Domain IV: 013 (PPR)
Altercation
A noisy argument or disagreement, especially in public. 'I had an altercation with the ticket collector'
School counselor
A school counselor is a counselor and an educator who works in primary (elementary and middle) schools and/or secondary schools to provide academic, career, college access/affordability/admission, and social-emotional competencies to all students through a school counseling program. School counselors in most countries have at least a master's degree in school counseling and state and/or national certification.
Website
A website, or Web site, is not the same thing as a Web page. Though the two terms are often used interchangeably, they should not be. So what's the difference? To put it simply, a Web site is a collection of Web pages. For example, Amazon.com is a Web site, but there are millions of Web pages that make up the site. Knowing the difference between these two terms can save you a lot of embarrassment.
IDEA (Individuals with Disabilities Education Act)
IDEA 2004 Regulations Update: Equity in IDEA. On December 19, 2016, the US Department of Education issued Final Regulations establishing a standard approach that States must use in determining whether significant disproportionality based on race or ethnicity is occurring in the state and in its districts. Update appearing in the Federal Register for 34 CFR Part 300 § 300.646 Disproportionality and § 300.647 Determining significant disproportionality The new regulations clarify that States must address significant disproportionality in the incidence, duration, and type of disciplinary actions, including suspensions and expulsions, using the same statutory remedies required to address significant disproportionality in the identification and placement of children with disabilities. The final rule ensures that school districts explore and address situations where the cause of significant disproportionality is due to under-identification of a group as well as over-identification. Update: On September 28, 2011, the DOE issued proposed regulations relating to a revision of a school system's right to access Medicaid and the Notice that is to be provided to the parent. On February 14, 2013 the "Final Regulation" was published in the Federal Register and is effective on March 18, 2013. Click here to see Pete's reformat of the Commentary. The Federal Register is hard to read, so Pete reformatted and footnoted it with the Comments, Discussion, and Changes. Click here to see the USDOE's Guidance Memorandum with 13 FAQ's about the revision. We posted a YouTube video about the revised reg and possible Medicaid Fraud. Click here for the video. On September 28, 2011, the IDEA 2004 Part C Final Regulations governing the Early Intervention Program for Infants and Toddlers with Disabilities were published in the Federal Register. These regulations became effective on October 28, 2011. PDF Format On December 1, 2008, the U. S. Department of Education issued additional Part B regulations in order to clarify and strengthen current federal regulations regarding parental consent, hearing rights, state monitoring and enforcement, etc. Effective date of the revised regulations was December 31, 2008. IDEA Federal Regulations - Revised Part B Additional Requirements, 2008 On August 3, 2006, the U. S. Department of Education published the IDEA 2004 regulations as two preambles (1244 pages), the regulations (374 pages), and five Appendices (90 pages) for a total of 1,705 pages. (see below) By Monday, August 8, all IDEA 2004 Regulations were reformatted and published on the Wrightslaw site. The reformatted regulations are 115 pages long (down from 374 pages). They are easier to read, print and study. Read the Summary of Changes in the IDEA 2004 Regulations prepared by the US Dept of Ed (10 pages, pdf) and download the Model Forms for IEPs, Procedural Safeguards and Prior Written Notice. Table of Regulations (5 pages, pdf) Subpart A - General - Includes Purposes, Definitions (11 pages, pdf) Subpart B - State Eligibility, General - Includes FAPE and LRE requirements, ESY, services to children in private schools, state and LEA eligibility (25 pages, pdf) Subpart C - Local Educational Agency Eligibility - Includes Early Intervening Services (6 pages, pdf) Subpart D - Evaluations, Reevaluations, Eligibility, Individualized Education Programs, and Educational Placements (12 pages, pdf) Subpart E - Procedural Safeguards - Includes due process procedures, procedural safeguards notice, mediation, due process hearings, model due process form, resolution process, timelines, attorneys fees, child's status during proceedings; discipline, manifestation determination; transfer of rights at age of majority, etc. (14 pages, pdf) Subpart F - Monitoring, Enforcement, Confidentiality, and Program Information (8 pages, pdf) Subpart G - Authorization; Allotment; Use of Funds; Authorization of Appropriations (10 pages, pdf) Subpart H - Preschool Grants for Children with Disabilities (3 pages, pdf) IDEA 2004 Regs & Commentary in the Federal Register Update: IDEA Federal Regulations - Part C Final Regulations, effective October 28, 2011. Regulations & Analysis of Comments and Changes (Commentary) were published in the Federal Register, Vol. 76, No. 188, September 28, 2011, p. 60140. Update: IDEA Federal Regulations - Part B Additional Requirements, effective December 31, 2008. Regulations & Analysis of Comments and Changes (Commentary) were published in the Federal Register, Vol. 73, No. 231, December 1, 2008, p. 73006. On August 14, the official IDEA 2004 Regulations were published in the Federal Register. You may download the Regulations & Commentary in the Federal Register (307 pages) from Wrightslaw at this address http://www.wrightslaw.com/idea/law/FR.v71.n156.pdf The commentary and explanations about why the proposed regulations were changed or not changed begins on Federal Register page 46540 and continues all the way through page 46753. The actual IDEA 2004 regulations (Subparts A-H) go from page 46753 to page 46817.
