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Education Expert Witnesses

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Dr. William L. Bainbridge, FACFE, DNASE
President & CEO
12620-3 Beach Boulevard, Unit 390
Jacksonville FL 32246
USA
phone: 904-230-3001
fax: 904-645-0088
Dr. William L. Bainbridge, Ph.D., FACFE, is a Forensic Education Expert with extensive experience in School Related Accidents, Incidents, Sexual Abuse, Sexual Assault, Sexual Harassment, College Athletics/Sports Injuries and Title IX compliance. He is court qualified in Schooling, Education Standards, Policies, and is considered to an Expert in over 35 states.

Dr. Bainbridge currently serves as President and CEO of the SchoolMatch® Institute and as a Distinguished Research Professor at The University of Dayton.

www.expertonschools.com
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Independent Forensic and Clinical Psychiatrist
307 West Minnehaha Parkway
Minneapolis MN 55419
USA
phone: 612-275-7385
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William R. Dikel, MD, is a board certified Adult, Adolescent, and Child Psychiatrist with over 30 years experience providing expertise to professionals in all of the systems that serve individuals who have mental health disorders.

Dr. Dikel is an Adjunct Professor of Psychiatry at the University of Minnesota in Minneapolis, MN. He served as a Past President of the Minnesota Psychiatric Society and the MN Society of Child and Adolescent Psychiatry. He is a distinguished Fellow of the American Psychiatric Association.

Litigation Support - Dr. Dikel works with defense and plaintiff's attorneys in civil and criminal justice cases, and provides consultation and expert witness services to professionals and clients in the Education, Insurance, Public Health, Social Services, Corrections and Mental Health systems. Dr. Dikel is skilled in communicating complex psychiatric issues to laypersons, and this skill has proven to be very useful in consultations with attorneys and in deposition and courtroom testimony. Dr. Dikel has provided over 25 years of psychiatric care to severely mentally ill clients in community mental health clinics.

Areas of Expertise:
  • Forensic Psychiatry
  • Personal Injury
  • Psychiatric Diagnosis Clarification
  • Mental Health File Reviews
  • Disability / Insurance Claims
  • School Mental Health
  • Independent Educational Evaluations (IEEs)
  • Special Education Responsibilities
  • Educational Due Process Hearings
  • Management / Organizational Consultation
  • Psychopharmacology
  • Workman's Compensation
  • Diminished Capacity / Competency
  • Reduced Responsibility
  • Child Protection Psychiatric Assessments
  • Workplace Violence / Harassment
  • Competency Assessments
  • Defamation Lawsuits
  • Insanity Defense
  • Employee Psychiatric Risk Assessment
  • Malpractice Issues
  • Standards of Care
  • Institutional Negligence
  • Neurological Damage
  • Employee Assistance Programs
  • Contested Wills
  • View Dr. Dikel's Consulting Profile.
    William R. Dikel, MD
    From anxiety and depression to ADHD, autism spectrum disorders, behavior disorders, substance use disorders, and psychoses, this practical book provides essential information on how mental health disorders are diagnosed and treated, how they tend to manifest at school, and how they affect students’ emotions, behaviors, and ability to learn. It explains why traditional behavioral interventions are often unsuccessful, and describes effective classroom interventions that teachers can use to provide optimal educational experiences.
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    Dr. Timothy Habick, Ph.D
    Reasoning, Inc.
    Forensic Linguistics
    1341 Gilbert Road
    Meadowbrook PA 19046
    USA
    phone: 215-275-5388
    Reasoning, Inc. provides expert testimony for DEFAMATION and other cases. Reasoning, Inc. is a group of doctoral-level linguists and logicans with superior understanding of all aspects of language. Our specialties include defamation and other language-intensive issues. We do linguistic and logical analyses of publications, newspapers, books, letters, interviews, advertisements, manuals, contracts--to identify meanings, inferences, innuendoes, bias, actual malice, damage to reputation, similarity to other documents, copyright infringement, plagiarism, breach of contract, authorship, and fraud.

