If you like sweet potato you will LOVE this soup.. Minimal ingredients and SUPER Healthy, however it taste rich, creamy & velvety. You will feel like you are indulging without an ounce of guilt.
We used to serve this soup in the restaurant and it was extremely popular with Vegans, vegetarians AND Meat Eaters. I was hesitant to advertise it as a "vegan" dish to meat eaters since to them vegan = no taste. I always told them after they licked the bowl clean how healthy the soup was they just ate and that it was VEGAN. I LOVE making vegetables taste yummy!
Roasting the sweet potato instead of boiling brings out the natural sweetness and gives the soup a real depth of flavor. I LOVE the creamy base from the pureed sweet potatoes along with the diced sweet potato for texture.
Peel and dice sweet potato, arrange in a single layer on a baking sheet. Drizzle with 2 tbsp olive oil and salt. Roast @ 425* until tender and slightly caramelized. appx 20-25 min. Set aside and allow to cool.
Take half of the cooled sweet potato and place in a blender. Add the coconut milk and blend until completely smooth. Add to pot and stir. Reduce heat to simmer. Add remaining diced roasted sweet potatoes and fresh spinach. Season to taste.


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"The teacher, when she begins work in our schools, must have a kind of faith that the child will reveal himself through work."
About AMS >
Envisioning our Future: The Strategic Plan for Amherst Montessori School 2016 - 2020
The intensive work that contributed to our Strategic Plan illuminated the issues important to our community. The plan has focused our priorities and will guide our intentions and course of action for the next four years. It has also allowed us to select and refine the strategies that will enable us to achieve the goals presented in the plan and has helped us to determine benchmarks and data points upon which we will measure our success. Perhaps most importantly, this document will be an ever-present part of our leadership priorities and provide our Board of Trustees and AMS staff with a clear and common direction as we pursue endeavors to benefit our children, parents, staff, and wider community as a whole.
This Strategic Plan was informed by the feedback of more than 130 surveys, two public forums, four focus groups, and numerous interviews and discussions. Based on the feedback we received, the Board and Strategic Planning Task Force identified five priority issues as pillars of the plan. After an open call for volunteers, five subcommittees were established around each issue to draft recommendations and goals. The subcommittees submitted their work to the Strategic Planning Task Force and the final plan was submitted to the Board of Trustees for final approval during the September 2016 meeting. The entirety of the process was guided by David Sharken of Rainmaker Consulting, for whom we are exceedingly grateful.
We provide a warm, safe, and supportive community that nurtures a lifelong love of learning. We honor each child's path as they become independent, confident, and compassionate individuals, while learning to care for themselves, others, and the world.
Our Strategic Vision Statement
Amherst Montessori School is a progressive, inclusive school committed to diversity, innovative staff and program development, and an active, engaged community.
We uphold a vibrant approach to Montessori education, a welcoming facility and staff, and a commitment to a peaceful, healthy, growing world.
We are inspired to develop and materially support creative programs of personalized development that foster a joy of learning for the children we teach, the adults we train, and the Montessori-inspired community flourishing within us in mind, body, and spirit every day.
Upholding and Strengthening Montessori Educational Excellence
Amherst Montessori School holds itself to the highest educational standards. We believe in nurturing the whole child and are dedicated to consistently upholding the Montessori identity across all classes in our school. This is achieved by assessing the degree to which each classroom and guide are currently operating within the Montessori pedagogy, and supporting those classrooms as they seek to expand and strengthen the implementation of the Montessori curriculum.
As we strive to exceed the educational standards we've established for our school, it is now time to research and recommend the appropriate accreditation process to pursue. The school has already begun work towards accreditation with both the American Montessori Society and the Association of Independent Schools in New England. We will research these and other options and, if deemed paramount to achieving our educational goals, set the course for accreditation during the next four years.
Our staff and parents demonstrate an unfailing dedication to being the best that they can be for our children and community members. We acknowledge this collective personal growth mindset and will continue to cultivate this quality by developing educational opportunities for staff and parents that will allow them to grow personally, and in their understanding of and care for children.
With our Montessori philosophical emphasis on "following the child," we will embrace learning differences with a balanced approach that holistically supports our children, staff, and parents. We will accomplish this by establishing a learning support team to create and implement a framework for learning support services.
As an independent and non-traditional school, it is important to have a firm grasp of the benchmarks each child must meet socially, emotionally, and academically before they are encouraged to continue to the next level. We will develop a framework to better help identify each student's readiness for advancing along the curriculum, and work with the staff to gauge and identify each student's readiness for continuation.
In the tenth year of its existence, we remain dedicated to the success of our elementary program. While all classrooms will benefit from our strategic focus on upholding Montessori educational excellence, our elementary program will receive specific attention as we assess the needs of our oldest children and implement changes that will both enhance the elementary program and increase retention of existing younger students.
Embracing Diversity and Inclusion
Dr. Maria Montessori began her work with underprivileged children, and saw her pedagogy as a means toward a more just and peaceful world. We affirm our commitment to her philosophy and practice. We embrace diversity in our curriculum, school culture, and community. We foster a peaceful learning environment that encourages respectful discourse and conflict resolution, and cultivates empathy amongst our students and staff.
To ensure that we are upholding this commitment to inclusivity, we will create a diversity committee with membership drawn from staff, parents, Board of Trustees, and if possible, alumni. The diversity committee will define and measure our own diversity, and review and recommend ways to uphold diversity values in staffing, curriculum, facilities, policies, and practices. We will also develop a structure to manage concerns, complaints, and grievances related to diversity issues.
We aspire to ensure a Montessori education is accessible to families of all socioeconomic backgrounds, and will research and develop new pathways of affordability.
Supporting and Retaining Staff
We acknowledge the steadfast dedication of our staff and the care they provide to our students, our school, and each other. A teacher's work is demanding and we aspire to support our staff as whole people. We will continue to support an organizational culture that creates work-life balance for all staff. We will offer transparent and fair compensation packages for staff at all levels. We will communicate and provide documentation for compensation and benefits ranges, the AMS process for compensation and benefits increases, and the criteria for promotion. Additionally, we will evaluate the training support, professional development, and collaboration opportunities for AMS staff by researching and determining best practices.
In looking to the more distant future, we will assess the feasibility of establishing a training institute at AMS, which could create compelling leadership opportunities for teachers and prepare certified Montessori guides.
Advancing Our School
The school has made significant strides toward effective coordination of communications and advancement efforts. In the next four years we will work to make the AMS brand identity easily understood in a way that it meaningfully connects with community members, current and prospective students, alumni, and partners. We will ensure that the AMS identity incorporates the values of diversity, inclusion, and Montessori educational excellence. These goals will be achieved by creating and implementing a branding and messaging strategy that highlights our school's unique and distinguishing characteristics and values. Copy will be developed to be clear, concise, and consistent. Key positioning concepts will be refined. We will continue to work on identifying our true points of distinction and "headlines" that cut through the clutter in the market. Additionally, we will effectively position and regularly assess ourselves for each particular audience.
We will improve external community visibility and understanding of the Montessori philosophy. We will create education, visibility, and engagement activities to broaden community understanding of Montessori.
We acknowledge that our parents are under intense demands for their time and energy. We strive to improve and streamline our parent communication and enhance parent engagement with the school. We will also work to increase engagement amongst our parents by providing more opportunities for parents to interact with each other.
As a small nonprofit independent school with no endowment, AMS is dependent on tuition and charitable giving to cover necessary operating costs and financial aid. To ensure our vibrant future, and meet our revenue needs, it will be necessary to clarify our fundraising goals, strategies and tactics, as well as our philanthropic participation in the wider community. We will create a development plan that sets realistic and attainable revenue goals as well as creates a clear policy that differentiates between funding needs for school and the school's philanthropic activities for the community.
Enhancing Our Facility
We are fortunate to be housed in a new building completed in 2013 and constructed with the child in mind. We are exceedingly grateful for our space and are compelled to address its ongoing needs, and anticipate future needs to ensure safe, balanced, and affordable environments for children, staff, and parents. Of particular focus are challenges to our walkways and parking arrangements. To attend to these issues, we will form a facilities task force consisting of staff, board and community members to plan, prioritize, and oversee building and grounds issues for three different time horizons: immediate (2016-17), short-term (1-2 years), and long-term (3-5 years). We will evaluate emergency preparedness and create a comprehensive emergency plan. We will evaluate current walkways into the building and decide on the most effective way to create safe sidewalk/passage into the building during drop-off and pick-up times. We will also research our options and create a plan to improve parking.
We will consider best uses of existing internal spaces. We will conduct a cost/benefit analysis of creating an in-house maintenance and facility manager position. Additionally, we will review possible modifications to become a "greener" building.
Our current playgrounds are a point of distinction that should be maintained or enhanced. We will review and assess the current playground along with the needs of the children to determine what changes are needed, if any.
In thinking toward the future, our school is limited by the relatively small size of our campus. To understand the possibilities and limitations of future expansion, the facilities task force shall evaluate the need for additional space in the future and assess the feasibility and financial backing for such growth.

