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Law Offices of Adam Dayan -- Special Education News
The Law Offices of Adam Dayan represents parents of children with special needs in pursuing appropriate educational programs and services for their children. We represent children of all different ages who have a wide range of special education needs. It is never too early for a parent to seek help. We encourage parents to become informed early, and we provide guidance through all stages of the special education process.
New Mission
New Mission
My idea is to explore how other countries around the world are dealing with education and special education issues. I'd like to see different successful schools, wherever they may be, up close. I'd like to sit down with directors and administrators. I'd like to speak with government officials who keep a pulse on the education affairs of their communities. I want to learn more about education around the globe through speaking with locals, seeing the schools, and shaking hands with the people responsible for implementing the systems. If you know of any outstanding (public or private) special needs schools in other parts of the world, I'd love to hear about them. If you know any education experts from around the world, I'd love to be introduced to them. Please do not hesitate to share your thoughts or ideas. Read more about my mission.
Thursday, December 1, 2016
Winston Transitions
I found the Winston Transitions presentation to be extremely informative with respect to addressing the needs of students who are transitioning out of high school but not yet ready to move on to college or work. The school offers a full-time program as well as a part-time option for those students who may be otherwise engaged with college or work. The full-time program occurs five days per week roughly from 9:00 a.m. to 3:30 p.m. Through constant assessment, the school identifies the needs, abilities, and interests of each student, and customizes each student's program accordingly. The school's academic curriculum focuses primarily on reading, writing, and math. Classroom instruction occurs in small groups and is highly individualized. Through the FOCUS program, students have the opportunity to receive 1:1 instruction in areas of need. Much of the workload is project-based, affording students an opportunity to work independently and seek out assistance as needed. There is also a heavy emphasis on social and interpersonal skills.
One of the aspects of the school that impressed me the most was the internship program. Internships occur two days per week for roughly ten hours per week, and are tailored to the students' particular interests and strengths. In order to foster independence and self-advocacy, students do not receive the support of job coaches. Instead, constant collaboration occurs between Winston Transitions and the students' internship supervisors. Students also receive training and feedback at the center, which provides an opportunity to reflect on the students' internship experiences, discuss how to handle internship-related situations, and practice the skills necessary to succeed in a work environment. This practical piece, in my opinion, is crucial to the learning process, and I was amazed by the manner in which the school has been dealing with it.
Winston Transitions is affiliated with Winston Prep, a highly-regarded special education private school for students with language-based learning disabilities, but students need not have attended Winston Prep in order to be admitted into Winston Transitions. It is also worth noting that the school building is conveniently located at 240 Madison Avenue not far from Grand Central station. The floor includes a living room space, an activities room, classrooms, a kitchen, and a recording room (used to create podcasts), and offers a warm learning environment for its students.
A substantial number of the families enrolled at Winston Transitions receive government funding pursuant to remedies available under federal and state law for students with disabilities who have been denied an appropriate education by their local school districts. Students who have received a high school diploma may not be eligible for such funding. Parents should be mindful of this and consult an attorney for advice regarding how to approach this issue.
Monday, October 31, 2016
Transition Planning Event at the Rebecca School on November 8
If you would like to learn more about transition planning, the Rebecca School is presenting a panel event on this subject on November 8:
Saturday, October 1, 2016
Endrew F. v. Douglas County School District
Every child with a disability has a right under federal and state education have to receive a free appropriate public education from his/her local school district. What constitutes an "appropriate education" for a student with a disability, however, is the source of much litigation. Typically, an appropriate education is one designed to allow a student with a disability to achieve more than trivial advancement but courts have generally held that a school district need not maximize a student's potential.
The outcome of this case could significantly affect the landscape of IDEA litigation and, more importantly, have broad implications for the rights of students with disabilities.
Sunday, June 19, 2016
Book Talk Event with David Denby and Samuel Abrams
Tuesday, April 5, 2016
Facing History And Ourselves
When I recently became acquainted with an organization called Facing History And Ourselves, I was immediately intrigued. Facing History is a non-profit international educational and professional development organization whose mission is to engage students of diverse backgrounds in an examination of racism and prejudice in order to help students make the connection between history and the moral choices they confront in their own lives. I have had the opportunity to learn more about the organization by familiarizing myself with its pedagogical principles, observing a classroom lesson, attending a teacher training workshop, and interacting with instructors and program directors. For example, during the class I observed, I listened to students discussing a piece of art depicting the Holocaust and considering what the artist may have been thinking or feeling while creating it. During the teacher training workshop, I listened to a room full of educators debating Indian Residential Schools (schools that were set up to re-educate Native American children by stripping them of their Native American heritage in order to get them to assimilate European customs) and considering what activities and exercises they might use in the classroom to teach this lesson to their students. The workshop sparked debate about identity, morality, racism, and religious/cultural intolerance. I have also found the reading materials to be well-organized, manageable in size, and thought-provoking.
I am amazed by how the program forces individuals to examine history through a critical lens -- considering difficult issues such as racism, discrimination, and genocide -- and asking important questions about what led to these events, how they could have been prevented, and what lessons can be derived for the future. Facing History emphasizes that the atrocities of the past didn't happen in an instant but, rather, in many cases they were the result of years of cultural and societal tensions.
What I find most impressive about the program is how it connects the past to the present. I think Facing History has the power to help young students understand what I could not -- that history is intertwined with and relevant to our daily lives because we have the ability to draw from the lessons of the past to positively influence the present and future.
For more about Facing History, you can visit https://www.facinghistory.org/.