    As a specialist in educational testing, Dr. Habick provides expert testimony on educational practices related to fairness, bias, psychometrics, and flawed test questions or testing programs.

    Dr. Habick provides Linguistic Analysis of news reports and other communications and in assessment of Violations of Legal, Ethical, and Professional Standards.

    Dr. Habick testified as an expert witness in linguistics in the U.S. District Court, Trenton, in The United States of America v. Tyshon Bey.

    Dr. Habick performed linguistic analyses on defamation and trademark cases for Pisanelli-Bice, Las Vegas; Shumaker, Loop & Kendrick, Tampa; Haines & Associates, Philadelphia; and Seed Intellectual Property Law Group, Seattle.

    Reasoning, Inc. also provided expert testimony on unfair testing, grading, and educational practices for Seals v. State of Mississippi et al.

    Areas of Expertise:
    • Libel
    • Defamation
    • Slander
    • Trademarks
    • Invasion of Privacy
    • Copyright Infringement
    • Discourse Analysis
    • Logical Analysis
    • Logically Flawed Argumentation
    • Plagiarism
    • Education
    • Educational Examinations
    • Bias and Fairness
    • Psychometrics
    • Authorship Identification
    • Interpretation of Contracts
    • Taped Conversations
    Professional Affiliations
    American Dialect Society (ADS)
    International Association of Forensic Linguists (IAFL)
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    Edward F. Dragan, Ed.D.
    Principal Consultant
    49 Coryell Street
    Lambertville NJ 08530
    USA
    phone: 609-397-8989
    fax: 609-397-1999
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    Professional consultation for schools, attorneys and individuals. Court-qualified education administration, liability, school review and special education expert. More than 30 years experience in education. National practice.

    DOCTORATE: Rutgers University - Education Administration.

    MASTERS: College of NJ - Special Education.

    MASTERS: Franklin Pierce Law Center - Education Law.

    LAWYERS - Document review. Case analysis, development and litigation support. Expert reports. Deposition and trial testimony. School evaluations and comparisons for matrimonial issues.

    SCHOOLS - Liability and management assessments. Policy review and recommendations. Program review and development. Special seminars.
    Nationwide, 7.6 million students participate in interscholastic athletics, according to U.S. News and World Report. Keeping them safe is critically important to avoid school liability and sports injury lawsuits. And when sports injury occurs, schools may be found responsible if they failed to take reasonable precautions and supervision of students in order to prevent sports injury. Parents send their children to school with the implicit expectation that schools will do whatever is necessary to keep them safe whether in the classroom or on the football field.

    As difficult as it might be to accept and understand, abuse of children is occurring at an alarming rate in our nation's schools, daycare centers, camps, and other institutions. Even with state laws that require child abuse reporting and institutional policies that address sexual abuse prevention, identification, and reporting, abuse is not going away. More civil lawsuits are filed with each passing year, and schools and other organizations are not always appropriately responding to this epidemic.

    In the wake of recent incidences of gun violence, school safety and security has become an increasingly pressing concern in the United States and Canada. Schools, summer camps, daycare centers, and other agencies charged with the safety of children have a duty to protect them, and their ability to do so depends on solid policies, training, and appropriate response to security threats. Laws, regulations, and internal policies designed to shield children from harm may be developed proactively in response to a risk assessment or reactively in response to an event that caused injury to a child. Both are valid options in today's climate of terroristic threats to school safety and security. Inaction is not. Schools and other child-centered programs must consider and develop appropriate responses to this new dynamic.

    Risk of personal injury to children is reduced when activities, facilities, equipment, personnel, and supervision are brought into compliance with "standards." There are several sources of standards. Some standards are mandated by law through statutes. Additional standards are set forth by oversight authorities, such as the American Academy of Pediatrics, the American Camping Association, the National Federation of High School Athletic Associations, or the U.S. Consumer Product Safety Commission, to name a few. Other standards involve the customary professional practice of those conducting such activities. Ignorance of such standards is no excuse for failing to comply and schools and agencies with children have a duty to be proactive about implementing standards in order to prevent student injury.