redpajama_set_name: RedPajamaCommonCrawl


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NASHVILLE SKYLINE: Garth Brooks Goes Back to Work
And He Has a Few Things to Say About the Music Industry
by CMT.com Staff 10/22/2009
(NASHVILLE SKYLINE is a column by CMT/CMT.com Editorial Director Chet Flippo.)
Garth Brooks, at age 47, is re-entering the public arena with his announcement to leave retirement to play select concerts. He also seems eager to begin speaking his mind again. When he began his self-imposed retirement in 2001 — announced a year earlier — to care for his three daughters as a newly-divorced father, Brooks totally withdrew from the music scene, apart from playing occasional charity shows, and he has remained totally silent on current issues in the music industry.
Now he is breaking his self-imposed silence. "When you step back into this thing, you owe it to your brothers to protect the music," he told me.
At his Nashville press conference on Oct. 15, Brooks called for the industry and for Nashville music creators in particular to protect their creations, saying, "It's time to pull out the sword and go to war."
When I talked with him later in Las Vegas after his second press conference that same day and asked what he meant about "pulling out the sword," he said, "The thing I haven't liked about the last 10 years is that we have allowed the creator and the owner of the content to bow down to the retailer. We've allowed them to stand by while piracy runs rampant without our government stepping in.
"Now, politics is a funny thing. If there are millions of illegal downloaders out there — which is millions of voters — and there's 50,000 people in the industry to protect that, it doesn't make it right to turn a blind eye because there's millions of them. They wouldn't do the same thing with McDonald's or whoever. They would have police, they would bust 'em. Our government has not stood up to protect us. I think film and music should join hand in hand and put the brakes on entertainment until … all it would take is half a day of silence. And people would say, 'Well, what the hell is going on here?' Well, you didn't take care of it, and that's your job. We can create, but we need help protecting ourselves."
Brooks also pointedly referred to iTunes' policy of selling only singles as a huge mistake.
"They are nice guys and they love music," Brooks said. "But they are businessmen and they are not going to say, 'Yeah, we'll put albums out there at the price that you tell me.' Because they don't have to. Right now, they're running the music business. And I have told them this: They might not be the last guys that should be running the business, but they're close.
"But, to us, as music people, if you're just gonna stand there and bitch, nothing's going to happen. We need to start getting active. We need to find a way that music can unify. Unionize. And turn it off."
Would he, I asked, take the active role in organizing this?
"Whoever takes the active role is going to be the bad guy forever," Brooks replied. "Somebody's got to step up and do it. I'm sticking my whole body back into the business again. Because I feel great that I am doing something to try to protect the songwriters. …
"I'm not a record label fan, but on this one, I have to stand up for the record labels and say that they can't afford development anymore. Because if you think you can live on 99 cents a single, I can guarantee you one of two things: You're wrong, or you're working for Apple."
And what, I wondered, does he think can realistically be done about this?
"I think we should take a very good look at major league sports … and the ability to come together and speak as one voice. Not one voice speaking for us — but to speak as one voice. Then I think we're fine. Trust me. iTunes? Sweet guys. And they're good businessmen. But all they're waiting for is for us to say, 'That s**t aint gonna fly.' And then they'll say, 'OK, what do you want to do?' We've just got to get together. And that's always been hard. Because of guys like me, that always do their own thing."
So, would he personally issue a call for a day or half-day of musical silence to make the point?
"I would hate to see it get that far," Brooks said. "What I would much rather do is see the government stand up for us and give us the right to make that happen if we're not happy. That would be enough, trust me, because the people that you have problems with can't make their living without music. It's like you could win the war without ever firing one shot."
He continued, "What I find myself doing with these record label heads is they're going, 'Hey, we're doing great!' And the truth is, they're doing great with what they've got to work with. But the truth is, they're making one-twentieth of what they should be making. The people that are running Taylor Swift's place? Those people, even though they're the most successful, I betcha in the '90s, they would've made 10 times more — without piracy and without having to sell everything at 99 cents. If that young lady, if for every single she sold, she sold an album, those people could have money for artist development again and for taking chances."
With this new regular performance gig in Las Vegas, one of the pre-eminent voices of the modern country music era now has a prominent forum not only to present his own music but to explore new musical ideas and artists and to discuss topics at large. And pretty much to do anything he damn well pleases, as he and his new boss, hotel and casino czar Steve Wynn, made plain at their press conference in Brooks' new musical home, the 1,500-seat Encore Theater.
Contrary to many fan and media expectations he might mount a spectacular Vegas extravaganza on the order of his big TV productions or a Cirque du Soleil show, Brooks will play his shows at the Encore by himself, with an acoustic guitar. It will be, at least initially, a musical exploration of his life and career, beginning with his musical influences and then branching into songs from throughout his career. He will, Brooks said, have the occasional musical guest, including his wife, Trisha Yearwood. He has agreed to a five-year deal (that could be ended at any time by mutual agreement) to play 15 weekends a year, with four shows a weekend. One on Friday night, two on Saturday evening and one on Sunday evening, with ticket prices at $125 for all seats. Both Brooks and Wynn said that figure was a compromise. It's well above Brooks' former top ticket prices but considerably below Vegas' typical showroom prices.
One of Brooks' main original objections to Wynn's offers to come out of retirement was that he wanted to remain at home in Oklahoma to care for his daughters and drive them to school and soccer matches and the like. Wynn's counteroffer was the use of a Challenger private jet for Brooks to make easy, two-hour commuter runs to Las Vegas, with the Challenger to become Brooks' plane to keep at the end of the five-year run.
Appearing with Wynn at the press conference, Brooks made it very plain that he was musically in sync with Wynn. Which is understandable, given Wynn's history of booking such artists as Willie Nelson and Waylon Jennings at his casinos long before it became culturally fashionable to do so.
As a casino operator, Wynn is a rare music fan. After Brooks took a look at the theater and remarked that he liked its looks, he told Wynn he wanted to hear it, mainly because he has usually played sports halls and sports arenas. Wanting to hear a large room built especially for sound, Brooks returned, with just his acoustic guitar, to try the place out. He played an acoustic show for Wynn and "1,100 of his closest friends," as Brooks said.
"I was sitting with Bette Midler," Wynn said, "and she was screaming."
So, what is Brooks after here? Well, for what it's worth, here's what I think. One, it puts him back in the public eye, which he does seem to relish. Two, he can also get back to performing music, which he obviously does love. Three, this gives him a launching pad from which he can venture into any area he chooses. Obviously, this is a man who is not finished with what he means to accomplish.
Tags: Garth BrooksTrisha Yearwood


2010.11.26: All TSP-10 authors are welcome to improve their conference papers for possible journal publication on IEICE Transactions on Information and Systems in a special section on Trust, Security and Privacy in Computing and Communication Systems. Download Call for Papers here.
2010.11.10: All TSP-10 authors are welcome to improve their conference papers for possible journal publication in a special issue of Concurrency and Computation: Practice and Experience (Wiley).Download Call for Papers here.
Please join us in June 29-July 1, 2010 in Bradford, UK. Bradford has a variety of interest and is the start point of the beautiful Yorkshire valley. The Third IEEE International Symposium on Trust, Security and Privacy for Emerging Applications (TSP-10) will be held in Bradford, UK during June 29-July 1, 2010, in conjunction with "The 10th IEEE International Conference on Computer and Information Technology (CIT 2010)", aims at bringing together researchers and practitioners in the world working on trust, security, privacy, and related issues such as technical, social and cultural implications for pervasive devices, services, networks, applications and systems, and providing a forum for them to present and discuss emerging ideas and trends in this highly challenging research area.
Please keep checking this web-space for more information and regular updates about TSP-10.