Friday, February 19, 2016
Michael Moore's Where To Invade Next
I'll focus on education. In the U.S., our education system is broken in many ways. Moore travels to Finland, France, and Germany to glean important insights regarding education. In Finland, Moore learns about educating the whole child. Finnish schools assign little, if any, homework and have few, if any, standardized tests. Students are encouraged to play and socialize, think critically, be creative, and become independent. There is also equity in Finland, which means that most schools are of high quality, so children can attend their zoned schools instead of parents having to shop around. In France, school lunch programs are taken seriously. They boast a level of culinary excellence that does not exist in the U.S. They also have an instructional component, and students are taught how to maintain a balanced and healthy diet. In Germany, schools are exploring ways of teaching about the Holocaust. Their emphasis is on owning their country's history (good and bad), recognizing where moral failures occurred, making amends for those failures, and improving their society as a result. We should be striving for these things in the U.S. American children would benefit from receiving a more well-rounded education, and learning how to live a healthier lifestyle. There should be a greater emphasis on recognizing our country's moral failures, discussing them openly in a constructive manner, and grappling with how to learn from those experiences in order to improve as a society. I think there should be a greater push for this in our schools.
Thursday, December 3, 2015
Celebrating Six Years
So much to be done, but where to begin?
I started with to-do lists. Lots and lots of to-do lists to organize myself and keep focused. I stayed busy and positive. Build a website, place ads, print business cards, network, speak with parents, meet with schools, and find clients!
From time to time, when I needed a distraction or an emotional boost, I would turn on an episode of The Office. Yup, watching The Office in the office. The show was a gift from my then-girlfriend now-wife who bought me the first couple of seasons on DVD when I told her I had never seen the show. Something tells me, though, that she probably didn't intend for me to watch it in the office.
I pounded the pavement, and clients started to call. I was eager to provide exceptional service, obtain outstanding results, and impress my clients. I am proud of the results we have achieved. At the same time, with every new client comes the responsibility of proving ourselves again. That is a responsibility I continue to take seriously no matter how long we've been around, how expert we've become, or what results we've achieved in the past.
I remember a friend questioning my decision to start my own firm. Something to the effect of "Are you for real?" I might have brushed it off then if not for the fact that I was doubting myself the same way he was doubting me. Six years later, though, I can say, yes - I am for real. The firm has grown significantly, and I feel like I've come a long way. Since starting out, I have hired a full-time associate and office administrator. We've handled hundreds of cases, helped numerous children and families, successfully litigated and settled cases of substantial monetary value, and built a reputation for tenaciousness, dedication, honesty, and exceptional results. I take great pride in that, and look forward to helping many more families navigate the special education legal process. I continue to be deeply interested and invested in the practice of special education law, which has been both professionally and personally fulfilling, and I am excited to see what the future holds.
I am thankful to the parents who have trusted us to advocate for their children, and the various professionals from whom I have learned so much. I am excited about developing the firm's global mission and sharing my experiences with you.
While I reflect on this very happy six-year anniversary, I also look forward to many more years of advocating for children, and being able to watch them grow, develop, and succeed.
I would also like to take this opportunity to wish you and your families happy holidays and a wonderful new year.
All the best in 2016.
Friday, May 22, 2015
Speaking Engagement - Wednesday, May 27
Educational Technology - The Nordic Way
See also: https://storify.com/yangbodu/nordicedtech
Finland: Exceptional Programs
The Resonaari Music School is an amazing program that offers a variety of programs and opportunities for people of all ages and abilities. The directors of the program have incredible passion for their work, and the combination of their passion and the music thumping in the background entranced me. What struck me most about Resonaari was how the school supports people with special needs. While it is not exclusive to people with special needs, it provides a warm, nurturing environment in which they are able to discover abilities they never knew they had, connect with others through musical collaboration, and develop their sense of self-worth. Resonaari also provides extra support and modified instructional materials to those who require them. Observing one group of students, some of whom had special needs, while they practiced for an upcoming concert performance was one of the highlights of my visit.
I was also impressed by the program's reach and influence. Resonaari has collaborated with the Finnish National Board of Education regarding the development of a national music curriculum. Resonaari is also engaged in ongoing music research, including how to adapt music for people with special needs. In addition, Resonaari has influenced the creation of similar music programs in other parts of the world, and is part of a global movement to connect people with music.
More information available at: http://www.resonaari.fi/
More information available at: http://www.ruskis.fi/in-english.html
The Keskupuisto Vocational School is exclusive to students with special needs, whose issues range from attention to autism to severe psychiatric disorders. Keskupuisto offers a wide array of vocational programs including mechanics, photography, audio visual, technical design, music, dance, and cooking. Classrooms are small and structured, one-to-one support is available where necessary, and students are expected to complete a significant amount of on-the-job training in order to apply their in-classroom learning to real-life settings. The school offers both certificate and non-certificate programs, as well as unique opportunities for immigrant students. The facilities are immaculately clean and beautifully designed, and located just a few steps away from Helsinki's Central Park. I toured some of the classrooms, and spoke with students and staff, and was impressed by the students' work.
More information available at: http://www.keskuspuisto.fi/en.php
Thursday, May 14, 2015
Finland: Public Schools
The first thing that struck me was the physical appearance of the schools. The buildings were beautiful and new. Outside spaces were vast with lots of room for students to roam. Indoor spaces were filled with natural light. The classrooms were clean, organized, and colorful.