    Many school-aged children have medical conditions about which teachers, nurses, and others who are responsible for their health, safety, and well-being should know. If not addressed in the right way by administrators, teachers, or other officials, these conditions can result in a catastrophic incident, not to mention costly litigation. A student with a known heart defect, for instance, is vulnerable in a physical education class if the teacher is not informed of the child's condition and does not institute appropriate precautions or prepared to respond in a medical emergency. If cafeteria personnel in a daycare center know that a child has a peanut allergy but fail to supervise the child appropriately, the child can go into shock if she is allowed to sit at a table where another student is eating peanut butter. In situations like these, if a plan for the child's care was either not in place or developed but not communicated to the staff, the child might suffer irreparable harm - or even die.

    In my profession as an education administration and student supervision expert, I have observed that residential schools and boarding schools present a higher duty than day schools to supervise children and a greater opportunity for the school to be found liable for child abuse and injury. When children are living and learning in a program 24/7, staff must demonstrate not only a professional standard of care, but also a reasonable and prudent parent standard of care. Although related, these standards are distinct and must be appropriately and reasonably applied in a setting where staff serves as surrogate parents and others serve as teachers, counselors, and psychologists. When a child is sexually assaulted, administered unnecessary corporal punishment, or is injured or dies in a residential school, both of these standards need to be addressed.

    The first responsibility of educators and those who supervise children in residential programs, day care centers, before- and after-school programs, and other settings is to make sure that these programs foster learning and care in a safe environment. Asking third graders to move a cart with a heavy TV on top, inadequate staff instruction in safe techniques to quell disruptive students, not carefully checking that the door to the pool closes and locks the way it is supposed to, excessive discipline, playground aides talking among themselves but failing to pay attention to the children, not providing a sufficient number of nighttime supervisors in a dormitory, and a school police officer not trained on how to interact with children with behavioral disorders - any of these circumstances can lead to student injury at school or death of a child and high litigation costs. The overriding professional standard of care is to protect children's health, safety, and well-being. Under this umbrella fall the development and implementation of policies, adequate staff training, and a level of supervision reasonably calculated to keep children safe.

    7/7/2015 · Child Welfare
    In settings where children are supervised by adults, we often think about traditional settings, such as schools and summer camps. But these are not the only places where children participate in activities that require adult supervision and which can result in child injury cases. Some nontraditional settings include resort and vacation day care programs, community recreation centers, church-sponsored events, and Boy and Girl Scout activities, among others.

    For schools, summer camps, and day care centers, one of the key functions of student supervision is to identify dangerous conditions and then either stop the activity or warn of the danger. The supervisor must take appropriate action for the protection of the children. Duty to warn contemplates both having knowledge of danger (actual or constructive notice) and having time to communicate it. Field trip injuries are very common and there is an equal duty to protect when children are off campus but still under school supervision, such as when children are on a school-sponsored trip. Excursions off school property present special challenges. Careful planning ahead of the trip, knowing about potential safety hazards, and creating a plan to avoid or mitigate them can help to protect a child from field trip injuries and a school from liability lawsuits.

    Keeping children safe in schools, preschool and daycare programs, summer camps, on playgrounds, and other locations is a primary responsibility of those who administer such programs. When a child becomes injured and the claim is negligent supervision, a school or other agency will have a greater chance of prevailing when it has clear policies and enforces them. In school premises liability lawsuits plaintiffs are more likely to prevail when a facility fails to maintain its campus and equipment, does not have a regular inspection plan, and does not instruct and supervise students in the safe and appropriate use of equipment.