RTI (Response to Intervention)
Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RTI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data. For RTI implementation to work well, the following essential components must be implemented with fidelity and in a rigorous manner: High-quality, scientifically based classroom instruction. All students receive high-quality, research-based instruction in the general education classroom. Ongoing student assessment. Universal screening and progress monitoring provide information about a student's learning rate and level of achievement, both individually and in comparison with the peer group. These data are then used when determining which students need closer monitoring or intervention. Throughout the RTI process, student progress is monitored frequently to examine student achievement and gauge the effectiveness of the curriculum. Decisions made regarding students' instructional needs are based on multiple data points taken in context over time. Tiered instruction. A multi-tier approach is used to efficiently differentiate instruction for all students. The model incorporates increasing intensities of instruction offering specific, research-based interventions matched to student needs. Parent involvement. Schools implementing RTI provide parents information about their child's progress, the instruction and interventions used, the staff who are delivering the instruction, and the academic or behavioral goals for their child. Each of these essential components is addressed in the "Include Essential Components" section of this Web site. Though there is no single, thoroughly researched and widely practiced "model" of the RTI process, it is generally defined as a three-tier (or three-step) model of school supports that uses research-based academic and/or behavioral interventions. The Three-Tier Model is described below. Tier 1: High-Quality Classroom Instruction, Screening, and Group Interventions Within Tier 1, all students receive high-quality, scientifically based instruction provided by qualified personnel to ensure that their difficulties are not due to inadequate instruction. All students are screened on a periodic basis to establish an academic and behavioral baseline and to identify struggling learners who need additional support. Students identified as being "at risk" through universal screenings and/or results on state- or districtwide tests receive supplemental instruction during the school day in the regular classroom. The length of time for this step can vary, but it generally should not exceed 8 weeks. During that time, student progress is closely monitored using a validated screening system such as curriculum-based measurement. At the end of this period, students showing significant progress are generally returned to the regular classroom program. Students not showing adequate progress are moved to Tier 2. Tier 2: Targeted Interventions Students not making adequate progress in the regular classroom in Tier 1 are provided with increasingly intensive instruction matched to their needs on the basis of levels of performance and rates of progress. Intensity varies across group size, frequency and duration of intervention, and level of training of the professionals providing instruction or intervention. These services and interventions are provided in small-group settings in addition to instruction in the general curriculum. In the early grades (kindergarten through 3rd grade), interventions are usually in the areas of reading and math. A longer period of time may be required for this tier, but it should generally not exceed a grading period. Students who continue to show too little progress at this level of intervention are then considered for more intensive interventions as part of Tier 3. Tier 3: Intensive Interventions and Comprehensive Evaluation At this level, students receive individualized, intensive interventions that target the students' skill deficits. Students who do not achieve the desired level of progress in response to these targeted interventions are then referred for a comprehensive evaluation and considered for eligibility for special education services under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). The data collected during Tiers 1, 2, and 3 are included and used to make the eligibility decision. It should be noted that at any point in an RTI process, IDEA 2004 allows parents to request a formal evaluation to determine eligibility for special education. An RTI process cannot be used to deny or delay a formal evaluation for special education. In addition to variations in the tiers used to deliver RTI services, schools use different approaches in implementation, such as problem-solving, functional assessment, standard protocol, and hybrid approaches. Although there are many formats for how a school might implement RTI to best serve the needs of its students, in every case RTI can be a school-wide framework for efficiently allocating resources to improve student outcomes.