I was impressed by the teachers. The teachers I spoke with came across as intelligent, serious, committed, and engaging, and they were enthusiastic about their work. I was also impressed by the amount of independence that the teachers possessed. Teachers were in charge of their classrooms without being accountable to a higher school authority, which I think promotes ownership. Since principals do not spend time monitoring their teachers in class, they can focus on broader school issues such as budget and development, which benefits the school and, in turn, the students. Teachers still obtain professional development throughout the year, but when it comes to their classroom teaching, they are trusted and respected as professionals, and given substantial freedom.
I was impressed by the level of attention to each child. Teachers and staff meet frequently to discuss the needs of all students in the school - both general and special education. Based on those meetings, the school staff can respond to each child's needs in whatever manner is appropriate. For example, schools may provide extra academic support for students who need it, or reach out to social service agencies when children need the kind of support that would extend beyond the school day. Schools have designated special education teachers who move from class to class, and since they do not have their own classrooms to teach, they can provide varying levels of support to students from different classrooms, as needed. This allows school to be flexible about meeting students' needs as issues arise, and does not require a formal diagnosis or a complicated administrative process.
I also got the feeling that schools in Finland focus on the whole child. All students receive a free lunch, irrespective of family income, which has the positive benefit of (1) making sure that no students go hungry, and (2) not singling out students who otherwise wouldn't be able to afford lunch. In addition to the regular academic curriculum, students must fulfill demanding language requirements, which require them to master Finnish, English, and Swedish. Students also benefit from non-academic specialties such as sewing and woodworking. In general, the schools were warm and nurturing environments, and the students seemed happy, well-behaved, and engaged.
I think it's also worth noting that I did not detect concerns about onerous accountability standards or compliance requirements.
All in all, the schools I saw seemed like nice learning environments that were committed to their students' success.
Tuesday, May 5, 2015
Finland: University of Helsinki
Some of the points that stand out most in my mind from my conversations with people at the University have to do with inclusion, equity, high-stakes testing, and immigration.
Three-tier model – Finland's three-tier inclusion model calls for escalating levels of support to meet the needs of those with special needs. Most students in Finland, at some point in their education, receive special education support, which could range from just a few hours of academic tutoring for a child with mild needs, to consistent academic interventions for a child with moderate needs, to a full-blown individualized learning plan for a child with severe needs. My impression was that these supports are implemented without a whole lot of red tape – i.e., it's pretty easy for parents to access these supports. Teachers and administrators seemed to be laser-focused about helping the child, and less concerned about compliance and accountability. Resources are deployed to schools accordingly. In many schools, for example, part-time special education teachers who do not teach classrooms of their own are available to provide additional academic support on an ad hoc basis to any students in the school who require it.
Equity - Finland emphasizes equity a great deal. That's not to say that every school is perfect, but the percentage of inferior schools in Finland is smaller than in most other countries around the world. Finland works hard to maintain a balance that allows parents to feel confident that their local school is as good as any other. In the U.S. there seems to be a much larger disparity between our good schools and our poor or mediocre schools. Our schools need to be more balanced.
High-stakes testing - High-stakes testing basically does not exist in Finland. There is only one high-stakes exam at the end of high school, and a number of low-stakes subject tests that students are required to take in certain subjects. These low-stakes subject tests are generally used to develop "best practices" for schools and teachers; they do not impact the students themselves. Since Finland doesn't emphasize high-stakes testing, more time can be devoted to actual learning. In the U.S., there has been a lot of debate about the consequences of students losing out on classroom learning time because of test preparation. Maximizing in-class learning time makes sense, and I was impressed by Finland's emphasis on this.
Challenges - Finland has its share of challenges as well, including: (1) Budget - Even in a small country of 5 million people, resources are limited and decisions have to be made about where to give services and where to cut them, which can result in certain demographics being underserved; (2) Staff – Some teachers may have more traditional teaching styles and be less inclined to adopt new learning approaches; (3) Immigration - Immigration in Finland is increasing, and the government is grappling with questions about who to admit into the country and how to educate new immigrants. How the government addresses these issues in the future could have important implications for the Finnish education system.
Tuesday, April 28, 2015
Finland: National Board of Education
Although the Finnish Board used to conduct school inspections to evaluate whether teachers were teaching effectively, teachers today are afforded a significant amount of autonomy. This frees up resources, which the Board can spend in other areas. The Board's current role involves collecting information from schools (teachers and/or school administrators are expected to complete questionnaires), conducting research, and compiling statistics to inform conclusions about the school system as a whole. While some students may be expected to take standardized tests sometimes, high-stakes standardized tests generally do not exist in the Finnish system (with the exception of one standardized exit exam when a child graduates from high school). I was amazed by Finland's approach to oversight and accountability, which was strikingly different from the U.S.'s.
The Board is involved with curriculum development to some extent, but the guidelines it develops are only loosely followed by the municipalities. The Board may dictate what skills should be worked on, but the local schools determine how those skills should be worked on. The Finnish curriculum sounded less onerous than the U.S.'s Common Core, but it would be interesting to take a closer look at how the two approaches compare.
How Finland is able to achieve and maintain equity among its different schools when the schools operate independently and without substantial federal involvement is a question that persisted in my mind throughout the trip. In Finland, schools and populations vary widely between regions of the country, so maintaining equity and ensuring that all school districts receive adequate resources doesn't come without challenges. I was impressed with the high level of quality among its schools despite those challenges, and I questioned whether federal involvement was important in order to achieve consistency.
The idea of "special education lawyers" is foreign to people in Finland (not sure where that would leave me if I moved to Finland today). In Finland, the government usually provides the services that are required without legal proceedings being necessary. While there is a mechanism in place for parents who are dissatisfied with the supports being provided, those complaint procedures are rarely if ever used. When they are used, lawyers are typically not involved. I was impressed with the ease of accessing supports and services.