    Employment decisions in public and private schools should be based on qualifications, performance, merit, and seniority, rather than race, national origin, gender, religion, age, or disability. Teachers and other school personnel can sue for employment discrimination if they are wrongfully dismissed or demoted, if they were prevented from initially obtaining a job, or not appropriately accommodated for a disability or medical condition. Most employment discrimination violates either state or federal law, and legal protections are found in the 14th Amendment to the Constitution and Title VII of the Civil Rights Act of 1964. Additionally, two primary federal statutes prohibit disability discrimination in employment: the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990.

    2/6/2015 · Child Welfare
    When child abuse is alleged to have taken place in a school, daycare facility, preschool program, summer camp, or other entity responsible for the supervision and safety of children, there is always the possibility that the entity may be liable if negligence can be established. Schools and other entities with a duty to protect children often become embroiled in lawsuits alleging that breach of this duty was a proximate cause of a child's injuries. Though laws vary, states adopt a broad definition of child abuse, including physical and emotional abuse, neglect and abandonment, incest, sexual molestation, and sexual exploitation. Typically, a child abuse report must be made to a designated state agency responsible for child protective services when a person, in his or her official capacity, suspects or has reason to believe that a child has been abused or neglected, or knows that a child has been subjected to conditions that could reasonably be expected to result in harm.

    School coaches have a duty to protect athletes from harm, including emotional or physical harm that may result from locker room hazing. High school hazing in athletics has many beginnings - the most prominent being an attitude of superiority among senior athletes and the belief that a weaker or younger athlete must be subjected to harassment to "make the grade" or to be "good enough" to be on the team. This mentality, if left unchecked and if students are allowed to participate in hazing behaviors, eventually can result in even more serious misconduct, such as sexual harassment and serious personal injury.

    When a student personal injury in a public school triggers litigation, plaintiff and defendant attorneys must address the concept of governmental immunity. In general, governmental immunity shields public schools from tort litigation and liability. Governmental immunity is not universally applicable, however, depending on how the facts of a specific case accord with state or provincial laws. This article is about how governmental immunity in public school cases might be pierced and how schools can determine whether governmental immunity applies in school liability cases.

    Millions of children participate in programs operated by daycare centers, nursery schools, and camps across the United States and Canada. The most important aspect of childcare is the safety and supervision of children. When a teacher, recreation leader, camp counselor, or other supervisor is engaged in activities involving young children, there is a duty to protect the child from physical harm, sexual abuse, and other forms of personal injury. A breach of duty to protect the health, safety, and welfare of a child that leads to injury may result in daycare negligence lawsuits.

    In 2011, the U.S. Department of Education Office for Civil Rights (OCR) issued a "Dear Colleague" letter to college and university administrators about implementation of Title IX of the Education Amendments of 1972 in regards to campus sexual assault cases. Title IX prohibits discrimination on the basis of sex in education programs or activities in schools that receive federal funding. The letter explains that schools are required to develop and distribute policies regarding sexual harassment, designate a Title IX coordinator to oversee the school's duties, train staff and students in sexual harassment and violence issues, and establish an investigation procedure and an adjudication process. The letter did not articulate specific procedural safeguards, rules for the examination of evidence, or guidelines for the conduct of adjudication or hearing processes for cases of campus sexual violence.

    Harassment in schools can occur when a student is discriminated against on the basis of national origin, race, religion, disability, sexual orientation, gender, or other identifiable class. A school district may be found liable for harassment if there is no strong, widely disseminated, and consistently enforced policy prohibiting it and no effective complaint procedure is in place. Schools can also be held responsible for the consequences stemming from a failure to take immediate, appropriate steps to respond to a complaint about harassment or bullying, terminate it, and discipline the offending party, be it an employee or another student. When a school has knowledge that a hostile environment exists but does not act on this knowledge, it can be viewed as giving tacit approval to this activity. In such cases, school districts have been found liable for enabling hostile school environment that prevents students from learning.