Section 504 (Rehabilitation Act)
Section 504 is a civil rights law that prohibits discrimination against individuals with disabilities. Section 504 ensures that the child with a disability has equal access to an education. The child may receive accommodations and modifications. Unlike the Individuals with Disabilities Education Act (IDEA), Section 504 does not require a public school to provide an individualized educational program (IEP) that is designed to meet a child's unique needs and provide the child with educational benefit. Under Section 504, fewer procedural safeguards are available to the child with a disability and the child's parents than under IDEA.
Standard G:
The beginning teacher: Advocates for students and for the profession in various situations.
Standard C:
The beginning teacher: Applies knowledge of ethical guidelines for educators in Texas (e.g., those related to confidentiality, interactions with students and others in the school community), including policies and procedures described in the Code of Ethics and Standard Practices for Texas Educators.
Standard D:
The beginning teacher: Follows procedures and requirements for maintaining accurate student records.
Standard B:
The beginning teacher: Knows and adheres to legal and ethical requirements regarding the use of educational resources and technologies (e.g., copyright, Fair Use, data security, privacy, acceptable use policies).
Standard A:
The beginning teacher: Knows legal requirements for educators (e.g. those related to special education, students' and families' rights, student discipline, equity, child abuse) and adheres to legal guidelines in education-related situations.
Standard E:
The beginning teacher: Understands the importance of and adheres to required procedures for administering state - and district- mandated assessments.
Standard F:
The beginning teacher: Uses knowledge of the structure of the state education system, including relationships among campus, local and state components, top seek information and assistance.
Competency 013:
The teacher understands and adheres to legal and ethical requirements for educators and is knowledgeable of the structure of education in Texas.
Physical contact
1.physical contact - the act of touching physically; "her fingers came in contact with the light switch" contact touching, touch - the act of putting two things together with no space between them; "at his touch the room filled with lights" wipe, rub - the act of rubbing or wiping; "he gave the hood a quick rub" fair ball - (baseball) a ball struck with the bat so that it stays between the lines (the foul lines) that define the width of the playing field snick - a glancing contact with the ball off the edge of the cricket bat laying on - the act of contacting something with your hand; "peonies can be blighted by the laying on of a finger"
Cell phone
A cellular telephone is not to be confused with a cordless telephone (which is simply a phone with a very short wireless connection to a local phone outlet). The first cellular telephone for commercial use was approved by the Federal Communications Commission (FCC) in 1983. The phone, a Motorola DynaTAC 8000X, weighed 2 pounds, offered just a half-hour of talk time for every recharging and sold for $3,995.