Monday, April 20, 2015
Education Mission # 2: Finland
I have been visiting Finnish schools, meeting with educational experts, and exploring programs that are addressing education and special education in unique ways.
Over the next few days, I hope to report back about details from the trip and insights I have gained.
Wednesday, December 10, 2014
White House Summit On Early Childhood Education
Live stream available now through You Tube at :
Wednesday, December 3, 2014
Five Year Anniversary
Friday, October 31, 2014
Roses For Autism
It was a pleasant drive from New York to Connecticut on I-95 on an overcast and crisp, but not yet cold, fall afternoon. Foliage lined the highway. I arrived at the Pinchbeck rose farm at about two o'clock in the afternoon. Cows grazed on the side of the road as we pulled up to the main entrance. We were greeted warmly by Tom Pinchbeck and Michelle Ouimette. I had hoped to observe the employees in action, but they had just left for the day. Tom and Michelle showed me around the premises. On the lot, there were two greenhouses, one of which was currently in use. The one greenhouse produces around 500,000 roses per year. Lilies are grown and sold as well, but those make up a much smaller share of the business. A high-powered boiler room provides a steady flow of steam to the greenhouse to maintain an optimal temperature.
The individuals with autism whom Roses employs are responsible for growing, monitoring, cutting, packaging, and shipping the roses, as well as for other aspects of the business. They are paid employees, not interns or volunteers - a distinction that Roses emphasizes to encourage ownership. Since Roses is an "inclusive" environment, most of the employees are "typically developing" people who serve as mentors to those with special needs. Students from local mainstream public and private schools volunteer at the rose farm. Profits from the sale of flowers are invested back into the business to cover employees' salaries, to fund scholarships and career training programs, and to ensure that the business can sustain itself in the future.
If Roses is the business part of the organization, Discover Learn Work is the training part. Individuals with autism and related disorders can enroll in Discover Learn Work for business training that may include coursework at college campuses, internship opportunities at various training sites, coaching through the job interview process, or support through gainful employment.
What I found particularly interesting is that Discover Learn Work works with local public schools to meet the needs of transitioning students who require vocational training. In New York, transition programs and vocational training are a huge unmet need. Discover Learn Work participates in IEP meetings to aid in developing transition goals, and works with IEP students to implement their transition goals at one of the Discover Learn Work training sites.
Roses is part of a larger parent company called Ability Beyond (http://abilitybeyond.org/about-us/), which is run by CEO Tom Fanning (http://www.rosesforautism.com/tf/) and operates in Connecticut and New York. Roses is a growing company with plans for expansion. Short-term goals include opening the second greenhouse and creating a stronger brand image. Long-term expansion plans are still taking shape.
On my way out, I purchased a few dozen short-stem roses and some lilies for the women in my family, who were enchanted by the scent and quality of the flowers.
Monday, May 26, 2014
Infant / Toddler Development Through The Lens of Reggio Emilia
I attended the event on Thursday and truly enjoyed the evening. The event was hosted in a beautiful space in Tribeca. Arriving guests were greeted warmly with music playing in the background and snacks and drinks awaiting consumption. The crowd was intimate and diverse, with various professionals from different backgrounds in the audience. Although a power point presentation and video clip guided the presentation, the conversation was informal and interactive, with audience members sharing their perspectives and personal experiences.
The presentation consisted of many of the same points as were presented at the Brooklyn College event: child-centered approach (letting the child's interests guide instruction, rather than following a predetermined agenda set by the teacher), teacher/parent as researcher (understanding the child's interests through observation of the child's individual movements and patterns), and materials conducive to learning (easily accessible, natural, etc.). The overall message, to put it succinctly: encourage the child to explore and discover!
A point I hadn't considered prior to this evening was the importance of recording children's thoughts and comments as they explore and discover, which can help to track and understand the development of a child's interests and his/her overall personal growth. I developed an appreciation for the importance of exposing children to sensory stimuli early on. Children also need to learn the consequences of their actions through guided exploration, rather than to fear the unknown because of overprotective teachers. To conclude the evening, we explored the similarities and difference among the Reggio Emilia model, the Montessori approach, and Dr. Stanley Greenspan's DIR/Floortime methodology.
Workforce Bill To Help Students Leaving Special Education
It's unclear to me, however, whether this Workforce Bill is the right approach for addressing this issue. According to Education Week (see http://blogs.edweek.org/edweek/campaign-k-12/2014/05/bipartisan_bicameral_workforce.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+CampaignK-12+(Education+Week+Blog%3A+Politics+K-12), the primary purpose of the bill is not K-12 education but rather workforce training issues, including adult education. But the bill continues to fund a number of K-12 programs, which I imagine would leave less money for supportive employment for individuals with special needs. If the part of the bill that focuses on youths concerns itself not only with individuals with special needs but also high-school dropouts and disadvantaged youth who are pursuing GED's or vocational training, which seems to be the case, how much of the funds would be applied toward special needs individuals?
I haven't read the existing version of the bill, but I'd be curious to know if it addresses the following points. What kinds of supports would these individuals receive to assist with transitioning to the workforce? For instance, would there be daily support in the form of an on-site job coach or shadow, or perhaps a once a month group training session with some tips on how to act around the office? What kinds of jobs would these individuals be transitioned to? Who would qualify for this program? That is, would more intensive supports be provided for individuals with more severe needs, or would those with more severe impairments be excluded? What employers are participating or will participate in this program, and what training do they/will they receive? How will compensation for disabled individuals compare to the compensation of their nondisabled peers performing the same job?