    The relationship between private schools and their students is very different than the one that exists when a student is in a public school. In private schools, the relationship is contractual in nature. The contract is expressed or implied in written documents, such as promotional literature, student applications, and student and staff handbooks. By contrast, the relationship between public schools and students is governed by federal and state statues, such as the Individuals with Disabilities Education Act and Title IX. In public schools, students are afforded constitutional, substantive, and procedural protections that are generally not applicable in a private school. In private schools, academic and conduct issues involving students raise contractual, as opposed to constitutional, issues.

    Injuries are a part of intramural and extramural sports and recreation programs. According to the National Federation of State High School Associations, high school athletes account for 2 million injuries, 500,000 doctor visits, and 30,000 hospitalizations each year. There's a certain level of risk assumed by a child who participates in any physical activity, but the school or agency has a general duty to protect children from harm to avoid school sports injury lawsuits. Dereliction of that duty may result in any number of situations that a jury may consider negligent, such as failure to develop and implement appropriate policies and procedures for supervision, poor maintenance of equipment, or inadequate instruction of children about the dangers inherent in their activity.

    Student injury or death often brings negative attention to a school. In fact, the first thing often reported publicly is an injured party's claim that an incident stemmed from the negligence or misconduct of a staff member responsible for a child's safety - a teacher, coach, or bus driver, for instance. But a student injury or death can result from any number of situations. These might range from school-related action or inaction, such as a breach of school security or failure to follow a student's medical orders, to a student's own actions and choices triggering a contributory negligence defense.

    For schools, daycare centers, after-school programs, and camps, children with disabilities often present significant supervisory challenges. If these children's needs are not adequately addressed and a child is seriously injured or killed, negligent supervision may be viewed as a proximate cause. But what constitutes reasonable supervision of children with behavioral or physical disabilities? It depends on the unique needs of the student and a school's standards for protecting that student from harm.

    This article reviews recent legislation and how that legislation effects compliance with student IEPs in regards to the equipment that can improve a student's ability to learn and interact with teachers, family, and friends. The article details the recommendation of devices and the school's responsibility in regards to their procurement, usage, and maintenance.

    Recently, a Seattle student with cerebral palsy was awarded $300,000 in damages from her school after years of harassment by another student was allowed to take place. Her harasser regularly called her names, blocked her wheelchair's path with furniture and manipulated her chair's electronic controls so it rammed into walls. It was not until the harasser caused his target serious physical injury and property damage that school officials responded formatively to his hostility by suspending him for three days.

    Abstract: This special paper introduces the Individuals with Disabilities Education Act, describes the school district's obligation to advocate for students with disabilities, reviews student rights created by the law, defines key terms, and takes the reader, step by step, through the procedural protections provided by the regulations.

    Abstract: Examples of consultations serve as an illustration of how a consulting education expert can assist lawyers who are working on school and education related cases. One example deals with a special education dispute involving inclusion and the other deals with liability for student injury and a settlement of $850,000.

    The tragic realities of the school killings in Littleton, Colorado, and similar instances of violence involving today's youth, have educators, policymakers and communities searching for causes as well as methods of prevention. Hit lists, posted on Internet sites and plans made by high school students to "get even" when they are teased are symptoms of what we already know: Bullying, teasing and discrimination are big problems for American children.

    Our nation's schools pay millions of dollars annually in damages to school children injured in class, sexually assaulted by teachers, and harassed by fellow students. Unnecessary risks in schools can be controlled to protect the safety of students, faculty and support staffs and to eliminate costly litigation and settlements.

    Even the most amicable custody arrangements can sour over school choice. As more people move about, the issue of where their children will attend school, and what that school offers compared to their current situation, is becoming more significant in family law. This article examines ways an education expert can assist with objective evaluations of school programs.

    The educator as a consulting and testifying expert has become one of the most important tools that an lawyer can use in the dispute resolution process involving schools. When the consultant becomes an expert witness the relationship changes. This article explains how the expert educator assesses merits of a case, and provides consultation to lawyers who are working on education and school related cases.