Anecdotal notes
Anecdotal notes are used to record specific observations of individual student behaviours, skills and attitudes as they relate to the outcomes in the program of studies. Such notes provide cumulative information on student learning and direction for further instruction. Anecdotal notes are often written as the result of ongoing observations during the lessons but may also be written in response to a product or performance the student has completed. They are brief, objective and focused on specific outcomes. Notes taken during or immediately following an activity are generally the most accurate. Anecdotal notes for a particular student can be periodically shared with that student or be shared at the student's request. They can also be shared with students and parents at parent-teacher-student conferences. The purpose of anecdotal notes is to: provide information regarding a student's development over a period of time provide ongoing records about individual instructional needs capture observations of significant behaviours that might otherwise be lost provide ongoing documentation of learning that may be shared with students, parents and teachers. Tips for Establishing and Maintaining Anecdotal Notes 1. Keep a binder with a separate page for each student. Record observations using a clipboard and sticky notes. Write the date and the student's name on each sticky note. Following the note taking, place individual sticky notes on the page reserved for that student in the binder. 2. Keep a binder with dividers for each student and blank pages to jot down notes. The pages may be divided into three columns: Date, Observation and Action Plan. 3. Keep a class list in the front of the binder and check off each student's name as anecdotal notes are added to their section of the binder. This provides a quick reference of the students you have observed and how frequently you have observed them. 4. Keep notes brief and focused (usually no more than a few sentences or phrases). 5. Note the context and any comments or questions for follow-up. 6. Keep comments objective. Make specific comments about student strengths, especially after several observations have been recorded and a pattern has been observed. 7. Record as the observations are being made, or as soon after as possible, so recollections will be accurate. 8. Record comments regularly, if possible. 9. Record at different times and during different activities to develop a balanced profile of student mathematice learning. 10. Review records frequently to ensure that notes are being made on each student regularly and summarize information related to trends in students' learning. 11. Share anecdotal notes with students and parents at conferences.
Abuse and Neglect
Child abuse or child maltreatment is physical, sexual, or psychological mistreatment or neglect of a child or children, especially by a parent or other caregiver. It may include any act or failure to act by a parent or other caregiver that results in actual or potential harm to a child, and can occur in a child's home, or in the organizations, schools or communities the child interacts with. The terms child abuse and child maltreatment are often used interchangeably, although some researchers make a distinction between them, treating child maltreatment as an umbrella term to cover neglect, exploitation, and trafficking. Different jurisdictions have developed their own definitions of what constitutes child abuse for the purposes of removing children from their families or prosecuting a criminal charge. Definitions of what constitutes child abuse vary among professionals, and between social and cultural groups, as well as across time. The terms abuse and maltreatment are often used interchangeably in the literature. Child maltreatment can also be an umbrella term covering all forms of child abuse and child neglect. Defining child maltreatment depends on prevailing cultural values as they relate to children, child development, and parenting. Definitions of child maltreatment can vary across the sectors of society which deal with the issue, such as child protection agencies, legal and medical communities, public health officials, researchers, practitioners, and child advocates. Since members of these various fields tend to use their own definitions, communication across disciplines can be limited, hampering efforts to identify, assess, track, treat, and prevent child maltreatment. In general, abuse refers to (usually deliberate) acts of commission while neglect refers to acts of omission. Child maltreatment includes both acts of commission and acts of omission on the part of parents or caregivers that cause actual or threatened harm to a child. Some health professionals and authors consider neglect as part of the definition of abuse, while others do not; this is because the harm may have been unintentional, or because the caregivers did not understand the severity of the problem, which may have been the result of cultural beliefs about how to raise a child. Delayed effects of child abuse and neglect, especially emotional neglect, and the diversity of acts that qualify as child abuse, are also factors. The World Health Organization (WHO) defines child abuse and child maltreatment as "all forms of physical and/or emotional ill-treatment, sexual abuse, neglect or negligent treatment or commercial or other exploitation, resulting in actual or potential harm to the child's health, survival, development or dignity in the context of a relationship of responsibility, trust or power." In the United States, the Centers for Disease Control and Prevention (CDC) uses the term child maltreatment to refer to both acts of commission (abuse), which include "words or overt actions that cause harm, potential harm, or threat of harm to a child", and acts of omission (neglect), meaning "the failure to provide for a child's basic physical, emotional, or educational needs or to protect a child from harm or potential harm". The United States federal Child Abuse Prevention and Treatment Act defines child abuse and neglect as, at minimum, "any recent act or failure to act on the part of a parent or caretaker which results in death, serious physical or emotional harm, sexual abuse or exploitation" or "an act or failure to act which presents an imminent risk of serious harm".