While this approach to legislation may be politically convenient for the reasons that Education Week identifies, I'm not convinced it represents the kind of broad reform that I think we need to help individuals with disabilities become independent and productive adults. I'd be curious to hear others' thoughts on this, and would be interested in learning more about what other efforts are being made to address this important issue.
Sunday, May 18, 2014
New Civil Rights Guidance for Charter Schools
Dear Colleague:
The U.S. Department of Education supports charter schools' efforts to provide students, including those in some of the nation's highest-need communities, with additional meaningful opportunities to receive a high-quality public education. Today, the Department's Office for Civil Rights has released new guidance (versión en español) providing a reminder that our federal civil rights laws apply to charter schools just as they apply to other public schools.
The guidance explains that the federal civil rights laws that prohibit discrimination in education on the basis of race, color, and national origin; sex; and disability extend to all operations of a charter school, including recruiting, admissions, academics, educational services and testing, school climate (including prevention of harassment), disciplinary measures (including suspensions and expulsions), athletics and other nonacademic and extracurricular services and activities, and accessible buildings and technology.
We hope that the guidance issued today will help enhance the role charter schools can play in advancing equal opportunity for all students. Our office stands ready to provide technical assistance should you or your colleagues need it.
Thank you,
The Office for Civil Rights
Wednesday, May 7, 2014
Recap of Universal Preschool In Sweden Event
Another point I found interesting was that Educare came about as a result of the work force expansion in Sweden in the 1970's. When more women started working, someone had to look after their children. For a while the program was run under the auspices of the social welfare system. In 1998, Educare officially became part of the educational system.
Thursday, May 1, 2014
Universal Preschool In Sweden: Inspiration For Progressive Early Childhood Education
Sweden is internationally lauded for its public, comprehensive, accessible and affordable Educare system, which provides all Swedish young children with some of the very best care and education. New York City is embarking on a massive expansion of pre-K programs. What can we learn from Sweden's experience?
What: Discussion: "Universal Preschool in Sweden: Inspiration for Progressive Early Childhood Education"
Who: The Brooklyn College Department of Early Childhood and Art Education and the Brooklyn College School of Education
Where: Gold Room, 6th Floor, Brooklyn College Student Center, Campus Road and East 27th Street
When: Monday, May 5th at 6pm
For Information: Contact firstname.lastname@example.com
Sunday, March 30, 2014
"Restoring Hope During Adolescent Crises" Panel Event at the Robert Louis Stevenson School on Thursday, April 3
Restoring Hope during Adolescent Crises
an evening of networking and panel discussion
Date: April 3, 2014
Time: 6:30-8:00 PM
Questions to be addressed: When is intervention needed? Does your adolescent need an alternative school environment? Will your adolescent ever go back into mainstream education? What are reasonable parenting expectations? What supports should you make sure exist on a college campus? Professionals working with adolescents and their parents may also find this event quite helpful.
Friday, March 21, 2014
Speaking Engagement at the Rebecca School on Thursday, March 27
March 27, 2014
Wednesday, March 12, 2014
COPAA Conference 2014
This weekend I had the pleasure of attending the annual Council of Parent Attorneys and Advocates (COPAA) conference in Baltimore, Maryland, a short and immensely enjoyable 3-hour Amtrak train ride from NY Penn Station. This year's conference boasted the largest attendance ever, attracting approximately 550 attendees from all over the country.
This was my 5th COPAA conference. As I contemplated this while roaming the corridors of the Waterfront Marriott where the conference was held, moving from one session to the next, this felt like a significant milestone for me. As usual, the conference gave me an opportunity to reflect on where I've been over the last year. It was also nice to look around and recognize a significant number of the attendees.
The conference offered the usual assortment of trainings and workshops. Some highlights for me included:
Cross Examination of Experts - Great full-day workshop with Frank Hickman and Tracey Walsh focusing on the art of cross examination.
Legal and Academic Perspectives on America's Public Education - Big-picture, policy-related session considering the roots of education from the 1600's through the present, new movements including online education and school choice, and the usual hot-button issues of accountability, high-stakes testing, evaluations, and teacher performance. The afternoon portion of the day (a bit harder to get through perhaps due to sleep deprivation kicking in) addressed the intricacies of the Common Core and Universal Design for Learning, and their implications for special needs students.
Keynote Speaker LeDerick Horne - This year's speaker, LeDerrick Horne, truly delivered. He spoke about the difficulties he experienced as a child with a learning disability and the constant fear of public embarrassment that he endured on a daily basis. When he was close to breaking down, he chose instead to break through. He pushed through elementary and high school, attended college, and obtained his undergraduate degree. He has become an entrepreneur and performance poet who has worked as an advocate on the national, state and local level. While he continues to struggle with his learning difficulties, he has devised useful tools to help him cope. His presentation also included a poem or two. More information available at www.lederick.com.
General Session - Matthew Cohen delivered an impassioned speech, acknowledging the gains we have made in the areas of disability and civil rights law, but emphasizing the big steps we still need to take to move forward. He spoke forcefully, peppering the audience with real-life examples of injustices he has seen in cases he has handled, and the energy in the room rose quickly. That led to a group discussion with the audience, which led to several people speaking about the importance of embracing the concept of individuals with different abilities and focusing what unique skills people have rather than focusing on what they lack, which resonated with me and reminded me of my visit to the Ann Sullivan Center.
Life Planning for Families of Loved Ones with Special Needs - An emphasis on special needs trusts and guardianships, and how those issues can be tied into due process hearings and/or settlement agreements.
Creating a Winning Stay Put Argument - An interesting session that highlighted some of the many permutations that one might encounter when dealing with the issue of "stay put" and the question of what should be considered a child's last agreed upon placement.