    6/19/2013 · Expert Witnessing
    According to a new national survey, there has been a sharp drop in the percentage of America's children being physically bullied or beaten up by their peers.

    5/13/2013 · Expert Witnessing
    Assigning fault and responsibility in a lawsuit involving a school is rarely clear cut.

    3/25/2013 · Expert Witnessing
    Eyewitnesses to the event may only tell what they saw, heard, felt or smelled; they are not allowed to tell what others have said (hearsay) or say what they think of the case.

    The first wave of inclusion has crashed upon the shores of our schools. Now, educators and parents are looking toward the horizon awaiting the next wave to see what it brings.

    Now that the administrative law judge ordered Heather into the regular fourth-grade classroom, none of the teachers want to have her, Maybe we shouldn't have filed for a due process hearing against the school. I think it backfired on us.

    Schools seem to have little control over the financial and human resources that are dedicated to special education. How can accountability be achieved?

    This article explores common situations regarding sexual harassment in the school setting. It also discusses exploitation of sexual power either by teachers or by students in an inappropriate relationship. Schools and its employees have a duty to train their students on their sexual harassment policies and to report any inappropriate behavior.

    5/14/2012 · Social Issues
    Cyberbullying is one of the fastest-growing problems facing families and the people responsible for protecting our children: school administrators, lawmakers and law enforcement officials. Cyberbullying is such a new frontier, the laws that define and police it are, in many places, weak to nonexistent. Its "sudden" pervasiveness and severity is now shocking people into action as evidenced by the rash of suicides making national news and the resulting public outcry.

    The safety of children is of the utmost concern to school board members, administrators, and teachers. Accidents do happen, of course, but you must do everything you can to make sure that the students in your care are not hurt.

    People who are passionate about school safety have a vision--a vision we share with concerned parents, educators, and especially with the kids we're obliged to protect.

    All 15-year-old Phoebe Prince wanted was to be liked. But after moving from Ireland to Massachusetts, it wasn't long before Phoebe endured bullying from the "mean girls" at school.

    It is commonly accepted that school liability has increased over the past several years, especially in the area of tort liability.

    Edward F. Dragan EdD
    Bullying used to be thought of as an unpleasant rite of passage, but now psychologists are realizing that it inflicts real harm. As many as 40 percent of children report that they’ve experienced episodes of bullying at school or online through their school community. School safety expert Edward Dragan argues that parents need to be proactive in looking out for their children’s social well being at school. From his many decades as a Board of Education insider, he argues that schools are self-protective entities and reluctant to address bullying themselves.
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    Lawrence M. Misel
    4642 Pepper Mill Street
    Moorpark CA 93021
    USA
    phone: 818-943-0791
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    Lawrence M. Misel has over 40 years of experience as it relates to Secondary Education, including high school, middle school, and continuation high school. Mr. Misel earned a Master's Degree in the Social / Philosophical Aspects of Education and has been trained in "Common Core", International Baccalaureate, and Special Education (RtI). His professional certifications include Administrative Services and Secondary Education (Social Science).

    Background - Mr. Misel has a unique perspective having served as a teacher, coach, assistant principal, and principal at the middle school, continuation school, and comprehensive high level. His last principalship was for fifteen years at Agoura High School, in Agoura Hills, CA.

    Litigation Support - Mr. Misel's array of professional experience along with his knowledge, personal commitment, thorough documentation instruments, and understanding of the application of district / state policies, as well as, the California Education Code make him an ideal candidate for educational litigation support. Mr. Misel offers expert witness services to counsel representing both Plaintiff and Defense.

    Areas of Expertise:
    • School Policy and Procedures
    • Compliance
    • FRISK
    • Supervision
    • Behavior Problems
    • Faculty Issues
  • Faculty Review
  • Teacher Training
  • School / Campus Safety
  • At Risk Students
  • Student Activities
  • School Athletics
  • View Lawrence Misel's Consulting Profile.
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    Virginia Rhodes, EdD
    CEO
    1549 Wittlou Ave.
    Cincinnati OH 45224
    USA
    phone: 513-207-2566
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    Virginia Rhodes, EdD has an extensive background in Urban Public Schooling. She has over 35 years of experience in School Policy, Strategic Planning, Organizational Development, Administrative, Supervisory, Evaluation and Instruction in K-12 settings.

