarding a student's suicide allegedly due to bullying, finding the school district did not demonstrate deliberate indifference. The third case refused to dismiss a damages claim where a student was allegedly constantly bullied and reports were ignored. The document discusses implications of these and other cases regarding administration of medication, bullying, procedural errors, residential placement, autism litigation, and other issues.SES Fall 2013 - Spotlight on Practice: Discipline Troublespots
SES Fall 2013 - Spotlight on Practice: Discipline TroublespotsFagen Friedman & Fulfrost
油
This document provides summaries of frequently asked questions regarding special education discipline. It addresses topics such as determining when a series of short-term removals constitutes a change of placement, what constitutes "substantially similar" behavior, procedural requirements for removals that result in a change of placement, who should conduct manifestation determinations, how to document manifestation determination proceedings, timelines for returning a student to their prior placement if a behavior is found to be a manifestation of their disability, the types of behaviors that justify removal to an interim alternative educational setting, and whether a district can place a student in an IAES more than once during a school year. The document provides concise answers to each question along with practice pointers for implementing the legal requirementsSES Fall 2013 - All Things Considered: Serving Students with Medical Needs
SES Fall 2013 - All Things Considered: Serving Students with Medical NeedsFagen Friedman & Fulfrost
油
This document discusses serving students with medical needs. It covers three topics: 1) placing and serving students with medical needs in the least restrictive environment (LRE), discussing relevant laws, cases, and takeaways; 2) home/hospital instruction, outlining rules for general education and special education students; and 3) serving students with allergies or multiple chemical sensitivities, addressing eligibility for services under Section 504. For each topic, the document analyzes laws, case examples, and practical guidance for school districts.SES Fall 2014: Spotlight on Practice - Post-Hughes Bill Behavior Requirements
SES Fall 2014: Spotlight on Practice - Post-Hughes Bill Behavior RequirementsFagen Friedman & Fulfrost
油
SES Fall 2014: All Things Considered Serving Students With Hearing Impairments
SES Fall 2014: All Things Considered Serving Students With Hearing ImpairmentsFagen Friedman & Fulfrost
油
SES Spring 2014 - Spotlight on Practice: Promotion, Retention, Grading and Gr...
SES Spring 2014 - Spotlight on Practice: Promotion, Retention, Grading and Gr...Fagen Friedman & Fulfrost
油
Spring 2014 Special Education in the Modern Age: Parent Participation in the...
Spring 2014 Special Education in the Modern Age: Parent Participation in the...Fagen Friedman & Fulfrost
油
SES Fall 2013 - All Things Considered: Serving Students with Medical Needs
SES Fall 2013 - All Things Considered: Serving Students with Medical NeedsFagen Friedman & Fulfrost
油
Recently uploaded (20)
Kaun TALHA quiz Prelims - El Dorado 2025
Kaun TALHA quiz Prelims - El Dorado 2025Conquiztadors- the Quiz Society of Sri Venkateswara College
油
Prelims of Kaun TALHA : a Travel, Architecture, Lifestyle, Heritage and Activism quiz, organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025. Mate, a short story by Kate Grenvile.pptx
Mate, a short story by Kate Grenvile.pptxLiny Jenifer
油
A powerpoint presentation on the short story Mate by Kate Greenville. This presentation provides information on Kate Greenville, a character list, plot summary and critical analysis of the short story.FESTIVAL: SINULOG & THINGYAN-LESSON 4.pptx
FESTIVAL: SINULOG & THINGYAN-LESSON 4.pptxDanmarieMuli1
油
Sinulog Festival of Cebu City, and Thingyan Festival of Myanmar.How to Configure Flexible Working Schedule in Odoo 18 Employee
How to Configure Flexible Working Schedule in Odoo 18 EmployeeCeline George
油
In this slide, well discuss on how to configure flexible working schedule in Odoo 18 Employee module. In Odoo 18, the Employee module offers powerful tools to configure and manage flexible working schedules tailored to your organization's needs.Rass MELAI : an Internet MELA Quiz Finals - El Dorado 2025
Rass MELAI : an Internet MELA Quiz Finals - El Dorado 2025Conquiztadors- the Quiz Society of Sri Venkateswara College
油
Finals of Rass MELAI : a Music, Entertainment, Literature, Arts and Internet Culture Quiz organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025. APM People Interest Network Conference - Oliver Randall & David Bovis - Own Y...
APM People Interest Network Conference - Oliver Randall & David Bovis - Own Y...Association for Project Management
油
APM People Interest Network Conference 2025
- Autonomy, Teams and Tension
- Oliver Randall & David Bovis
- Own Your Autonomy
Oliver Randall
Consultant, Tribe365
Oliver is a career project professional since 2011 and started volunteering with APM in 2016 and has since chaired the People Interest Network and the North East Regional Network. Oliver has been consulting in culture, leadership and behaviours since 2019 and co-developed HPTM速an off the shelf high performance framework for teams and organisations and is currently working with SAS (Stellenbosch Academy for Sport) developing the culture, leadership and behaviours framework for future elite sportspeople whilst also holding down work as a project manager in the NHS at North Tees and Hartlepool Foundation Trust.
David Bovis
Consultant, Duxinaroe
A Leadership and Culture Change expert, David is the originator of BTFA and The Dux Model.
With a Masters in Applied Neuroscience from the Institute of Organisational Neuroscience, he is widely regarded as the Go-To expert in the field, recognised as an inspiring keynote speaker and change strategist.