Retrospective Testimony/Monday Morning Quarterbacking - Unfortunately I did not attend this event, but after hearing everyone talk about it, I wished I had. The session focused on the issue of retrospective testimony, and the implications of recent court decisions regarding this issue.
A Case Study: An Effort To Grow Special Education Advocacy Awareness - Andy Cuddy presented on his recent media campaign to reach impoverished special needs parents in Rochester through the use of television commercial spots. The campaign emphasized raising awareness in a tactful way. While some may have dismissed the event off-hand, I was glad I attended. I found the presentation to be professional, informative, and thought provoking.
Redefining Functional Skills for the 21st Century - This workshop helped me to reconsider what it means for a child with special needs to be "functional" in the 21st century, with a focus on inclusion in a general education setting.
Latest Top 40 Chart-Topping Decisions - The most entertaining case law review that I have ever attended (and it's no easy task to make this stuff exciting). The presenters delivered their top 40 cases over the last several years in the format of a top 40 music countdown, highlighting fact scenarios that were particularly ridiculous and excerpts from decisions containing language that was particularly powerful.
To Parents
COPAA is a great organization to join if you think you might benefit from a network of attorneys, advocates, parents, and others involved in the area of special needs. Parent membership costs $50 per year and provides access to a wonderful community. For more information, you can visit the COPAA website: http://www.copaa.org/.
Next year's conference is scheduled for March 5-8, 2015 at Paradise Point Resort & Spa in San Diego, California!


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Current Round
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steam counter strike global
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First up, veteran fans will enjoy the return of Train, a classic map that was a part of the standard rotation a few months ago but was retired so that Valve could work on it and give it a new lease on life. The revamped version features plenty of major changes and is available currently as part of the Operation Vanguard map group, which is offered for free to all owners of the game.I saw this coming, to be honest—and I'm personally fine with it, since Siege has clearly positioned itself as a competitive shooter from day one, but it does make me wonder if the days of a significant single-player element in multiplayer-focused games are numbered. There's also the matter of price to consider. The assumption is that you always want to play online, which may or may not be correct—and do you think Siege will be worth paying $60/£50 for with just the multiplayer element? CS: GO is just $15/£12, after all. When a member of North American CS:GO team Cloud9 unapologetically admitted that he and his teammates used adderall during a tournament in March, esports league ESL reacted swiftly, announcing that it would enforce randomized drug testing at its next event before it pursues a larger policy in partnership with two organizations dedicated to anti-doping practices.
Major League Gaming is an electronic sports organization based in New York. The e-sport firm are now in sales talks with tech hulk Yahoo with regards to broadcasting fantasy e-sports, with Counter-Strike: Global Offensive as the main topic of the said dealings. Deliberations of the two firms are almost complete.MLG has already been making future plans especially with regards to CS: GO. The dealings with Yahoo should come to a closure at the end of this year.CS: GO is based on the Portal 2 version of Source, and requires DirectX 9 only.amers curious about the new Steam Controller might be interested in a new four-minute video which has been released by Valve demonstrating their new games controller playing games such as Portal 2 and the latest CounterStrike:GO first-person shooter (FPS) to name a few.It was only three weeks ago when Peter Souvlis, one of the more veteran players in the Australian CS:GO scene, was streaming and playing matchmaking games with viewers. Souvlis has been doing this for a fair while, so it's wasn't too unusual for him to get messaged by strangers.
This RGB LED mechanical keyboard round-up compares budget, mid-range, and high-end keyboards with RGB capabilities.Valve has a lot of trust to regain when it comes to hardware. The Steam Machine concept — a fusion of consoles and gaming PCs, running Valve's own OS — was huge news in 2013 and early 2014, then dropped almost completely off the map, as it became clear that the strange, slightly yonic controller needed a redesign and manufacturers could just release their products as traditional gaming PCs. A year later, though, we've got a new game plan, a final controller design, and a virtual reality headset made in partnership with HTC. And Valve is doing something that no other major headset company is: trying to genuinely, practically reinvent the way we use our hands in virtual space.2011's Mortal Kombat was a terrific, fresh start for the franchise. The reboot got things back on a 2D plane and modernized the action in a way that could appeal to today's more discerning fighting game fans without alienating that core audience of people who just want to mess around and rip off some heads. It also retold the story from the first three Mortal Kombat games with plenty of interesting differences that left classic characters in completely different situations. Mortal Kombat X follows up on that game with a similar fighting system and a storyline that jumps around in time so much that it can be hard to follow the exploits of both the old MK fighters and a collection of their offspring. Skins: Entweder in Cases oder in Waffenkollektionen erh?ltlichAccordingly, the R8's damage has been reduced to 86 from 115 and it takes a touch longer to fire at 0.4 seconds. The spread has been widened too.The new ColdGame's CS:GO team is composed of Call of Duty 4 players that had solid work on the European scene before the game more or less died out. They managed to win several online tournaments before the end of their way on CoD 4.