Driving from Kalamata to Stoupa , at one kilometer after the village Stavropigio there is a sign for the nunnery of Androumpevitsa, which is a Byzantine building with architectural elements of Mani and is declared as an archaeological monument.
The Monastery of Androumpevitsa was built during the period between 12th to 13th centuries, immediately after the time of Komnenians of Constantinople. This comes from the style of the small church dedicated to the Assumption and there are some great frescoes. Next the old church of Monastery of Androumpevitsa there is a younger cross-shaped church with a dome, which was built in 1704 and is full of paintings including graphs, inspired by the hymns of Enoi.
After Orlov Revolt at the end of the 18th century, the monastery of Androumpevitsa was abandoned.
In free Greece the Monastery of Androumpevitsa was owned by the family Tzanetakis, as well as the castle of Zarnata.
Today the monastery of Androumpevitsa was restored and is a nunnery.


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Q: Entity framework returns null for a row if the first column in that row is null I'm seeing a weird behavior in my Entity Framework model.  I've got a query that looks like this:
var rows = ( from alarm in context.Alarms
             join temp  in context.ListDetails on alarm.ListDetailId equals  temp.ListDetailId into entries from entry in entries.DefaultIfEmpty()
             join read  in context.Reads       on alarm.ReadId       equals  read.ReadId
             join plate in context.Images      on alarm.ReadId       equals plate.ReadId
             where alarm.IActive == 1 && ! alarm.TransmittedAlarm
             where  read.IActive == 1
             where plate.IActive == 1 && plate.ImageTypeId == 2
             select new { alarm, entry, read, plate } ).ToArray();

The query returns all columns in alphabetical order by column name.  It turns out that this column is NULL for a few rows in the result set.  When I expand the rows variable in the debugger, I see that the entire row is null!
EDIT:  Some clarification.
By "first column", I mean the first column of the first row, i.e., in "SELECT A, B, C FROM ...", I mean A. It just happens that the query that Entity Framework builds returns all of the columns in the joined result set in alphabetical order, and the first one alphabetically is nullable and is null for some rows.
The column in question is not a primary key; if it were a primary key, it couldn't be null.
When Entity Framework processes the rows of the returned data into objects, it's looking at the value of the first column in each row.  If that column is null, it's returning null for the row, instead of an object with the property that corresponds to that column set to null.
I don't believe this has anything to do specifically with a left outer join; it just happens that my query uses one.  I haven't done any testing to verify this, however, so it's just a supposition.
Has anybody seen this before?  Does anyone have a fix for this?
Tony

A: I can confirm that I have exactly same trouble: when SQL query formed by EF has null in first column of result, it return null instead of entity. It means exactly following:
using (var dc = new MyDbContext())
{
    var q = dc.Lands; //Lands is DbSet<Land>
    q = q.Where(criteria); //this leads to SQL query returning null in first column, confirmed by profiler
    var t = q.Single(); //t is now null
}

If we take another criteria, which does not result in null in first column, t is normal non-null entity.
It seems to me that it is some kind of obscure behavior/bug in EF.
Update
After several hours of probing I've found following behavior. EF does return null for entites having NULL in first column of result (which breaks expected behavior), but it has several notions about what column to put first in the select list. So, after making my model precisely consistent with my database state (which means denoting all NULLABLE database columns and replacing required navigation properties with optional) - I am using Code First, so there're plenty of places to be explicit about database - I've managed to get it to work.
It means that you should check store-level definition of your model (depending on what paradigm you use, designer-based, or code-based, it would be different places) against your database.

A: You use DefaultIfEmpty in your join. It means

If there're no items in entries that match the join criterion (alarm.ListDetailId equals  temp.ListDetailId), I want you to put a single default value of type ListDetail (which is null) into entries.

In this case EF generates a LEFT JOIN. In fact, this code is the well-known way to generate a LEFT JOIN with Linq2Sql or EF.
The LEFT JOIN statement selects NULL values for all columns of the table if no row in the table matches the JOIN criterion. In fact, the only column that matters is the PK column of the entity. EF checks if the PK value is NULL, decides that no entity exists and puts null into entries. Then you get this null as the entry property value of the results.