    As principal and policy-maker, Dr. Rhodes was known for her work in reclaiming failing high schools, including moving an Ohio high school from 8% passage on the state science test to 54.5% in 2 years, collaboratively, within a contractual environment.

    Dr. Rhodes provides Expert Witness testimony and preparation services for districts and law firms. She is available to represent both Plaintiff and Defense. Dr. Rhodes' services are available nationally and internationally.

    Specialties Include:
    • School and School District Policy
    • Organizational Development, School, District Structural Planning
    • Standards of Administrative and Teacher Practice
    • Teacher Training / Evaluation, Administrative Training
    • School Climate, SEL, Discipline Methodologies, Applications
    • Diversity Issues within Personnel and Student Settings
    • Urban School Research
    • Deposition Digests & Document Review
    • STEM, Environmental, Magnet, and other Specialty Programming
    • Conditions Affecting Low-income Students: Mobility, Poverty
    • Urban Schooling / High-risk Settings
    • Innovative & 21st Century Practices - Domestic and Abroad
    • Academic Achievement and Program Development
    View Dr. Rhodes' Consulting Profile.
    What does it take to improve science performance in an inner-city high school? Could a science "immersion" strategy change motivation and interest in science? How can we meet a key strategic goal of our urban district: "All students graduate and are prepared for postsecondary education, successful careers and productive citizenship."

    Creative professionals in team-based work settings value work communications skills among their colleagues. As public schools create professional learning communities and experiment with teacher-led curriculum and program development, traditional interview processes may prove inadequate for these new collaborative environments. New and creative selection models may be needed to enable teacher or other professional teams to choose candidates with the 21st century skills needed for success. In public sector environments, work rules are often highly developed and professionals are entitled to interview. Qualifications, training, experience and seniority as determinants often get reduced to transfer rights using seniority as the main or only criteria. This trend detracts from creating a competitive environment in which to attract & retain a high-quality teaching staff. Solutions can be found within existing contract parameters, however, if the attributes necessary to teach 21st Century skills are actually required to be demonstrated, not just described, in the interview process.

    "All children can learn," is a catchphrase currently making the rounds in education circles, particularly in staff development activities (Pankratz & Petroski, 2003). De facto learning theory challenges the underlying assumptions of this phrase by examining how it is that learning in schools takes place. Using theoretical foundations of Dewey, Maslow, and Vygotsky, this essay will explore the fact that all children are, in fact, learning all the time, regardless of the actions of teachers, the content of the curriculum, or educational policy and practice.

    Critical to a dynamic STEM school is a high level of instructional rigor. While this is true in all STEM schools, it is a particular challenge in those programs that serve populations inexperienced with high levels of rigor in their previous coursework.

    OK, I did learn enough in 35 years of high school teaching, administration, and marriage to know one thing: The way to anyone's heart is through their stomach! Feed them, and they will come.

    Establishing a STEM High School (Science, Technology, Engineering, & Mathematics), and the Aiken Environmental, Ohio's first public environmental high school proved to be successful strategies to increase student engagement and raise standardized scores in science. High-poverty urban students from declining academic and disciplinary environments produced significant gains on science test results and credit attainment towards graduation. Using multiple overlapping rigor and SEL strategies, students experienced "science immersion," project-based learning, and a social-emotional curriculum that emphasized personal development and team/community-building skills.