Download
Download can be used as either a verb or a noun. As a verb, it refers to the process of receiving data over the Internet. Downloading is the opposite of uploading, or sending data to another system over the Internet. As a noun, download may refer to either a file that is retrieved from the Internet or the process of downloading a file. Every time you use the Internet, you download data. For example, each time you visit a webpage, your computer or mobile device must download the HTML, CSS, images, and any other relevant data in order to display the page in your web browser. When you click a "Download Now" link, your browser will start downloading a specific file that you can open. You can also download data using mediums besides the web. For example, you can download files using an FTP program, download email messages with an email client, and download software updates directly through your operating system. You can manually initiate a download (such as clicking a download link), though most downloads happen automatically. For example, your smartphone may download email messages and software updates in the background without you knowing it. While you can download a file, the word "download" may also refer to the file itself. A common way you might see "download" used as a noun is in an online advertisement that says, "Free Download." This phrase implies that clicking the download link will download a file (often a software program or installer) and use it for free. The noun "download" can also be used like the word "transfer" to describe the process of downloading data. For example, a program may display a status update that says, "Download in progress" or "Download complete."
Due process
Due process is the legal requirement that the state must respect all legal rights that are owed to a person. Due process balances the power of law of the land and protects the individual person from it. When a government harms a person without following the exact course of the law, this constitutes a due process violation, which offends the rule of law. Due process has also been frequently interpreted as limiting laws and legal proceedings (see substantive due process) so that judges, instead of legislators, may define and guarantee fundamental fairness, justice, and liberty. That interpretation has proven controversial. Analogous to the concepts of natural justice, and procedural justice used in various other jurisdictions, the interpretation of due process is sometimes expressed as a command that the government must not be unfair to the people or abuse them physically. The term is not used in contemporary English law, but two similar concepts are natural justice, which generally applies only to decisions of administrative agencies and some types of private bodies like trade unions, and the British constitutional concept of the rule of law as articulated by A. V. Dicey and others. However, neither concept lines up perfectly with the American theory of due process, which, as explained below, presently contains many implied rights not found in either ancient or modern concepts of due process in England. Due process developed from clause 39 of the Magna Carta in England. Clause 39 states "No man shall be arrested or imprisoned ... except by the lawful judgement of his peers or by the law of the land." When English and American law gradually diverged, due process was not upheld in England but became incorporated in the US Constitution.
Facebook is a popular free social networking website that allows registered users to create profiles, upload photos and video, send messages and keep in touch with friends, family and colleagues. The site, which is available in 37 different languages, includes public features such as: Marketplace - allows members to post, read and respond to classified ads. Groups - allows members who have common interests to find each other and interact. Events - allows members to publicize an event, invite guests and track who plans to attend. Pages - allows members to create and promote a public page built around a specific topic. Presence technology - allows members to see which contacts are online and chat. Within each member's personal profile, there are several key networking components. The most popular is arguably the Wall, which is essentially a virtual bulletin board. Messages left on a member's Wall can be text, video or photos. Another popular component is the virtual Photo Album. Photos can be uploaded from the desktop or directly from a smartphone camera. There is no limitation on quantity, but Facebook staff will remove inappropriate or copyrighted images. An interactive album feature allows the member's contacts (who are called generically called "friends") to comment on each other's photos and identify (tag) people in the photos. Another popular profile component is status updates, a microblogging feature that allows members to broadcast short Twitter-like announcements to their friends. All interactions are published in a news feed, which is distributed in real-time to the member's friends. Facebook offers a range of privacy options to its members. A member can make all his communications visible to everyone, he can block specific connections or he can keep all his communications private. Members can choose whether or not to be searchable, decide which parts of their profile are public, decide what not to put in their news feed and determine exactly who can see their posts. For those members who wish to use Facebook to communicate privately, there is a message feature, which closely resembles email. In May 2007, Facebook opened up its developers' platform to allow third-party developers to build applications and widgets that, once approved, could be distributed through the Facebook community. In May 2008, Facebook engineers announced Facebook Connect, a cross-site initiative that allows users to publish interactions on third-party partner sites in their Facebook news feed.