redpajama_set_name: RedPajamaStackExchange


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On March 21, 2020, the United States Department of Education Office for Civil Rights released guidance for how schools across the country should continue to uphold the civil rights of all students while also addressing the COVID-19 pandemic. Below is each state's (and the District of Columbia's) individual guidance for special education in elementary and secondary schools, and for parents of students with disabilities.
Last updated April 7, 2020. For the most up-to-date information, please refer to links provided in your state's section.
"Special education and related services must be provided to SWDs when instruction is provided. The quality of SDI will be judged in light of the current circumstances and in light of whether schools made good faith, reasonable efforts to deliver SDI during an unfortunate health and safety emergency.
Distance learning may look different for SWDs. If the "distance learning" is online, individualized supports and services will be provided to those for whom an online model is appropriate, accessible and reasonable. For others, "appropriate" distance learning may look different—all must be considered in light of the current COVID-19 circumstances and the child's needs presented in the current situation, etc."
More Information: Alabama Special Education Services
"It is important to point out the difference between an extended break and a school closure. During the extended break, no services are being provided to any students (regular Education or otherwise)
During a school closure, accommodations must be made for the delivery of services to all students, including students receiving special education services. These service plans will be very different from student to student, despite limitations of the resources necessary to carry out services. The status of "medical closure" is pending more information."
More Information: Alaska COVID-19 FAQ
"The IDEA, Section 504, and Title II of the ADA do not specifically address a situation in which public schools are closed for an extended period of time (generally more than 10 consecutive days) because of exceptional circumstances, such as an outbreak of a disease. During this school closure due to COVID-19, if the public education agency (PEA) does not provide any educational services to the general student population, then the PEA would not be required to provide services to students with disabilities during that same period of time. In this case, once school resumes, the PEA must make every effort to provide special education and related services to the child in accordance with the child's individualized education program (IEP) or, for students entitled to a free appropriate public education (FAPE).
If a child does not receive services after an extended period of time, a school must make an individualized determination whether and to what extent compensatory services may be needed, consistent with applicable requirements, including to make up for any skills that may have been lost."
More Information: Arizona Department of Education
"If a district has extended school closures, the district remains responsible for the free appropriate public education (FAPE) of its students who are eligible for special education services with an IEP. FAPE may include, as appropriate, special education and related services provided through distance instruction provided virtually, online, or telephonically. Districts should be communicating with parents and guardians prior to, during, and after a school closure regarding their child's IEP services. After an extended closure, districts are responsible for reviewing how the closure impacted the delivery of special education and related services to students and should plan accordingly to support each student's needs.
Please note, if a school closure causes educational services for all students to pause within a school or district, then the school/district is generally not required to provide services to the affected students eligible for special education services during that same period of time. However, this does not negate the district's responsibility in regard to the district's approved AMI Plan for short-term closures. Additional guidance will be given to schools if long term closures become necessary."
More Information: Arkansas COVID-19 Information
"At this time, the federal government has not waived the federal requirements under the Individuals with Disabilities Education Act (IDEA). To review guidance from the USDOE titled "Questions and Answers on Providing Services to Children with Disabilities During the Coronavirus Disease 2019 Outbreak," visit the USDOE website at California Special Education.
The CDE and the California State Board of Education (SBE) are working with the United States Department of Education (USDOE) to determine what flexibilities or waivers may be issued in light of the extraordinary circumstances. Until and unless USDOE ultimately provides flexibilities under federal law, LEAs should do their best in adhering to IDEA requirements, including federally mandated timelines, to the maximum extent possible. LEAs are encouraged to consider ways to use distance technology to meet these obligations. However, the CDE acknowledges the complex, unprecedented challenges LEAs are experiencing from the threat of COVID-19. As such, the CDE is committed to a reasonable approach to compliance monitoring that accounts for the exceptional circumstances facing the state."
More Information: Special Education Guidance for COVID-19 - Health Services & School Nursing (CA Dept of Education)
Colorado follows federal guidelines.
"The IDEA, Section 504, and Title II of the ADA do not specifically address a situation in which elementary and secondary schools are closed for an extended period of time (generally more than 10 consecutive days) because of exceptional circumstances, such as an outbreak of a particular disease. If an LEA closes its schools to slow or stop the spread of COVID-19, and does not provide any educational services to the general student population, then an LEA would not be required to provide services to students with disabilities during that same period of time. Once school resumes, the LEA must make every effort to provide special education and related services to the child in accordance with the child's individualized education program (IEP) or, for students entitled to FAPE under Section 504, consistent with a plan developed to meet the requirements of Section 504.
The Department understands there may be exceptional circumstances that could affect how a particular service is provided. In addition, an IEP Team and, as appropriate to an individual student with a disability, the personnel responsible for ensuring FAPE to a student for the purposes of Section 504, would be required to make an individualized determination as to whether compensatory services are needed under applicable standards and requirements."
More Information: Colorado COVID-19
"The Individuals with Disabilities Education Act (IDEA) does not specifically address a situation in which school would be closed for an extended period of time due to exceptional circumstances, such as a pandemic emergency. School districts must provide a free and appropriate public education (FAPE) consistent with the need to protect the health and safety of students, and those individuals providing education, specialized instruction, and related services to these students. Federal disability law allows for flexibility in determining how to meet the individualized needs of students receiving special education services.
Given that Connecticut has mandated statewide school closures, it is essential that school districts focus on providing continued educational opportunities for all students. School districts must ensure that students receiving special education have access to these opportunities. For students with individualize education program (IEPs), school districts must ensure that each student is provided the special education and related services identified in the student's IEP developed pursuant to the IDEA, to the greatest extent possible. Continued educational opportunities are not required to be determined or documented within the planning and placement team (PPT) process, however these opportunities should be individualized based upon the student's unique needs."
More Information: Connecticut COVID-19 Memorandum
"The IDEA, Section 504, and Title II of the ADA do not specifically address a situation in which elementary and secondary schools are closed for an extended period of time (generally more than 10 consecutive days) because of exceptional circumstances, such as an outbreak of a particular disease. If an LEA closes its schools to slow or stop the spread of COVID-19, and does not provide any educational services to the general student population, then an LEA would not be required to provide services to students with disabilities during that same period of time-related modifications and services may be effectively provided online.
Where technology itself imposes a barrier to access or where educational materials simply are not available in an accessible format, educators may still meet their legal obligations by providing children with disabilities equally effective alternate access to the curriculum or services provided to other students. For example, if a teacher who has a blind student in her class is working from home and cannot distribute a document accessible to that student, she can distribute to the rest of the class an inaccessible document and, if appropriate for the student, read the document over the phone to the blind student or provide the blind student with an audio recording of a reading of the document aloud."
More Information: Delaware Department of Education
"Students who are included for most of their school day in the general education classroom follow the grade level lessons.
Students in BES and SLS programs also follow their grade level content and do not have individualized learning packets created by their teachers.
Students in all other self-contained programs or students pursuing a Certificate of IEP Success will have an individualized packet of instruction designed by the teachers and aligned to IEP goals. Parents can make this packet the instructional priority. Parents may still access any of the general education content that may interest, challenge or encourage their child."
More Information: DC Education Resources
More Information: Florida COVID-19 Response
"If a school system has extended school closures, the school system will remain responsible for FAPE of its students eligible for special education services with an IEP. If a school closure causes educational services for all students to pause within a school or school system, then the school/school system is generally not required to provide services to the affected students eligible for special education services during that same period of time.
After an extended closure, school systems are responsible for reviewing how the closure impacted the delivery of special education and related services to students eligible. Students may need extra services to make up for these missed services."
More Information: Georgia Special Education
"When all students are provided educational opportunities, the schools must implement, to the greatest extent possible, special education and related services. Schools may not be able to provide all of a child's services in the same manner typically provided.
Schools must ensure students with disabilities have equal access to the same educational opportunities that are provided to all students. Accommodations and modifications will be provided to the greatest extent possible given the circumstances
When school resumes in its traditional manner, Individualized Education Program (IEP) and Section 504 teams will meet to determine any loss of skills as a result of the extended school closure and the child's need for compensatory education."
More Information: Hawaii COVID-19 Information for Parents
"If a district has extended school closures but continues to provide educational services to all students, the district will remain responsible for the free appropriate public education (FAPE) of its students eligible for special education services with an individualized education program (IEP). Districts should be communicating with parents and guardians prior to, during, and after a school closure regarding their child's IEP services.
Districts and schools will work to ensure that all students receive services to the most appropriate extent possible. Although special education or related services may need to be adjusted, IEP teams should work to ensure that a student on an IEP receives services comparable to all other students. Services might include schoolwork packets, online learning, or some other learning adapted to the student's needs and location."
More Information: Idaho Special Education FAQ
"The Office for Civil Rights guidance provides that a LEA that is not providing any educational opportunities to its general education students would not be required to provide services to students with disabilities during that same period of time.
Pursuant to the guidance from OCR, if a student does not receive services after an extended period of time, the student's IEP team (or appropriate personnel under Section 504) must make an individualized determination whether and to what extent compensatory services are needed consistent with the respective applicable requirements, including to make up for any skills that may have been lost."
More Information: Illinois School Closure Guidance
"Local Education Agencies (LEAs) are encouraged to provide learning opportunities to students if possible so students can make educational progress despite the significant disruption of school closures. This includes providing students with disabilities access to these opportunities to the greatest extent possible during this public health emergency.
If some services cannot be provided or minutes are reduced, the LEA must consider, whether and to what extent, compensatory services are required once the school reopens. These determinations must be made on an individual student basis."
More Information: Indiana COVID-19 Guidance
"Schools Closed and No Services Provided. If a school district closes its schools to slow or stop the spread of COVID-19 and does not provide any educational services to the general student population, then it would not be required to provide services to students with disabilities during that same period of time.
If a nonpublic school student with a disability receives services from the public school district under Iowa Code section 256.12 and the public school is closed, the public school does not need to provide services to that student. If schools are closed and no services are provided, there is no automatic entitlement for services to be "made up" once services resume. Each child's team, however, must consider the extent to which additional services are required to receive a FAPE.
Schools Closed and Services Provided. If a district continues to provide educational opportunities to the general student population during a school closure, the district must ensure that students with disabilities also have equal access to the same opportunities, including the provision of FAPE under Section 504 and Title II of the Americans with Disabilities Act."
More Information: 2020-03-17 Guidance for Iowa AEAs and School Districts for IDEA During COVID-19 Outbreak
"When a school is closed due to a COVID-19 outbreak, but is implementing its Continuous Learning Plan, the school must ensure that each student with an exceptionality also has equal access to the same opportunities, including, to the greatest extent possible under these unprecedented circumstances, a free appropriate public education (FAPE). School districts must provide a FAPE consistent with the need to protect the health and safety of students with exceptionalities and those individuals providing education, specialized instruction, and related services to these students.