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you plucky huckSunday, October 2nd, 2016
We returned home to the Front Range this evening after winterizing and buttoning up the house in Crested Butte. The next time we return will be with multiple pairs of skis! Between now and then, there is plenty of work to get done. I haven't had a chance to really sift through my photos from the fall shoot, but here are some quick ones I've been sharing.
the castles with fresh snowfall
west beckwith mountain
the slopes on snodgrass
just another gorgeous aspen-lined road
last minute surprise sunset colors
In addition to shooting fall colors around Crested Butte, I spent time working with Neva on her leash skills on the nice paths in our neighborhood. She's already amped up as it is, but there are fewer distractions on these paths than on hiking trails, so she's slightly (ever so slightly) more responsive to commands, corrections, and praise. In the backcountry, Neva acts like a drug addict, losing her mind over every sound, smell, and movement – she even refuses her favorite treats. I should revoke her lab license! But each day she made a little improvement such that after a week away, Jeremy said Neva was better on our hike Saturday. I've also noticed that she is becoming more cuddly. At 18 months, I hope that Neva will outgrow her adolescent stage and become a dog we can enjoy rather than remain a ridiculous amount of work any time we choose to do anything.
neva likes down comforters and human beds
hiking in the west elk wilderness
neva tries to creep away because she doesn't like posing for pictures
Earlier last week, I went to shoot sunrise only to wind up with a cloudless fizzle. Instead of wrapping things up and heading back home I decided to scout out a trail that had been good for huckleberries at the start of September. Most of the good patches were bare now, but the patches that didn't have fruit before were loaded with blue orbs that had frozen solid overnight. But mountain huckleberries are tough little berries, surviving the frosts and snows of early autumn above 10,000 feet. I picked about a half cup while examining The State of the Huckleberry along the trail. I found some chanterelles, too, but they don't weather a frost nearly as well as their huckleberry neighbors do, so I let them be. The frozen hucks tasted like deliciously slushy purple huckleberries – slurpleberries.
slurpleberries (frozen huckleberries)
There are plenty of things you can make with frozen huckleberries, which is a good thing since most folks will only ever get their paws on frozen huckleberries (you can buy them online) as the season for fresh hucks is relatively short. I recently had a craving for panna cotta (translates to cooked cream), because I love the silky smooth texture without all of the work of say, crème brûlée or flan. And everyone knows that berries and cream are a match made in heaven. Use blueberries if you don't have huckleberries, but promise me that one day… ONE DAY you will try a huckleberry.
huckleberries, almond extract, vanilla paste, milk, cream, sugar, gelatin, water (not pictured: pinch of salt)
sprinkle the gelatin over the water and let soften
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January 18, 2013
We Have To Examine Show Jumping's Prize Money Structure
By: Chris Kappler
I suppose it all depends on what the goal is
I suppose it all depends on your perspective. If you believe the goal of shows -and the primary mission of the USEF - is to develop the very small number of riders who will reach and be successful at the international level, then I suppose you can make an argument for creating a system that incentivizes and rewards that path. I am not at all sure that that is the majority view. By far the majority of riders who show are juniors and amateurs whose goals are far more modest than making the Team or showing at, or anywhere near, the GP level. For one thing, although all of us who show are certainly financially privileged compared to much of the rest of the population, the number of individuals who can afford horses of sufficient talent and quality to make that a realistic goal is very small (and I don't think shifting the majority of the prize money to the higher levels is going to change that, because a rider is still going to need a succession of very nice horses to *get* to the level where the rewards are being suggested.) Show managers are pushing back on this idea because they are in the business of providing opportunities for their customers to show their horses - not the business of developing Teams. Since the overwhelming number of customers want classes for their children's hunters or adult jumpers or other relatively modest heights and levels of difficulty... that is what the show managers provide. Those same customers are also the people who keep the great majority of trainers afloat financially, and the show managers know they have to support that model if they want those trainers to show up with their clients week after week. Back in the day, the USET used to be the organization charged with developing talent for the international circuit. They had training sessions and developed relationships with owners who would support the riders on the Team or in development to be on the Team, with equally talented horses. Certainly all of us "regular" members who showed on a much more modest scale were encouraged to support that effort and donate money, and those who did proudly put those USET stickers on our cars or wore our little USET pins as a mark of that support. Supporting that program did not come at the expense of those "regular" members - and in my opinion, should not do so now.
Prize money allows more show miles
If the goal is to produce more high level riders, I think an acknowledgement needs to be made about the enormous costs of getting a rider to that level and the hours of experience necessary as well. The shows are very expensive. Period. And unless there are many and frequent Jr/Am $10,000+ classes (certainly not in zones 9 or 10), it is going to be a rare event that a jr/am has their show costs covered completely. For my daughter, a good jumper paycheck means that the show budget is stretched to one more show that year. And one more show means more time in the saddle competing. To do something well takes experience (10,000 hours if experts are correct). Prize money is the difference for most Jr/Am competitors that allows more shows and perhaps a second horse. I've been on this journey with my daughter who made into her first grand prix's last summer as a junior. But it's taken every scrap of prize money she could gather along with this single mom's every dime and very supportive kind trainers who've tried to help out. If there are jr/am riders out there getting rich, I've yet to meet them. Let's not discourage the very experience that will allow our riders to move up the ranks...cap the money, okay...but have the concept that jr/am should ride for prestige only, and you will make this sport even more of a ultra-rich-only sport!
The underlying problem...