Mandated Reporting
In many parts of the western world, mandated reporters are people who have regular contact with vulnerable people and are therefore legally required to ensure a report is made when abuse is observed or suspected. Specific details vary across jurisdictions—the abuse that must be reported may include neglect, or financial, physical, sexual, or other types of abuse. Mandated reporters may include paid or unpaid people who have assumed full or intermittent responsibility for the care of a child, dependent adult, or elder. 1974 Child Abuse Prevention and Treatment Act (CAPTA)
Least restrictive environment (LRE)
In the U.S. Individuals with Disabilities Education Act (IDEA), least restrictive environment (LRE) means that a student who has a disability should have the opportunity to be educated with non-disabled peers, to the greatest extent appropriate. They should have access to the general education curriculum, or any other program that non-disabled peers would be able to access. The student should be provided with supplementary aids and services necessary to achieve educational goals if placed in a setting with non-disabled peers. Academically, a resource room may be available within the school for specialized instruction, with typically no more than two hours per day of services for a student with learning disabilities. Should the nature or severity of his or her disability prevent the student from achieving these goals in a regular education setting, then the student would be placed in a more restrictive environment, such as a special school, classroom within the current school, or a hospital program. Generally, the less opportunity a student has to interact and learn with non-disabled peers, the more the placement is considered to be restricted. LRE is one of the six principles that govern the education of students with disabilities and other special needs. By law, schools are required to provide a free appropriate public education (FAPE) in the least restrictive environment that is appropriate to the individual student's needs. To determine what an appropriate setting is for a student, a team will review the student's strengths, weaknesses, and needs, and consider the educational benefits from placement in any particular educational setting. With the differences in needs varying broadly, there is no single definition of what an LRE will be, and each student has an Individual Education Plan (IEP).
Family and Protective Services
The DFPS Downtown Legal Unit is comprised of five legal assistants and three legal secretaries who provide legal support for the Assistant District Attorneys assigned to represent the Department of Family and Protective Services in Bexar County.
No Child Left Behind (NCLB)
No Child Left Behind Act The No Child Left Behind Act authorizes several federal education programs that are administered by the states. The law is a reauthorization of the Elementary and Secondary Education Act. Under the 2002 law, states are required to test students in reading and math in grades 3-8 and once in high school. All students are expected to meet or exceed state standards in reading and math by 2014. The major focus of No Child Left Behind is to close student achievement gaps by providing all children with a fair, equal, and significant opportunity to obtain a high-quality education. The U.S. Department of Education emphasizes four pillars within the bill: Accountability: to ensure those students who are disadvantaged, achieve academic proficiency. Flexibility: Allows school districts flexibility in how they use federal education funds to improve student achievement. Research-based education: Emphasizes educational programs and practices that have been proven effective through scientific research. Parent options: Increases the choices available to the parents of students attending Title I schools. NCLB requires each state to establish state academic standards and a state testing system that meet federal requirements. This accountability requirement is called Adequate Yearly Progress (AYP). Washington received final approval of its state accountability plan from the U.S. Department of Education on August 6, 2008. In its current iteration, NCLB formally expired on Sept. 30, 2007. The next reauthorization is expected in 2011.