He has an industrial engineering background, majoring in TPS / Lean. David worked his way up from his apprenticeship to earn his seat at the C-suite table. His career spans several industries, including Automotive, Aerospace, Defence, Space, Heavy Industries and Elec-Mech / polymer contract manufacture.
Published in Londons Evening Standard quarterly business supplement, James Caans Your business Magazine, Quality World, the Lean Management Journal and Cambridge Universities PMA, he works as comfortably with leaders from FTSE and Fortune 100 companies as he does owner-managers in SMEs. He is passionate about helping leaders understand the neurological root cause of a high-performance culture and sustainable change, in business.
Session | Own Your Autonomy The Importance of Autonomy in Project Management
#OwnYourAutonomy is aiming to be a global APM initiative to position everyone to take a more conscious role in their decision making process leading to increased outcomes for everyone and contribute to a world in which all projects succeed.
We want everyone to join the journey.
#OwnYourAutonomy is the culmination of 3 years of collaborative exploration within the Leadership Focus Group which is part of the APM People Interest Network. The work has been pulled together using the 5 HPTM速 Systems and the BTFA neuroscience leadership programme.
https://www.linkedin.com/showcase/apm-people-network/about/
Lesson Plan M1 2024 Lesson Plan M1 2024 Lesson Plan M1 2024 Lesson Plan M1...
Lesson Plan M1 2024 Lesson Plan M1 2024 Lesson Plan M1 2024 Lesson Plan M1...pinkdvil200
油
Lesson Plan M1 2024 Lesson Plan M1 2024 Lesson Plan M1 2024 
EDL 290F Week 3 - Mountaintop Views (2025).pdf
EDL 290F Week 3 - Mountaintop Views (2025).pdfLiz Walsh-Trevino
油
EDL 290F Week 3 - Mountaintop Views (2025).pdfThe Constitution, Government and Law making bodies .
The Constitution, Government and Law making bodies .saanidhyapatel09
油
This PowerPoint presentation provides an insightful overview of the Constitution, covering its key principles, features, and significance. It explains the fundamental rights, duties, structure of government, and the importance of constitutional law in governance. Ideal for students, educators, and anyone interested in understanding the foundation of a nations legal framework.
How to Modify Existing Web Pages in Odoo 18
How to Modify Existing Web Pages in Odoo 18Celine George
油
In this slide, well discuss on how to modify existing web pages in Odoo 18. Web pages in Odoo 18 can also gather user data through user-friendly forms, encourage interaction through engaging features. Eng7-Q4-Lesson 1 Part 1 Understanding Discipline-Specific Words, Voice, and T...
Eng7-Q4-Lesson 1 Part 1 Understanding Discipline-Specific Words, Voice, and T...sandynavergas1
油
Understanding Discipline-Specific Words, Voice, and Technical TermsHow to use Init Hooks in Odoo 18 - Odoo 際際滷s
How to use Init Hooks in Odoo 18 - Odoo 際際滷sCeline George
油
In this slide, well discuss on how to use Init Hooks in Odoo 18. In Odoo, Init Hooks are essential functions specified as strings in the __init__ file of a module.Information Technology for class X CBSE skill Subject
Information Technology for class X CBSE skill SubjectVEENAKSHI PATHAK
油
These questions are based on cbse booklet for 10th class information technology subject code 402. these questions are sufficient for exam for first lesion. This subject give benefit to students and good marks. if any student weak in one main subject it can replace with these marks.Computer Application in Business (commerce)
Computer Application in Business (commerce)Sudar Sudar
油
The main objectives
1. To introduce the concept of computer and its various parts. 2. To explain the concept of data base management system and Management information system.
3. To provide insight about networking and basics of internet
Recall various terms of computer and its part
Understand the meaning of software, operating system, programming language and its features
Comparing Data Vs Information and its management system Understanding about various concepts of management information system
Explain about networking and elements based on internet
1. Recall the various concepts relating to computer and its various parts
2 Understand the meaning of softwares, operating system etc
3 Understanding the meaning and utility of database management system
4 Evaluate the various aspects of management information system
5 Generating more ideas regarding the use of internet for business purpose Kaun TALHA quiz Prelims - El Dorado 2025
Kaun TALHA quiz Prelims - El Dorado 2025Conquiztadors- the Quiz Society of Sri Venkateswara College
油
Rass MELAI : an Internet MELA Quiz Finals - El Dorado 2025
Rass MELAI : an Internet MELA Quiz Finals - El Dorado 2025Conquiztadors- the Quiz Society of Sri Venkateswara College
油
APM People Interest Network Conference - Oliver Randall & David Bovis - Own Y...
APM People Interest Network Conference - Oliver Randall & David Bovis - Own Y...Association for Project Management
油
Cloud Technology & H.R. Implications
- 1. Cloud Technology & H.R. Implications ACSA E-ducation Webinar February 14, 2013 Presented by Namita S. Brown
- 2. Old Paradigm District owned device District server 2
- 3. New Paradigm Wireless 3G, 4G Proxy Servers 3
- 4. Cloud & Internet Robots 4
- 5. Nexus 5
- 6. What Does This Mean? 6
- 7. Well . . . Weekend activity Image on a phone And then there is Cloud 7
- 8. Image in the Classroom 8
- 10. Lampedusa v. San Diego USD 10
- 11. Upshot Educate regarding device use 11
- 12. What About District Records? 12
- 14. Bottom Line Train Train -Train! 14
- 15. Inform ation in this presentation, including but not limited to PowerPoint handouts and the presenters' com ments, is s ummary only and not legal advice. We advis e you to consult with legal couns el to determ ine how this information m ay apply to your specific facts and 15 circumstances .