Examining Education: A Medora Community School Video Raises Concerns About Student Behavior, Potential Legal Ramifications

Medora, Indiana 3/20/2024

A video posted by Medora Community Schools on their social media pages has sparked concern and debate within the community. The video appears to show a student walking through the school parking lot, attempting to open car doors.

This incident raises questions about potential legal ramifications for the student's actions and the school's role in the situation.

Indiana Code 35-43-4-2.7 defines Unlawful Entry of a Motor Vehicle as entering a vehicle without permission to do so. If the student was attempting to enter these vehicles without the owner's consent, they could be charged with a crime.

Indiana Code 35-46-1-8  addresses Contributing to the Delinquency of a Minor. This statute prohibits adults from knowingly encouraging or participating in acts that would be considered delinquent if committed by a minor. While the school's intent behind the video is unclear, it's important to consider whether posting the video on social media could be seen as contributing to the delinquency of the student involved.

Disclaimer: Examining Education by Community Inclusion Ambassadors Inc. is not a law firm and cannot provide legal advice.

The information presented in this article is for informational purposes only and should not be construed as legal guidance. The legal codes referenced (Indiana Code 35-43-4-2.7 and 35-46-1-8) provide a general framework, but the specific application of these laws can vary depending on the circumstances of the situation.

If you have concerns about a potential legal issue related to the Medora Community School video or a similar situation, we strongly recommend consulting with a licensed attorney in your area. An attorney can provide specific legal advice tailored to the facts of your case and applicable laws in your jurisdiction. They can also advise on potential courses of action and the legal implications involved.

The Unethical Practice of Parent Signatures Affecting Student Grades

This report examines the unethical practice of using parent signatures on assignments or homework as a factor in determining a student's grade. This approach undermines the purpose of grading and creates unnecessary pressure on both students and parents.

Why Parent Signatures Shouldn't Affect Grades

Focus on Student Learning:  The primary objective of grades is to assess a student's grasp of the material.  A parent's signature doesn't guarantee the student understood the concepts, completed the work themselves, or even reviewed the assignment.

Unequal Advantage:   Not all families have the same level of parental involvement.  Busy parents or those unfamiliar with the subject may not be able to effectively review their child's work. This disadvantages students from those households.

Shifted Responsibility:  Students are responsible for their learning.  Tying a grade to a signature can create a false sense of completion, where the focus is on getting a signature rather than truly understanding the material.

Unnecessary Pressure:  Both students and parents may feel undue pressure to get assignments signed, even if the student didn't complete them properly. This can create anxiety and strain communication between parents and children.

Alternatives to Parent Signatures

There are more effective ways to ensure parents are aware of their child's academic progress:

Online Grade Portals:  Many schools offer online platforms where parents can access their child's grades and assignments in real-time.

Progress Reports:  Regular updates from teachers can highlight areas where students need help and open communication channels with parents.

Parent-Teacher Conferences:  Scheduled meetings provide opportunities to discuss student progress, learning styles, and strategies for improvement.

Conclusion

Using parent signatures as a factor in student grades is an unethical practice. It undermines the true purpose of grading, creates unequal advantages, and shifts responsibility from students. Schools should prioritize alternative methods of communication and focus on fostering a genuine understanding of the material by students themselves.

Examining Education - East Washington in Turmoil: Alleged Harassment, Silencing Tactics Spark Community Uprising

East Washington in Turmoil: Alleged Harassment, Silencing Tactics Spark Community Uprising

Washington County, Indiana - March 8, 2024 

The tranquility of Pekin, Indiana, has been shattered by a wave of disturbing allegations engulfing East Washington School Corporation. Female students have emerged as courageous voices, shattering the silence with reports of harassment that have left the community deeply troubled.

While specifics of the alleged misconduct remain under investigation, a concerning picture is taking shape. Sources familiar with the situation allege that a male student engaged in predatory behavior towards female students, potentially involving the unauthorized taking and attempted sale of photos. These actions have left the victims feeling violated and deeply unsafe within the very halls where they should feel most secure – their school.

Exacerbating the community's outrage is the reported response from the school administration. Instead of prioritizing student safety and launching a swift, thorough investigation, some accounts allege the administration resorted to tactics that silenced the victims' voices. This perceived victim-shaming has ignited a firestorm of anger and demands for accountability.