Suspension
Suspension is a serious disciplinary consequence applied to address inappropriate behaviour. If a student is suspended, it means that they are required to stay away from school for a set period of time. A short suspension is from 1-10 days and the student or parents are not able to appeal the principal's decision. A long suspension is 11-20 days. The student or his/her parent or someone else on his/her behalf, is entitled to appeal to the Director-General, Department of Education, Training and Employment for a review of a long suspension decision. The principal will send the student and his/her parent a letter outlining the reasons for the decision, the facts supporting the decision and how they can appeal. A charge-related suspension continues until the charge is dealt with or until the principal decides that the student can attend school. Dealt with, in relation to a charge against a student for an offense, means any of the following: the student is acquitted or convicted of the charge the student is convicted of another offense arising out of substantially the same acts or omissions as those constituting the charge the charge is withdrawn or dismissed or the trial is discontinued. A student or his/her parent or someone else on his/her behalf is entitled to appeal to the Director-General, Department of Education, Training and Employment for a review of long suspension decisions when the student is given a charge-related suspension. The principal sends the student and his/her parent a letter outlining the reasons for the decision, the facts supporting the decision and how they can appeal. A student or his/her parent or someone else on his/her behalf, can provide the principal with additional information at any stage during a charge-related suspension. The principal must consider that information and decide whether to end the suspension or propose to exclude the student. Students cannot be excluded on the grounds of the charges- they can only be excluded if they are convicted of an offense and the principal is reasonably satisfied that it is not in the best interests of other students or staff for the student to attend the school.
ADA (Americans with Disabilities Act)
The Americans with Disabilities Act (ADA) prohibits discrimination against people with disabilities in employment, transportation, public accommodation, communications, and governmental activities. The ADA also establishes requirements for telecommunications relay services. The Department of Labor's Office of Disability Employment Policy (ODEP) provides publications and other technical assistance on the basic requirements of the ADA. It does not enforce any part of the law. In addition to the Department of Labor, four federal agencies enforce the ADA: The Equal Employment Opportunity Commission (EEOC) enforces regulations covering employment. The Department of Transportation enforces regulations governing transit. The Federal Communications Commission (FCC) enforces regulations covering telecommunication services. The Department of Justice enforces regulations governing public accommodations and state and local government services. Another federal agency, the Architectural and Transportation Barriers Compliance Board (ATBCB), also known as the Access Board, issues guidelines to ensure that buildings, facilities, and transit vehicles are accessible and usable by people with disabilities. Two agencies within the Department of Labor enforce portions of the ADA. The Office of Federal Contract Compliance Programs (OFCCP) has coordinating authority under the employment-related provisions of the ADA. The Civil Rights Center is responsible for enforcing Title II of the ADA as it applies to the labor- and workforce-related practices of state and local governments and other public entities. See the Laws & Regulations subtopic for specific information on these provisions.
Fair-use guidelines
What Is Fair Use? In its most general sense, a fair use is any copying of copyrighted material done for a limited and "transformative" purpose, such as to comment upon, criticize, or parody a copyrighted work. Such uses can be done without permission from the copyright owner. In other words, fair use is a defense against a claim of copyright infringement. If your use qualifies as a fair use, then it would not be considered an infringement. So what is a "transformative" use? If this definition seems ambiguous or vague, be aware that millions of dollars in legal fees have been spent attempting to define what qualifies as a fair use. There are no hard-and-fast rules, only general guidelines and varied court decisions, because the judges and lawmakers who created the fair use exception did not want to limit its definition. Like free speech, they wanted it to have an expansive meaning that could be open to interpretation. Most fair use analysis falls into two categories: (1) commentary and criticism, or (2) parody.
