Road School: ADA and Title VI: Remaining Eligible for Funding

Compliance with nondiscrimination and accessibility requirements is a contractual and ethical obligation for subrecipients of federal funds. Come learn how to achieve compliance with State and Federal regulations to remain eligible for federal funds, , avoid legal liability and better serve your community by ensuring projects and programs developed with public funds are deigned to benefit all

/u/-fronting and /æ/-raising in Toronto families

This paper examines the acquisition of both stable contextual variation and a change in progress by children aged four to twelve. Comparing children and their parents from 19 families, we investigate whether transmission and incrementation effects (Labov 2001, 2007) can be found in two vowel variables in Toronto English: /ae/-raising, a case of stable allophony, and /u/-fronting, an ongoing change. In /u/-fronting, children are extending the change to new, previously non-fronted environments. However, analysis does not reveal the expected incrementation pattern in which older children are more advanced. Instead we find the opposite: the youngest children are most advanced in the change, while the oldest are the most conservative, having retreated closer to the adult norm but still crucially further forward, allowing the change to progress. In the case of /ae/-raising, children are not extending the variation to new environments. Younger children do consistently overshoot the placement of /ae/ in raising environments, while older children appear to have retreated and stabilized in the same range as their parents, maintaining the contextual variation at the community level. We suggest that these patterns could be viewed as a kind of overgeneralization, similar to what is often seen in morphological acquisition

Iniciativas políticas: Examinando as práticas de múltiplos distritos superintendentes

Over the past decade, multiple states have implemented a form of regional school district consolidation referred to as multi-district unions. Their organizational structure enables districts to retain individual school boards within regional local education agencies, all of which are overseen by a superintendent and a central board. However, no empirical research has been conducted to date on the ensuing work of multi-district superintendents. In our exemplary case study, we analyze time records, interviews, and observations to understand the role allocations and work of one multi-district superintendent. We find the division of time and ensuing responsibilities of the multi-district superintendent is predominantly political to the organizational structure of the union, and we conclude with implications for policy and practice. A lo largo de la última década, varios estados han implementado una forma de consolidación regional del distrito escolar referida como sindicatos multi-distritales. Su estructura organizativa permite que los distritos regulen consejos escolares individuales en las agencias regionales de educación local, todos supervisados por un superintendente y un consejo central. Sin embargo, ninguna investigación empírica se ha realizado hasta el momento sobre el trabajo posterior de los superintendentes de múltiples distritos. En nuestro estudio de caso ejemplar, analizamos registros de tiempo, entrevistas y observaciones para entender las asignaciones de funciones y el trabajo de un superintendente de múltiples distritos. Creemos que la división del tiempo y las responsabilidades subsiguientes del superintendente de múltiples distritos es predominantemente política para la estructura organizativa de la unión y concluimos con implicaciones para políticas y prácticas.Ao longo da última década, vários estados implementaram uma forma de consolidação regional do distrito escolar referida como sindicatos multi-distritais. A sua estrutura organizacional permite que os distritos regulem conselhos escolares individuais nas agências regionais de educação local, todos supervisionados por um superintendente e um conselho central. No entanto, nenhuma pesquisa empírica foi realizada até o momento sobre o trabalho subsequente dos superintendentes de múltiplos distritos. Em nosso estudo de caso exemplar, analisamos registros de tempo, entrevistas e observações para entender as alocações de funções e o trabalho de um superintendente de múltiplos distritos. Achamos que a divisão do tempo e as responsabilidades subsequentes do superintendente de múltiplos distritos é predominantemente política para a estrutura organizacional da união e concluímos com implicações para políticas e práticas

Doing Business with INDOT: A Comprehensive Guide for Indiana Communities

There is a lot to know to coordinate a project or apply for a grant with INDOT: state and federal regulations, training requirements, contracts to sign, websites to check, e-mail lists to join. This year, INDOT aims to simplify this information and present a road map for doing business with us. You will leave this presentation confident that you know what you need to know if you plan to work with us or apply for project funding

The NItty Gritty: INDOT and Title VI

This presentation provides Title VI requirements for Indiana local public agencies. Ken Woodruff opens the session with the history of Title VI and why we care. Erin Hall discusses the specifics of EJ and LEP within Title VI and what they look for. Cathy Gross provides information on networks and resources for LPAs

ADA and Title VI for the Elected Official

This session provides practical steps to assist elected officials in removing barriers to accessibility and evaluating their programs for potential discrimination. Once plans and policies are in place, it can be challenging to get these programs moving, and even more challenging to sustain them over the long term. INDOT, FHWA, and the Indiana Title VI and ADA Coordinators’ Association will connect attendees to available resources for administering these programs and maintaining compliance with the Title VI and ADA requirements

Access Equity: Driving Indiana Infrastructure and Communities to the Next Level

For over 25 years the American’s with Disabilities Act has required communities to plan for and transition their infrastructure and programs to become accessible. However, many communities still have a long way to go. This presentation takes compliance to the next level and engages community partners in the discussion of what access equity looks like and why it has to be the goal of a solid ADA transition plan