In this unique and ever-changing environment, these exceptional circumstances may affect how all educational and related services and supports are provided. FAPE may include, as appropriate, special education and related services provided through distance instruction provided virtually, through instructional materials sent home, or telephonically. The determination of how FAPE is to be provided may need to be different during the time when a school is closed and implementing its Continuous Learning Plan.
This guidance is consistent with and based upon the Office for Civil Rights (OCR) and Office of Special Education and Rehabilitative Services (OSERS) Supplemental Fact Sheet Addressing the Risk of COVID-19 in Preschool, Elementary and Secondary Schools While Serving Children with Disabilities issued on March 21, 2020. Educators should read that document fully for more guidance regarding how to provide special education and related services in a distance learning environment."
More Information: Kansas COVID-19 Announcement
"If a local school district elects to utilize Kentucky's NTI program to provide educational opportunities to the general student population then the district must also ensure that students with disabilities have equal access to the same opportunities, including the provision of FAPE.
Districts must ensure that, to the greatest extent possible, each student is provided the special education and related services identified in the student's IEP developed under IDEA. If a student does not receive IEP services, the Admissions and Release Committee (ARC) must make an individual determination to decide whether the student requires compensatory education to make up for any skills that may have been lost because the student did not receive educational benefit.
If a district is unable to provide services to a student with a disability in accordance with the student's IEP, the student's ARC must determine which services can be provided to appropriately meet the student's needs. The ARC may meet by teleconference or other means to determine if some, or all, of the identified services can be provided through alternate or additional methods. NTI days are considered instructional days and must be included for purposes of determining compliance with IDEA timeline requirements."
More Information: Kentucky Education Updates
The school system should also consider whether the student could benefit from instructional telephone calls, online learning, and other distance-based learning approaches, to the extent available. The U.S. Department of Education has issued a Q&A document on providing services to children with disabilities during the coronavirus outbreak."
More Information: Louisiana Resources
"If the school is closed (no instructional services provided to any students), then there is no requirement for FAPE during the closure. Once instruction resumes, SAUs shall conduct IEP meetings to determine adverse impact on special education students on a case-by-case basis.
If a student is infected with COVID-19, the school should approach this situation similarly to a homebound student. The district will need to determine if the child can access instruction from home, such as, online or virtual instruction, instructional phone calls and/or other curriculum-based instructional activities. If a child is unable to receive services for an extended period, the IEP team must make an individualized determination as to what extent compensatory services are needed. (MUSER X.2.C.(2)(f))
For the documented medically fragile child who is excluded from school during an outbreak of COVID-19 or if the student is not medically able to return when instruction resumes, the IEP team must convene to consider an amendment to the IEP to include homebound instructional services."
More Information: Maine Education Resources
"If the local public agency provides educational services to the general student population, such as through distance learning, it must provide equitable access to comparable opportunities to students with disabilities, tailored to their individual needs, to the maximum extent possible.
The DOE has made it clear that schools may not decline to provide general education instruction through alternative delivery models in order to avoid addressing matters pertaining to services for students with disabilities. Instead, decisions about the provision of education services must be based on consideration of the health, safety, and well-being of students and school staff.
In Maryland, instruction to students with disabilities is expected to be provided in alignment with the general education plans that each public agency is being required to develop. Students remain entitled to related services under their IEP. Local public agencies should consider how these services, such as speech and language therapy, may be provided virtually."
More Information: Maryland Special Education Bulletin
"The United States Department of Education (USED) has stated that during this national emergency "school districts must provide a free and appropriate public education (FAPE) consistent with the need to protect the health and safety of students with disabilities and those individuals providing education, specialized instruction, and related services to these students."
Schools may not be able to provide all services in the manner they are typically provided pursuant to students' IEPs. The provision of FAPE may include, as appropriate, special education and related services provided remotely through resources and supports (such as strategies, projects and packets provided to students matched with regular and ongoing communication from special education team members) and services and instruction (such as virtual, online, or telephonic instruction).
During this period of school closure, districts should make every effort to use creative strategies to provide special education instruction and services to the extent feasible. Moreover, any educational opportunities offered to the general student population, including enrichment activities and resources, must be made accessible to students with disabilities."
More Information: Massachusetts Special Education FAQ
"If a district chooses to provide educational support (online learning, instructional packets, enrichment/enhancement activities, among other approaches) to all students, districts must consider the additional needs of students with disabilities, including accessibility. Educational supports provided through distance learning approaches are designed to assist students in maintaining skills, and in some cases, make progress in the general education curriculum. Districts must address the unique and individual needs of students with disabilities when utilizing these approaches.
If technology is needed for a student with a disability to access an educational activity, the needed technology and support must be provided by the district at no charge to the student."
More Information: Michigan Education Memorandum
"Once distance learning instruction begins for all students in districts, this also includes students on IEPs in all instructional settings, including those students in Level 4 programs. As per the Governor's order, districts have planning time from March 18-27 to plan for their distance learning instructional services model.
School districts must provide a [FAPE] consistent with the need to protect the health and safety of students with disabilities and those individuals providing education, specialized instruction, and related services to these students. In this unique and ever-changing environment, OCR, and OSERS recognize that these exceptional circumstances may affect how all educational and related services and supports are provided, and the [U.S. Department of Education] will offer flexibility where possible.
However, school districts must remember that the provision of FAPE may include, as appropriate, special education and related services provided through distance instruction provided virtually, online, or telephonically. Where technology itself imposes a barrier to access or where educational materials simply are not available in an accessible format, educators may still meet their legal obligations by providing children with disabilities equally effective alternate access to the curriculum or services provided to other students."
More Information: Minnesota COVID-19 Education
"If the district is not providing educational services to students during the closure, then there is not a requirement to provide special education services to students with disabilities during the same time period.
If a LEA continues to provide educational opportunities to the general student population during a school closure, the school must ensure that students with disabilities also have equal access to the same opportunities, including the provision of FAPE.
Based on the current circumstances and the highly individualized nature of special education services it is possible that in some cases it may be very difficult to fully implement a student's IEP. If that is the case, IEP Committees should make every effort to meet and make any necessary revisions or additions to the student's IEP."
More Information: Mississippi COVID-19 Education Guidance
"If schools are closed, but the LEA continues to provide educational opportunities to the general student population during the closure, the school must ensure that students with disabilities also have equal access to the same opportunities, including the provision of FAPE. The LEA must ensure that, to the greatest extent possible, each student with a disability can be provided the special education and related services identified in the student's IEP.
If an LEA cannot implement the IEP as written and provide services necessary for the provision of FAPE in either a face-to-face or virtual environment, the LEA should document carefully what services were not able to be provided to each individual student. This documentation must be detailed enough to enable the IEP team to later make determinations regarding what compensatory services need to be considered for individual students. LEAs should plan for effective communication with families regarding any services provided during the COVID-19 pandemic response."
More Information: Missouri COVID-19 FAQ
"If a school provides educational opportunities to the general student population during the school closure, the school must ensure that students with disabilities also have equal access to the same opportunities, including the provision of FAPE.
The guidance from the Department of Education is clear that once a school resumes normal operations, each student's IEP team must make an individualized determination whether compensatory education is necessary."
More Information: Montana Special Education Guidance
"If the district continues providing education opportunities to students during the closure, this includes provision of special education and related services, too, as part of a continuity in learning plan. This requirement ensures students with and without disabilities are treated equitably and is required by federal and state anti-discrimination laws, including Title II of the ADA, Section 504 of the Rehabilitation Act, and the IDEA.
If the district is not providing educational services to students during the closure, then there is not a requirement to provide special education services during the same time period. Districts will want to consider special education needs on a case-by-case basis during the closure to address health and safety needs of students with disabilities."
More Information: Nebraska Education Resources
"As of April 2, Nevada has not introduced any statewide rules for special education during COVID-19. The federal guidelines have been included below.
If a school district closes its schools and does not provide any educational services to the general student population, then a school would not be required to provide services to students with disabilities during that same period of time. Once school resumes, the school must return to providing special education and related services to students with disabilities in accordance with the student's IEP or, for students entitled to FAPE.
If a student does not receive services after an extended period of time, the student's IEP Team, or appropriate personnel under Section 504, must make an individualized determination whether and to what extent compensatory services are needed consistent with the respective applicable requirements, including to make up for any skills that may have been lost."
More Information: Office for Civil Rights Fact Sheet
"FAPE The Department's position is consistent with the OSEP guidance stating that if non-disabled students are receiving remote or other instruction, we need to find ways to provide special education student's services outlined in their IEP. If non-disabled peers are not receiving instruction, special education students would not necessarily receive services.
Our approach is a three-tiered safety net of support for students with an IEP:
Services may be of a nature that they can be provided in a remote instructional environment. This may include, for example, daily "check-ins" with a student, which may be able to be provided seamlessly in a remote instruction model.
Another option may be to have a limited number of students (hence lower COVID-19 risk) continue to come to the school for those specific services. This might be OT/PT, or perhaps speech therapy or student counseling. You may determine that these students can come to the school building for these limited services only.
When services cannot be provided, the child can expect to receive compensatory services (to make up for the special education and/or related services the child missed), or a combination of any of these options."
More Information: New Hampshire COVID-19 Guidelines
"Home instruction/services shall be consistent with the student's Individualized Education Plan Program (IEP) to the most appropriate extent possible. Districts should talk to parents, who are key members of the IEP team, and help them consider how they may best ensure that students with disabilities have the necessary supports, including medical supports, in place during a public health-related school closure.
This is a temporary situation, and districts must offer special education services to the most appropriate extent possible while students are away from their schools/programs. IEP teams may need to consider compensatory services when students return to school and IEPs may need to be adjusted accordingly. The IEP team should determine the amount of compensatory related services students with IEPs may require, on a case-by-case basis, when school resumes."
More Information: New Jersey Special Education Guidance
"Initially, the US Department of Education issued guidance stating that if Schools do not provide any educational services to the general student population during the school closure, then it would not be required to provide services to students with disabilities during the school closure. However, on March 21, 2020, new federal guidance was issued and emphasized that "schools should not opt to close or decline to provide distance instruction, at the expense of the students, to address matters pertaining to services for students with disabilities" and stated that "to be clear: ensuring compliance with the Individuals with Disabilities Education Act 1990 (IDEA), Section 504, the Americans with Disabilities Act of 1990 (ADA) should not prevent any school from offering educational programs through distance instruction."
If a School continues to provide educational opportunities to the general student population during a school closure, then it must ensure that students with disabilities also have equal access to the same opportunities, including the provision of FAPE.
Schools must ensure that, to the greatest extent possible, each student with a disability can be provided the special education and related services identified in the student's Individualized Education Plan (IEP) developed under IDEA. With the extended school closure to the end of this school year, the PED is requiring Schools to provide Continuous Learning to students, to submit assurances about the provision of such learning, and to submit and obtain approval by the PED of a Continuous Learning Plan. Special Education is an included requirement of the Continuous Learning Plan."
