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Get to know your student. Identify their interests and strengths. Use these to inform planning. Take an evidence-based approach to identify where they need support. Partner with the student, their whānau, and experts.

Teachers who are knowledgeable and open to making adjustments to curriculum programs and learning spaces while maintaining high expectations, can produce great gains with children and young people living with FASD.

may demonstrate significant differences in competencies across a range of areas.

The survey results can be broken down into three overarching themes: parent engagement along with synchronous and asynchronous strategies. The responses uncovered the following best practices to address the needs of students with learning differences.

Initial remote IEP meeting:

Weekly check-ins:

So how can you help?

Listening to children’s feelings.

Rewarding effort, not just “the product.”

Culminating Activity: Creating a Personal Timeline Review the Lincoln timeline that students assembled at the beginning of the lesson. Point out that each event has a date, as well as information and a picture about that date. Remind students that the timeline begins with the earliest date and goes until the most recent date. Explain to students that it is now their turn to make a timeline about their own lives. Ask them to think about two important things that have happened to them in their lives. Ask for some volunteers to share this information. (Some possible answers: the day they were born; going on a fun vacation; learning to play an instrument; getting a special gift; starting school; making a new friend; etc.) Hand out blank sheets of paper to each student. (Hand out 1 sheet of paper for each student creating a timeline online and distribute 3-4 sheets for each student creating a timeline by hand.). Ask each student to write down the two events that they thought of on a sheet of paper. Now ask them to think of 4 more important things that have happened to them in their lives and to write those down, as well. Ask students to create a timeline on which to put these events. Creating timelines by hand: Ask students to draw a line from left to right across the middle of their paper. Then ask them to draw small vertical lines to indicate important years in their lives. To create a longer timeline, students can tape 2-3 pieces of paper end to end and then draw a horizontal line across all the sheets. Creating online timelines: Direct students to the “Timeline Generator” at TeAch-nology.com (Note: Instruct them to scroll to the bottom of the page to see the timeline tool.) Ask students to put their 6 events in chronological order in their timelines, starting with the earliest event and ending with the most recent. If students are using the online timeline tool, ask them to print out their timelines once they have finished. Encourage all students (whether creating a timeline by hand or on the computer) to draw/paste images or photographs to go along with each event. After students have completed their individual timelines, ask for volunteers to explain/ present their timelines to the group.

1. Ask students what they know about coyotes. List the various responses. 2. Next, tell students the words they used to describe coyotes could also be used to describe people.

Ask students to listen for each of these phrases, then ask if there is more than one meaning and discuss. Ask students to continue to provide evidence that supports the meanings they have given. After viewing the video again ask students to write the meanings on the Shulayen Meaning of Words handout.

A little planning before school begins can pay big dividends throughout the school year. Starting off on the right foot can make all the difference.

While SEL alone will not solve longstanding and deep-seated inequities in the education system, it can help schools promote understanding, examine biases, reflect on and address the impact of racism, build cross-cultural relationships, and cultivate adult and student practices that close opportunity gaps and create a more inclusive school community. In doing so, schools can promote high-quality educational opportunities and outcomes for all students, irrespective of race, socioeconomic status, gender, sexual orientation, and other differences.

The other components of mental illness listed below are important to consider when looking holistically at your, or another’s, mental health. Knowing these different factors — and how they can contribute to making a mental health condition more severe — can help shape treatment plans. Please note that this list does not, and could never, include everything that connects to mental illness. But we will do our best to continue adding more information.

Conferences & Webinars

Down syndrome is a condition in which a person has an extra chromosome. Chromosomes are small “packages” of genes in the body. They determine how a baby’s body forms and functions as it grows during pregnancy and after birth. Typically, a baby is born with 46 chromosomes.

common physical features

Trisomy 21: About 95% of people with Down syndrome have Trisomy 21.2 With this type of Down syndrome, each cell in the body has 3 separate copies of chromosome 21 instead of the usual 2 copies. Translocation Down syndrome: This type accounts for a small percentage of people with Down syndrome (about 3%).2 This occurs when an extra part or a whole extra chromosome 21 is present, but it is attached or “trans-located” to a different chromosome rather than being a separate chromosome 21. Mosaic Down syndrome: This type affects about 2% of the people with Down syndrome.2 Mosaic means mixture or combination. For children with mosaic Down syndrome, some of their cells have 3 copies of chromosome 21, but other cells have the typical two copies of chromosome 21. Children with mosaic Down syndrome may have the same features as other children with Down syndrome. However, they may have fewer features of the condition due to the presence of some (or many) cells with a typical number of chromosomes.

Functional behavioral assessment (FBA) is a process schools use to figure out what’s causing challenging behavior.

To help students, schools use a process to identify and understand challenging behaviors, and come up with possible solutions.

During an FBA, the school team gathers information and uses it to create a plan to improve behavior.

Eligibility To get coverage, you must:  Be a Minnesota resident Be a U.S. citizen or a qualifying noncitizen Provide a Social Security number for each person requesting MA, unless an exception is met Meet the income limit and asset limit, if any Meet any other program rules. What is the income limit? The income limit and calculations depend on your age and who lives with you. If you are pregnant, blind or have a disability, you also may have a different income limit. Some people who do not meet the income limit still may qualify using a spenddown (PDF). A spenddown is like an insurance deductible. This means you are responsible for some medical bills before MA pays. What is the asset limit? Assets are items people own like cars, checking and savings accounts, your home and financial investments. Generally, there is no asset limit for MA for parents, children under 21 and adults without children in the home. Parents and caretaker relatives eligible for MA with a spenddown have an asset limit (PDF). Seniors and people age 21 and older who are blind or have a disability have an asset limit (PDF). Assets that do not count toward the limit include the home where you live, household goods, personal items like clothing and jewelry, and certain assets owned by an American Indian. What if I have other insurance? You still may qualify for MA. You must tell us if you have other health insurance or could get coverage through an employer or military service. Sometimes we can pay the cost of the other insurance so you can keep that coverage.

Benefits What is covered and how much does it cost? MA pays for a variety of services like doctor visits, prescriptions and hospital stays. Some services and prescriptions may require prior approval.  For some members, there is no cost. Others may have to pay a portion of the cost of a service. This may include copays, deductibles or spenddowns.  A summary of covered services and costs is online.  A printable summary of covered services and costs (PDF) is also available.  You will get more details on covered services after your application is approved.  When does coverage start? MA may pay for medical bills going back three months from the month we get your application.

Medical Assistance (MA) is Minnesota’s Medicaid program for people with low income.