The East Washington School Corporation's public statement's, leaving a gaping void of information and fostering a climate of distrust.  In the deafening silence, calls for a full investigation reverberate throughout the community. Parents are understandably enraged, not only by the alleged misconduct but also by the school's perceived failure to protect their children.

The unfolding situation casts a long shadow over East Washington School Corporation, raising serious questions about its commitment to fostering a safe and inclusive learning environment.  Beyond addressing the immediate allegations, the school board faces a monumental task: rebuilding trust with the community and ensuring a system where all students feel empowered to report misconduct without fear of retaliation.  The well-being of the student body hangs in the balance, demanding immediate and decisive action from the school board.

The impact of these allegations extends far beyond the walls of the school. Local businesses frequented by students and parents alike may feel the effects of a fractured community. Teachers, thrust into a difficult situation, may struggle to maintain a positive learning environment.  The economic and social fabric of East Washington is at stake, demanding a swift and transparent resolution.

The upcoming school board meeting is a pivotal moment for East Washington. The board must acknowledge the seriousness of the situation, outline a comprehensive investigation plan that prioritizes student safety, and demonstrate a commitment to open communication with the community. Additionally, the board should consider implementing clear reporting procedures and fostering a culture of respect within the school. Only then can the healing process begin, and only then can East Washington begin to rebuild the trust that has been so badly shaken.

The unfolding situation in East Washington serves as a stark reminder of the importance of fostering a safe and inclusive environment for all students. It highlights the need for open communication between students, parents, and school administration. Only through a collaborative effort can schools ensure the well-being of their students and rebuild trust when it is fractured.

East Washington Community Schools Families

If you have information about the events happening at East Washington Community Schools in Pekin Indiana  that you would like to share with us please Text east washington to 18669451193

HB1380 is a game changer for Indiana's special needs students!

             . HB1380 is a game changer for Indiana's special needs students!

Huge news! The passing of HB1380 out of committee is a monumental victory for fairness and transparency in Indiana's special education system. This bill tackles two crucial issues:

1. Shifting the burden of proof: Right now, families have to prove their child's school hasn't met their needs. This is a monumental task, often requiring expensive legal assistance and navigating complex bureaucracies. HB1380 puts the onus on the school to demonstrate they've provided adequate support, leveling the playing field and giving families a fighting chance.

2. Stopping schools from mandating confidentiality agreements: These agreements, often presented as a way to "resolve" issues, can be weaponized by institutions to silence victims and bury misconduct. This is especially concerning for vulnerable students with disabilities, who may be manipulated or lack the full capacity to understand the implications. HB1380 prevents schools from making these agreements a compulsory part of the resolution process, protecting children from potential abuse and neglect and ensuring families have a choice.

But the fight isn't over! We need your help to ensure HB1380 becomes law and protects our most vulnerable children. Here's how you can make a difference:

*Contact your state legislators: Let them know you stand with HB1380 and urge them to vote for it. Find their contact information on the Indiana General Assembly website: https://iga.in.gov/: https://iga.in.gov/

*Spread the word! Share news about HB1380 on social media using #HB1380 and #2024INLegislativeSession. Explain its importance and encourage others to contact their legislators.

*Connect with advocacy groups: Organizations like Decoding Dyslexia-IN, Indiana Disability Rights, and Down Syndrome Indiana have been instrumental in this fight. Learn more about their efforts and see how you can get involved.

*Attend public hearings and rallies: Stay informed about upcoming HB1380 events and show your support in person. Your presence makes a difference!

Remember, your voice matters. By speaking up and getting involved, you can help create a fairer, more transparent, and safer educational system for all Indiana students. Let's work together to make HB1380 law and ensure every child has the opportunity to thrive.

#HB1380 #ProtectOurChildren #FairnessforSpecialNeeds #2024INLegislativeSession

Lawrence County Zephyr WDRB News WBIW

Representative Chris May District 65

https://www.facebook.com/RepChrisMay

Sensory Santa Brings Joy to Sugar Creek Christian Church in Campbellsburg, Indiana

A Magical Holiday Experience for Children with Disabilities

On December 2nd, the Sugar Creek Christian Church in Campbellsburg, Indiana, was transformed into a winter wonderland of joy and wonder for children with disabilities. The heartwarming event, Sensory Santa, was hosted by Community Inclusion Ambassadors Inc., a non-profit organization dedicated to promoting inclusion and acceptance for everyone.