More Information: Special Education FAQ
"In accordance with the North Dakota Department of Public Instruction interim guidance and the Governor's Executive Order, the intent is to educate and graduate the students of North Dakota through the end of the academic year while maintaining the health and safety of all, including students with disabilities. There may be circumstances where an IEP/504 team needs to consider once school resumes under normal circumstances, on an individual basis, whether there is a need for compensatory education.
Distance Learning: all students are provided an opportunity to learn from a distance.
Under the IDEA, every student with an IEP is entitled to receive a free appropriate public education (FAPE), which includes specially designed instruction based on a student's unique needs designed to ensure the student makes progress in the general curriculum and toward meeting IEP goals."
More Information: North Dakota Special Education
"If a school district closes its schools to slow or stop the spread of COVID-19, and does not provide any educational services to the general student population, then the school district would not be required to provide services to students with disabilities during that same period of time.
If a school district continues to provide education opportunities to its general student population during a school closure, the school district must ensure that students with disabilities also have equal access to the same opportunities, including the provision of a free appropriate public education.
District must review how the closure impacts the delivery of special education and related services to students eligible for special education services. If a student does not receive services during a closure, the Committee on Special Education must make an individualized determination whether and to what extent compensatory services may be needed, consistent with applicable requirements, including to make up for any skills that may have been lost."
More Information: New York COVID-19 Guidance
"While balancing the need to protect the health and safety of students with disabilities during this national health emergency, schools should continue to try to provide a Free Appropriate Public Education (FAPE). It is important to communicate and collaborate with parents, working together to find ways to continue to best serve and educate students with disabilities while protecting the health and safety of students, educators and the community.
Districts offering instruction to all students, including via alternative delivery models like online learning, blizzard bags or mail are required to make a good faith effort to provide special education services for students with disabilities during the ordered school-building closure. If a student with a disability cannot access the alternative delivery models being offered to general education students, the district should consult with the student's parents and/or caregivers to determine the needs of the student and identify the most appropriate means for meeting those needs during the ordered school-building closure period.
If an IEP team meeting is necessary, or requested by the parent, to determine adjustments to specialized services, it should be conducted virtually or by phone."
More Information: Considerations for Students with Disabilities During Ohio's Ordered School-Building Closure
"If a school closure causes educational services for all students to stop, then the school/district is generally not required to provide services to the affected students eligible for special education services during that same period of time. This general standard is especially true in cases where the school district will still provide the required minimum of school days.
After an extended closure, districts are responsible for reviewing how the closure impacted the delivery of special education and related services to students eligible for special education services. Students may need additional services or extended school year services to make up missed services. If annual IEP reviews or eligibility reviews are due during a school closure, please work with your school closely to meet as soon as school is back in session or through alternate means, such as video or audio conference calls.
If a district has extended school closures but continues to provide educational services to all students, the district will remain responsible for the free appropriate public education (FAPE) of its students eligible for special education services with an individualized education program (IEP)."
More Information: Oklahoma COVID-19 Guidelines
"During closures for schools, districts, and programs due to the COVID-19, where there are no other educational programs or educational services offered to the general student population (or in the case of ECSE, to all students in the program), schools, districts, and programs are not required to provide services to students who experience disability during that period of time, unless such services are specifically required by the student's IFSP or IEP (e.g., Extended School Year services).
Once the school or ECSE program resumes, the district and/or school or ECSE program must make every effort to provide special education and related services to the student in accordance with the student's Individualized Education Program (IEP), Individualized Family Service Plan (IFSP) or, for students entitled to FAPE.
The Department understands there may be exceptional circumstances that could affect how a particular service is provided. In addition, an IEP/IFSP Team and, as appropriate to an individual student who experiences a disability, the personnel responsible for ensuring FAPE to a student for the purposes of Section 504, would be required to make an individualized determination as to whether compensatory services are needed to make up for any skills that may have been lost because of an extended school closure."
More Information: Oregon Department of Education
"Guidance continues to evolve on this matter. Given this, PDE advises schools and EI programs to make every effort to provide some type of continuity of education for all students in the most appropriate and accessible ways possible. In so doing, schools and EI programs also need to ensure consideration for the provision of FAPE for students with disabilities and appropriate accommodations for English learners that are reasonable and appropriate based on student need and current circumstances.
In addition, districts and schools must ensure that, to the greatest extent possible, each student with a disability can be provided the special education and related services identified in the student's Individualized Education Program (IEP)or Section 504 plan.
Once school resumes, a child's IEP team (or appropriate personnel under Section 504) must make an individualized determination whether and to what extent compensatory services may be needed, consistent with applicable requirements, including to make up for any skills that may have been lost during the closure within a reasonable timeframe."
More Information: Pennsylvania School Guidance/Answers to FAQs
"If an LEA closes its schools to slow or stop the spread of COVID-19, and does not provide any educational services to the general student population, then an LEA would not be required to provide services to students with disabilities during that same period of time.
If an LEA continues to provide educational opportunities to the general student population during a school closure, the school must ensure that students with disabilities also have equal access to the same opportunities, including the provision of FAPE."
More Information: Rhode Island Special Education Procedures
"If instruction is not being provided to students without disabilities, then special education and related services are not required to be provided to students with disabilities.
If instruction is being provided to all students, districts must provide equitable access to that instruction for students with disabilities.
IEP teams will need to meet to make individualized determinations as to whether there is a need for compensatory services."
More Information: South Carolina COVID-19 Webinar
More Information: South Dakota Resources for COVID-19
"As virtual or distance learning takes place to the general student population during a school closure, the school or district must ensure that students with disabilities also have equal access to the same educational opportunities, taking into consideration the individual needs of students. During this period of school closure, districts should make every effort to use creative strategies to provide special education instruction and services to the extent safe and feasible.
Once the traditional school day resumes, the LEA must make every effort to provide special education and related services to the child in accordance with the child's individualized education program (IEP) or 504 plan. If a child does not receive services during a building closure, a child's IEP team or 504 team must make an individualized determination whether and to what extent compensatory services may be needed, consistent with applicable requirements, including to make up for any skills that may have been lost."
More Information: Tennessee Special Education COVID-19 Guidance
"If an LEA closes its schools because the functioning or delivery of educational services is disrupted and does not provide any educational services to the general student population, then an LEA would not be required to provide services to students with disabilities during that same period of time.
Once school resumes, the LEA must make every effort to provide special education and related services to the child in accordance with the child's Individualized Education Program (IEP). In addition, the Annual Review and Dismissal (ARD) committee would be required to make an individualized determination as to whether compensatory services are needed to make up for any skills that may have been lost because of an extended school closure.
LEAs must ensure that students served by special education have access to the same or equitable learning platform as their peers. To the greatest extent possible, the LEA must provide the student with the services required by the student's IEP."
More Information: Texas Special Education FAQ
"If a school closes, the school will remain responsible for the free appropriate public education (FAPE) of its students eligible for special education services with an individualized education program (IEP). Schools should be communicating with parents and guardians prior to, during, and after a school closure regarding their child's IEP services.
After an extended closure, schools are responsible for reviewing how the closure impacted the delivery of special education and related services to students eligible for special education services. Please note, if a school closure causes educational services for all students to pause within a school or district, then the school/district is generally not required to provide services to the affected students eligible for special education services during that same period of time."
More Information: Utah's Parent Guide to COVID-19
"When a district or school is closed and not in session and educational services are not provided to any student, school districts are not obligated to provide free appropriate public education (FAPE) through specially designed instruction and related services to students with disabilities ages 3 through 21. During the period of March 18 - April 6, 2020, schools are in an initial period of closure. This is subject to change if districts are providing remote educational services after April 6, 2020.
If a school provides educational opportunities to the general student population through remote educational services after April 6, 2020, then the LEA must ensure that, to the greatest extent possible, each student with a disability can be provided the special education and related services identified in the student's IEP."
More Information: Vermont School Closure FAQ
"If a school closure causes educational services for all students to pause within a school or division, then the school/division is generally not required to provide services to the affected students eligible for special education services during that same period of time. If a division has extended school closures, the Virginia Department of Education (VDOE) has advised that school divisions should consider options and ideas to engage students in reading, thinking, and learning.
If a school division does begin to offer general education instructional services by alternative means (e.g., e-learning, distance learning), the division will remain responsible for the provision of FAPE of its students eligible for special education services with an individualized education program (IEP). The context of the general education offering should be considered as the local education agency (LEA) develops appropriate and reasonable special education to ensure the provision of FAPE to students with disabilities. The LEA should ensure decisions about provision of services are inclusive of both special education and related services."
More Information: Virginia Special Education Resources
If the district continues providing education opportunities to students during the closure, this includes provision of special education and related services, too, as part of a comprehensive plan. This requirement ensures students with and without disabilities are treated equitably and is required by federal and state anti-discrimination laws, including Title II of the ADA, Section 504 of the Rehabilitation Act, and the IDEA.
More Information: Washington Special Education Guidance for COVID-19
"When a school closed due to the COVID-19 response efforts is providing educational services via distance education (offering curriculum, taking attendance and providing grades) to the general student population, the county must ensure that students with disabilities have equal access to the same opportunities, including the provision of a Free Appropriate Public Education (FAPE).
Once school resumes, a student's IEP Team (or appropriate personnel under Section 504) must make an individual determination whether and to what extent compensatory services are required. Compensatory services must be consistent with applicable requirements including to recoup any skills lost during the closure within a reasonable timeframe."
More Information: West Virginia COVID-19 Guidance
"If a school is closed for an extended period of time under a public health order (generally more than ten consecutive school days) and hours of instruction are not being provided to students in regular education, then the local educational agency (LEA) is not required to provide services to students with disabilities during the closure. Once school resumes, LEAs must make every effort to implement Individualized Education Plans (IEPs) and must consider, on an individualized basis, whether and to what extent, compensatory services are required due to the closure.
If a school provides hours of instruction through on-line learning, the LEA must ensure that the special education and related services are provided to the greatest extent possible. The LEA must also determine if the student needs additional supports to access online learning. If some services cannot be provided or minutes are reduced, the LEA must consider, whether and to what extent, compensatory services are required once the school reopens. These determinations must be made on an individual student basis."
More Information: Wisconsin Special Education FAQ
Districts should be communicating with parents and guardians prior to, during, and after a school closure regarding their child's IEP services. Districts and schools will work to ensure that all students receive services to the most appropriate extent possible.
Although special education or related services may need to be adjusted, IEP teams should work to ensure that a student on an IEP receives services comparable to all other students. Services might include schoolwork packets, online learning, or some other learning adapted to the student's needs and location."
More Information: Wyoming Letter to Families of Students With Disabilities