Prize money is a symptom of an underlying problem- a sport from our agricultural heritage (multi national heritage) that has divorced itself from the process of raising and making horses. No other nation has a "amusement park ride" format of horse showing that prizes the made horse so far above the young horse. Every other nation we compete against makes it a point of national pride to raise their own horses, and thus dozens of people have touched and contributed to their champions on the way up. No wonder why they fill stadiums of 60,000 to watch equestrian events. Great Show Ring Performances are a moment in time, that is a culmination of literally years of preparation. What our modern culture has done is to denigrate all that precedes a show ring win, and lose the education, challenges and rewards of day to day care and training, and the perspective of the arc of time and goal setting that underlay the real horse experience. We have ratcheted up the cost of showing far above what it costs anywhere else in the world- in several ways, and impoverished our culture in the process by depriving the estimated 100 million americans who love horses but can't participate because: You have to import the horse, you have to keep it off your own property, you have to pay others to care for it, train it, haul it, and finally, you step on right before your class at the horse show. Ask anyone over 50 and they will tell you that was not their experience or exposure to horses. Am I sympathetic at all to the single mom? Of course, but there are so many other ways to plug in to the process, and not get caught up in the "show to make money" idea, that really should be the domain of the pro's. Here's why: If our most prominent competitions are a career reward and culmination for all the breeders, backyard horse owners, mom and pop, part-time trainers that raise kids that take the Hometown Hero up the funnel, you'll have real cheering, real loyalty, real fans that have watched the whole process, and appreciate the whole arc of horsemanship. We have a family out here in California that are such heroes- the Hardins, who raise and train, and compete and strive and sell, but almost exclusively domestically raised horses. Everyone loves their stories (and they can be found on facebook daily!) If the focus returned to the whole agricultural cycle of raising horses and *showing* them off a few times a year (yes, that's where the term comes from!) then the domestic industry would be supporting and producing hundreds of millions, and yes, billions more, just because of all the trucks, tractors, and even farms and feed we don't buy, because we sent that $50,000 overseas to buy a horse we didn't raise here. One related point- we lament the lack of professional standards and certification for our sport, but the easy solution to prove that you are qualified, is that *you have raised and trained a young horse into a champion*. Simple isn't it? If that became the goal, then the the sport would truly have a "funnel to the top" with a broad grass roots support, crowds that attract sponsors, and competitors that manage their costs by, wonder of wonders, doing much of their own work... I know Chris has created winners from scratch because I had the good fortune to buy one he took from a raw filly to the top of the best rings in America. My Mother bred a colt, who won on the line, and in the futurities, and was sold to a family that had a pro compete him until he was a national champion, and then he became a national amateur champion, and then stood at stud and sire dozens of champions. An all american success story. (Viscount...) And he was horse who everyone "showed", and appreciated and understood where he was in his career. So do i have sympathy for those who scrimp to show? Sure, but I don't have sympathy for shows that have become opportunities to "run for money" instead of show where your horse is in his or her growth and development, and where you are in appreciating and supporting it. Shows used to be about breeding classes, young horse classes, green classes, pro classes, and kids and amateurs plugging in when they had done enough work at home to earn it. What are american horses now? $50,000 skateboards and bikes raised somewhere else? And what are the shows like, somewhere else. Jus' sayin'...
Prize Money for Children/Adult Jumpers
I agree with Chris Kappler that the amount of prize money should go up with the level of difficulty of the competition. I believe this is currently the case. It is very rare for competitions to offer prize money of $10,000 or anything close in Children/Adult Jumpers. Those shows generally offer substantial prize money in the higher divisions. If a limit is set on the amount of prize money that can be offered, it should be proportional to total jumper prize money at the competition rather than absolute. While encouraging capable riders to move up is a laudable goal, we need to be mindful that jumping bigger jumps is not a reasonable goal for most amateurs and many juniors due to physical and financial limitations, life circumstances, and other obligations. It does not further the sport to demean its base of support. Most of us compete to see if we can do a little better than our last ride. Shows can incent our participation with nominal prizes, money or other items, an opportunity to compete in the grand prix field or in rings with banks, liverpools, a good course designer, offering 2(a) classic or other special class. I personally avoid any shows that only put speed classes in the prize list.
Horse Sports


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Simply enter the number of people at the meeting using the scroll wheels and press the start button.
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Return Policy
Please fill out the Return Form when sending back packages. RMA Form
Tactical Distributors is committed to providing 100% customer satisfaction. If you are not satisfied with your purchase and wish to return an item within 30 days of receipt, the shipping costs for incorrectly shipped items will be met by Tactical Distributors. Goods which are supplied correctly may be returned within a 30 day period for exchange or refund. Shipping costs for correctly shipped items will be met by the customer. For your convenience, the cost of return shipping will be deducted from your refund balance.
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Items with serial numbers that are altered or changed will not be accepted for return.
Merchandise must be unworn, and in the original packaging. We'll also accept the return of incorrect or defective merchandise that meets the guidelines below.
Unworn Merchandise: Includes any item that is in new condition, still contains the original tags and is in the original packaging (if any). Returns will not be accepted if item exhibits any obvious signs of wear or is not in the condition in which it was received. All original packaging and materials including boxes, manuals, warranty cards, and any other materials in the original shipment must be returned with your merchandise.
Defective Merchandise: Includes any item that is in new condition, still contains the original tags and is in the original packaging (if any). Returns will not be accepted if item exhibits any obvious signs of wear or is not in the condition in which it was received. All original packaging and materials including boxes, manuals, warranty cards, and any other materials in the original shipment must be returned with your merchandise.
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In the event you wish to return an item after the 30-day return period, please contact Robbie Carpenter before making the return. A RMA may be provided by Customer Service for valid reasons; however, the item(s) must be in new condition as shipped with all original product packaging. You should be certain that the item you are purchasing will fit your needs. Ensure that the dimensions, aesthetics and utility of the product is what you need before placing your order. By confirming your order, you indicate your agreement to this policy.
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A good Magnesium
Posted by Reviewer1521844 on Nov 22, 2009
Natural Factors, Magnesium Citrate is a good product for anyone taking a low dose. I need to take up to 1,000mg per day and prefer Now Foods as it comes in 200 mg tablets rather than 150 mg. Still, Natural Factors makes a good quality magnesium citrate that I would recommend to the appropriate person.