IEP (Individualized Education Program)
What is an IEP? The IEP, Individualized Education Program, is a written document that's developed for each public school child who is eligible for special education. The IEP is created through a team effort and reviewed at least once a year. Before an IEP can be written, your child must be eligible for special education. By federal law, a multidisciplinary team must determine that (1) she's a child with a disability and (2) she requires special education and related services to benefit from the general education program. The Individuals with Disabilities Education Act (IDEA), a federal law, requires certain information to be included in the IEP but doesn't specify how the IEP should look. Because states and local school systems may include additional information, forms differ from state to state and may vary between school systems within a state. IEP team members The members of the multidisciplinary team who write your child's IEP include: You, the parents, who have valuable insights and information about his strengths and needs and ideas for enhancing his education General education teacher(s) who can share information about classroom expectations and your child's performance A special education teacher who has training and experience in educating children with disabilities and in working with other educators to plan accommodations An individual who can interpret the results of your child's evaluation and use results to help plan an appropriate instructional program A representative of the school system who knows about special education services and has the authority to commit resources Individuals with knowledge or special expertise about your child that are invited by you and/or the school district Representatives from transition services agencies, when such services are being discussed Your child, when appropriate, and whenever transition is discussed Contents of the IEP The IEP is a document that is designed to meet your child's unique educational needs. It's not a contract, but it does guarantee the necessary supports and services that are agreed upon and written for your child. At the least, the IEP must contain these pieces of information: Present levels of educational performance Information about your child's strengths and needs is presented by teachers, parents, and the school staff who evaluated her. Comments will be made about how your child is doing in the classroom. Observations and results of state and district-wide tests and the special education evaluation, including individually administered standardized tests, are reviewed. Besides academic needs, any other areas of concern that have been identified, such as language development, behavior, or social skills, should be discussed, as well. Goals The next step is to write measurable goals that he can reasonably accomplish in one year. Goals are based on what was discussed and documented in present levels of educational performance and focus on his needs that result from the disability. Goals should help him be involved and progress in the general curriculum and may be academic, social, behavioral, self-help, or address other educational needs. Goals are not written to maintain skills or help him achieve above grade level. The requirement for objectives and benchmarks — with which to measure progress toward goals — was eliminated from IEP requirements with the 2004 reauthorization of IDEA. However, the law now states that the child's IEP must include "a description of how the child's progress toward the annual goals ... will be measured and when periodic reports on the progress the child is making toward annual goals will be provided" — for example, at the same time report cards are issued for all students. This chart from Understood.org, a comprehensive resource for parents of kids with learning and attention issues, will help you tell if your child's IEP goals are "SMART." Special education and related services Once the IEP is written, the team has to decide how to put it into action. The school district is obligated to provide a free appropriate public education (FAPE) in the least restrictive environment (LRE). So the IEP team considers the way — to the maximum extent appropriate for both — to educate your child alongside kids without a disability. Special education is a set of services, rather than a specific place for your child to go. The services your child needs to reach the goals and objectives and how they'll be delivered are identified. For most kids, the general education classroom will be the preferred setting, but a range of options is available, including special day classes. In addition to the above, the following are part of the IEP: The extent, if any, to which your child will not participate with non-disabled kids in the regular class and other school activities When services will begin, where and how often they'll be provided, and how long they'll last Necessary transition services (age 16 or the first IEP that will be in effect when the child turns 16) These special factors will be considered and addressed in the IEP, depending on your child's needs: Supports and strategies for behavior management, if behavior interferes with her learning or the learning of others Language needs as related to the IEP if he has limited mastery, or proficiency, in English Communication needs Assistive technology devices or services required in order to receive FAPE Necessary accommodations in the general education classroom
Workbook
Workbooks are often used in schools for younger students, either in middle school or elementary school. They are favored because students can work directly in their books, eliminating the need for looseleaf and copying questions from a textbook. In industry, they may be customized interactive manuals which are used to help provide structure to an otherwise complex problem. Workbooks also hold an advantage because they are usually smaller and lighter than textbooks, which equates to less trouble when the student brings the book home to complete their homework. The term workbook is also used to describe other compilations of questions that require the reader to complete scratch-work when dealing with higher-level mathematics. It can also be used as a training tool for certain job positions. More recently, electronic workbooks have permitted interactive and customized learning. Such workbooks may be used on computers, laptops, PDAs, and may be web-based.