As most of you know by now, I've been on a major room-by-room redesign rampage in my home these past 2 years. So far, seven different rooms have been completely overhauled (you can check out all of the room makeover reveals here). I'm gearing up to tackle a few more redesign projects as part of the One Room Challenge this fall and next spring. I can't WAIT to get the party started!
One thing I've learned in the process of revamping a space is that there are a lot of moving parts to keep track of during the project. I've used quite a few heavy duty home redesign organizational tools to manage these moving parts in previous redesign projects.
But sometimes, the simplest organizing solutions are the most useful.
When it comes to the process of gathering interior design inspiration for a project, I love to use a dedicated Pinterest board as a central place for collecting ideas. In addition, I'll typically create a project binder to store paint samples, contractor information, etc. Recently, it occurred to me that having a Master Plan that captures all of the key pieces of information about a particular room redesign project in one place would be super useful.
So recently, I sat down and created a two-page a Room Redesign Plan printable that has a place to record all of the basic information needed to complete a decorating project from start to finish. And I'm so excited to share this printable with all of you!
The Room Redesign Plan Printable is FREE to all of my newsletter subscribers. To get it, all you have to do is subscribe to my email newsletter and you'll gain instant access to my Resource Library (which includes all of these printables + so much more).
Got a room makeover in your future? Be sure to snag your copy of the Room Redesign Plan printable to help you plan, organize and execute your project! Be sure to check out my entire collection of free printables, designed to help you get organized and be productive!
I appreciate that it is so easy to use! Great resource for even the rookie DIY-ers like me!!
I'm so glad you like it Olive!
I love this! I imagine a binder would still be helpful, but having all this info at the front would be a real time saver!
I absolutely having the 1 page summary of the plan!