A Calming and Joyful Atmosphere

Sensory Santa provided a unique and calming environment for children with sensory sensitivities to experience the magic of the holiday season. Unlike traditional Santa visits, which can be overwhelming for children with disabilities, Sensory Santa offered a gentle and understanding approach.

Special Time with Santa

Children had the opportunity to meet and chat with Santa in a calm setting. Some children shared their Christmas wishes, while others simply enjoyed the quiet companionship.

The event also offered fun and engaging activities for children. There were sensory play, arts and crafts! Parents were grateful for the opportunity to create lasting holiday memories for their children in a safe and supportive environment.

Community Inclusion Ambassadors Inc. Makes a Difference

Sensory Santa is just one of the many ways Community Inclusion Ambassadors Inc. is making a difference in the lives of people with disabilities. The organization provides a variety of programs and events throughout the year, all aimed at creating a more inclusive and welcoming community for everyone.

If you are interested in learning more about Community Inclusion Ambassadors Inc. or getting involved in their future events, please Email Info@ourcia.org .

 

Navigating Special Education in Indiana: Understanding Developmental Delays and Intellectual Disabilities

In the realm of special education, understanding the nuances between developmental delays and intellectual disabilities is crucial for effectively supporting children with diverse learning needs. While both conditions can impact a child's learning and development, they have distinct characteristics and eligibility criteria for special education services.

Developmental Delay: A Time-Bound Category

Developmental delay refers to a delay in one or more developmental areas, such as gross or fine motor skills, cognitive development, language development, social or emotional development, or self-help skills. This delay typically occurs before the age of nine and is characterized by a significant difference between the child's developmental level and their peers of the same age.

In the state of Indiana, the developmental delay category is solely for students who are at least three (3) years of age and less than nine (9) years of age. This age range is outlined in the Indiana Administrative Code (IAC) Section 511 IAC 7-41-6 Developmental delay (early childhood).

Children with developmental delays may exhibit challenges in areas such as:

Learning and retaining new information

Communicating effectively

Developing social skills and interactions

Coordinating fine motor movements

Intellectual Disability: A Lifelong Condition

An intellectual disability is characterized by significant limitations in both intellectual functioning and adaptive behavior. Intellectual functioning refers to a person's cognitive abilities, such as reasoning, problem-solving, and learning. Adaptive behavior encompasses skills needed for daily life, such as communication, self-care, and social interactions.

Intellectual disabilities are typically identified before the age of 18 and can range in severity from mild to severe. Individuals with intellectual disabilities may experience challenges in areas such as:

Acquiring and applying academic skills

Understanding and following complex instructions

Managing personal finances and maintaining a household

Interacting appropriately in social situations

Distinguishing Between the Two Conditions

While developmental delays and intellectual disabilities share some similarities, they are distinct conditions with different eligibility criteria for special education services.

Developmental Delays:

Eligibility is determined by a multidisciplinary team using a variety of assessments.

Delays are typically present in one or two developmental areas.

Services focus on addressing specific areas of delay and supporting overall development.

Eligibility is limited to students between the ages of three (3) and nine (9) years old.

Intellectual Disabilities:

Eligibility is determined by a multidisciplinary team using a comprehensive evaluation.

Intellectual functioning and adaptive behavior are significantly below average.

Services focus on developing lifelong skills and promoting independence.

No specific age range is specified for eligibility.

The Importance of Early Intervention

Early intervention is crucial for both developmental delays and intellectual disabilities. Early identification and support can significantly improve a child's developmental trajectory and long-term outcomes.

If you have concerns about your child's development, it is essential to consult with a qualified professional for an evaluation. Early intervention can make a profound difference in their life.

References

Indiana Administrative Code (IAC) Section 511 IAC 7-41-6 Developmental delay (early childhood)

Indiana Administrative Code (IAC) Section 511 IAC 7-41-3 Intellectual disability

https://ichamp.doe.in.gov/article7.pdf