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Trustworthy AI Themes for Business from the Vector Community
AI's growing adoption in business brings with it a requirement to ensure that deployed models are reliable and safe for end users. This is the domain of Trustworthy AI, a research topic and set of business practices focused on AI governance, risk management, model monitoring, validation, and remediation. It's a topic that all companies building or adopting AI should become familiar with.
While specific practices around safe and responsible AI adoption may vary from one organization to the next, consistent overall themes and best practices have emerged. We've asked leading researchers and professionals in Vector's community to identify key Trustworthy AI themes and offer guidance to business leaders tasked with implementing AI in their organizations.
Fairness: Guarding against bias
"The facets of Trustworthy AI that come up most are related to fairness," says Graham Taylor, Research Director at Vector. "We can also tie bias to fairness. When we're talking about business, we should identify sources of bias that could make AI systems unfair."
Bias is often cited as a key concern related to responsible AI system management, particularly in cases where AI models make predictions that may affect people's opportunities or lived experiences. Taylor says, "It could be a decision about a job or admitting someone to graduate school, but it could be more trivial – it could be recommending them a YouTube video or a product to purchase, but all of those decisions – whether they're big things like career moves or small things like what's for dinner, they affect us in different ways."
Foteini Agrafioti, Head of Borealis AI research institute at RBC agrees that when it comes to AI, fairness considerations are paramount. "Bias usually comes from the training data set being skewed toward one particular cluster," she notes, but can also result from "incorrect design of some algorithms." Of course, not all algorithms are designed in a way that leads to bias, but regardless of the cause, businesses have an obligation to ensure that AI systems don't inadvertently discriminate against individuals and groups through their predictions.
Agrafioti notes that further education on fairness can be found on Borealis AI's RESPECT AI platform. Borealis AI established RESPECT AI to raise awareness about responsible AI adoption and share open-source code, research, tutorials, and other resources for the AI community and business executives looking for practical advice and solutions to enable a more responsible adoption of AI.
Explainability: How transparent should a model be?
Explainability is a topic near and dear to Sheldon Fernandez. Fernandez is the CEO of DarwinAI, a company that provides explainable AI solutions for AI systems that perform visual inspections in manufacturing. He explains that one challenge with some complex AI systems is that "they can essentially be black boxes to their owners. Even the experts that designed these systems sometimes may have very little insight into how the systems reached their decisions."
Explainability is a prominent topic in debates about AI and trust. Put simply, it revolves around one question: How important is it to understand how and why a model arrives at its predictions?
It's widely known that AI models may uncover patterns in data too subtle for humans to pick up on. While their predictions may be highly accurate, the reasoning that led to those predictions may not be intuitive or explainable by a system's users. They may see what a model did, but they can't understand why. This can set up a dilemma about what's more conducive to trust: an opaque model with maximum accuracy or an explainable model that's less performant? Put more simply, what will serve stakeholders best: accuracy or transparency?
Fernandez offers a guideline. Explainability is key "in contexts where there's a critical operation being done that's connected to human welfare," he says. "If an AI [model] is going to decide how to fly an autonomous helicopter and there are people inside it, of course explainability is going to be important. If it's going to decide who gets into a certain college or not or whether somebody gets a mortgage, absolutely it is important. Let's look at another scenario where it determines the books you're recommended on Amazon when you browse. Yes, it'd be good to understand explainability there, but it's not imperative there the way it is in those previous cases."
In contexts involving important health care, employment, justice, and financial decisions, the people affected often rightly expect to understand how and why decisions are made, and business and technical leaders should take appropriate steps to meet this expectation.
Safety: Protecting the physical
Increasingly, AI systems are interacting with physical environments through applications like industrial robotics or autonomous vehicles. As they do, a new priority for Trustworthy AI comes into focus: safety.
Often underpinning these applications is reinforcement learning, an AI technique that differs from deep learning in that it doesn't learn through up-front training on datasets. Instead, a reinforcement learning model begins with a goal, and then explores a defined environment, takes goal-oriented actions, and learns from the consequences of those actions, iterating its way toward optimization essentially from scratch.
It's in climbing this learning curve that hazards can arise. Vector's Graham Taylor explains: "The space of actions that the robot might take during that learning phase is not constrained by some rule structure that a person wrote and explicitly has constrained. There's randomness in all reinforcement learning processes, and safety issues arise from effectively taking random actions. It could be safety in the sense of robotics learning to do some task, taking some action, and interfering with someone. But it could also just be damage to the machine itself ― like the robot takes certain actions that destroys itself. Nobody deploying these systems wants to destroy very expensive infrastructure as it goes through the learning process."
Where AI systems are interacting with physical environments or operating with unconstrained randomness, mitigations against safety risks should be part of governance practices.
Privacy: Anonymization may not be enough
Privacy and trust often go hand in hand, and AI can introduce new challenges here.
"We used to think that we can solve for privacy if we take a data set and just anonymize it – just remove the names and direct identifiers for the involved individuals," says Agrafioti. "However, for modern machine learning and deep learning systems in particular, where the large volumes of data are used for training, models can uncover a lot of detail about a person – or even identify them outright – even when features directly linked to identity are removed. If you've got a lot of information about an individual, you could reverse-engineer and identify who that is, even though you don't have the name."
It's incumbent upon company leaders to ensure that their data management and privacy practices keep up with evolving AI technology, and that business leaders and technologists work together to ensure proper practices, policies, and tooling are in place to keep up with risks and mitigate them. Some highly regulated industries, like finance, have a set of best practices for privacy, risk, and data management, but not all industries have had to operate under the same level of scrutiny. Globally, governments are paying attention to these issues and are rolling out legislation and policies to address these gaps.
Privacy considerations may differ between applications, and different methodologies – including differential privacy, federated learning, homomorphic encryption, or synthetic data generation – can help address them.
Prioritize values and governance when applying AI
A key part of Trustworthy AI involves establishing an effective AI-specific governance framework with elements like fairness, explainability, and safety properly integrated.
According to Deval Pandya, Director of AI Engineering at the Vector Institute, designing this governance framework begins with values. Pandya says, "Trustworthy AI has two major components. The first is the ethical requirements. This manifests as the question: What are the human values and corporate values? The second piece is the technical requirement. How [do those values] manifest in the technology that we're using?" These values – like avoiding discrimination, prioritizing transparency, and protecting privacy – provide constraints that should shape how organizations make decisions about their AI use.
"Most businesses have some way of validating and stress testing [traditional, non-AI] models before they put them into production," Agrafioti says. "Modern machine learning systems have really challenged how organizations have been doing this traditionally. There's a new set of considerations one would have to explore when looking to govern and validate machine learning models."
One example of a new consideration is model drift, which refers to the degradation of model performance when data distribution patterns change from the historical patterns used for training. Agrafioti explains, "[Models] change over time – they're not static. A model can completely change its behaviour from the day you put it into practice. One of the challenges of AI is you've got to have continuous governance and tests of it." Business and technology leaders must be aware of these new issues to ensure reliable and trustworthy AI use over the long term.
These considerations also apply to companies that are using AI products from third-party vendors. To cover their bases regarding Trustworthy AI when procuring products, organizations should communicate their priorities to vendors and take steps to validate that those vendors are living up to them. Pandya says, "You have to share what the principles of Trustworthy AI are for your organization. Then, there are certain things that are easy to evaluate, things that can be assessed very objectively, like privacy protocols, and others, like fairness and bias, [which] will need much more though and effort to evaluate and implement."
Agrafioti agrees: "[Companies adopting AI] should 100% worry about any off-the-shelf black box product. Do your own deep technical due diligence on these products. Talk to your vendor about this. Ensure that the models have been validated on really large datasets in an environment like your own, because the domains can be so different – models can misbehave in one and then behave really well in another. You want to make sure that in your space, it works as anticipated."
Governance frameworks and proper risk management should also address the issue of accountability for when things don't go as planned. Taylor describes the problem: "I've often heard machine learning systems be criticized for being difficult to account for when things wrong. I know that legal experts who look at AI worry about these sorts of things. There's a catastrophe and it involves a machine learning system. Where do you put the blame? The person collecting data? The person training the model? The person who wrote the open source code used to train the model?"
These considerations and answers to these questions need to be contemplated prior to deployment.
Collaboration: The antidote to uncertainty
One way that business leaders can get up to speed on Trustworthy AI and governance practices is through collaboration with others in the AI ecosystem. When it comes to tackling these new challenges, "it will take a village," says Agrafioti. "Companies should collaborate since even a single instance of AI use that harms users can have an adverse impact on the industry."
In Ontario, opportunities for collaboration abound. RBC Borealis' RESPECT AI platform, mentioned earlier, freely shares RBC's expertise on explainability, fairness, robustness, privacy, and governance with the broader business community through downloadable code, toolboxes, and articles.
The Vector Institute also makes collaboration a priority. Vector operates industry projects – like the Trustworthy AI and Accelerate AI projects – which bring its industry sponsors together with Vector researchers to tackle important application-related challenges, including those related to AI governance. For growing companies, Vector offers the FastLane program, which delivers insights from Vector projects to small and medium businesses that are using AI today or want to take the step from traditional data analytics to AI in the near future.
Taylor explains, "Vector wants to be a neutral agent that gives unbiased expertise and support to these organizations ― particularly smaller ones involved in the FastLane program ― and put them in touch with specific experts that can assist them with audits or assessing the legitimacy of code bases or just helping them make decisions."
The transformative use cases, productivity gains, and new efficiency that AI applications can deliver are exciting,, but user welfare and trust are crucial. Whether big or small, building or adopting, companies using AI need to recognize and govern the novel issues related to trusted and ethical AI – especially as the field evolves.
Engaging with the AI community is one of the best ways to do this, and to ensure the promise of AI is realized, fully and responsibly.
To learn more about Vector's work with industry, including on Trustworthy AI, visit Vector's Industry Partner page here.
Trustworthy AI Themes for Business from the Vector Community2022-08-092022-08-09https://vectorinstitute.ai/wp-content/uploads/2020/06/logo_uniligual_black_horizontal_trademark.pngVector Institute for Artificial Intelligencehttps://vectorinstitute.ai/wp-content/uploads/2022/08/trustworthy-blog-social-e1660059834253.png200px200px


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Q: Can Naive Bayes fit non-linear decision boundaries? I am confused about Naive Bayes. Some sources e.g. here suggest only linear decision boundaries can be fit. Others here on SE or here on CV say or just suspect they can be non-linear. What is true? Are both suppositions based on different assumptions, perhaps?
Specifically the latter two source says that they can be linear if distributions are taken from the exponential family but this makes naive Bayes not per-se linear.