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    Richard L. Swanson, PhD
    785 Tucker Road
    Suite G-154
    Tehachapi CA 93561
    USA
    phone: 530-277-9603
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    Richard SwansonRichard L. Swanson, PhD is a former School Administrator, Principal and Superintendent with over 39 years of experience in Education. He earned a PhD in Social /Developmental Psychology from the School of Education at UC Berkeley and has been a driving force in successful negotiations, mediations and several high-profile litigations of key Educational Issues which include Sexual Harassment, Student Complaints, Teacher Grievances as well as Discipline, Dismissal and Release.

    Dr. Swanson has worked directly with the Office of Civil Rights, the Department of Justice, the California Department of Education’s Fiscal office, the California State Controller and the California State Attorney General’s Offices. He speaks with articulate, persuasive and knowledgeable authority based solidly on his academic training and 39 years of practical experience. His credibility as an Expert Witness rests on 9 years as a teacher and instructional consultant, 12 years in the private sector as a manager/planner and financial executive and 18 years in school leadership as a principal and superintendent.

    Dr. Swanson has written over 16 teachers’ guides, one book on finance and numerous published articles on educational topics. He has expertise in:
    • School Reform
    • School Fraud Prevention and Prosecution
    • School Safety
    • Title IX Compliance
    • Teacher Discipline, Dismissal, Release
    • Special Education Compliance
    • School Improvement
  • NCLB and Achievement Gap Issues
  • Bullying / Harassment
  • School Facilities
  • School Finance
  • Educational Evaluation
  • Social Development
  • School Supervision
  • View Consulting Profile.
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    Suzanna Ryan, MS, D-ABC
    3548 Woodland Way
    Carlsbad CA 92008
    USA
    phone: 949-973-7588
    fax: 855-773-5358
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    Suzanna Ryan, MS, D-ABC, is a former forensic DNA analyst and forensic DNA Technical leader with 15 years of experience in the field of Forensic Serology and DNA Analysis. She has had the opportunity to work for both public and private DNA laboratories and has testified numerous time for both the prosecution and the defense.

    Ms. Ryan's expert testimony has been admitted in eight states including Rhode Island, Maryland, Texas, Florida, California, Washington, Iowa, and Idaho as well as in Kaiserslautern, Germany. She has been accepted as an expert witness in forensic serology and DNA analysis over 60 times in her career in state superior courts, state supreme court, federal court, and military court, and has been deposed as an expert witness in both criminal and civil trials over 20 times.

    Services Include:
    • Review of DNA case file, including all laboratory bench notes, communication logs, chain of custody, DNA data, mixture interpretations, statistical conclusions, and reported results and conclusiosn.
    • Reanalysis of electronic DNA data utilizing Applied Biosystems’ GeneMapper ID software and re-interpretation of any mixtures to ensure the interpretation complies with laboratory and national guidelines (FBI Trained)
    • Consultation time with the client as well as assistance with court preparation and cross-examination questions
    • Observation of consumptive DNA testing
    View Suzanna Ryan's Consulting Profile.
    It used to be that if your DNA was found at a crime scene, there was a pretty good chance that not only were you present at that crime scene, but you probably were involved in the crime as well. After all, if your blood was found on the murder weapon or your semen was found on or in the victim, chances are you were probably intimately involved with the person and/or the crime.

    In April of 2010, the Scientific Working Group on DNA Analysis Methods (SWGDAM) published a report entitled Interpretation Guidelines for Autosomal STR Typing by DNA Testing Laboratories. This document updates and supersedes the previous SWGDAM Interpretation document released ten years earlier in 2000 and is now being used as guidance in crime labs across the nation.

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    Dr. Joseph S. Schwartzberg
    1831 Goldenrod Lane
    Vista CA 92081
    USA
    phone: 760-705-0106 / Em: berger_51@hotmail.com
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    Dr. Joseph S. Schwartzberg, is an Educational Consultant / Expert Witness who provides consultation and testimony on cases involving students with disabilities.

    Dr. Schwartzberg was responsible for developing and administering legally compliant special education programs for the 14 districts of North San Diego County. For 13 years, he served as the Senior Director of the North Coastal Consortium for Special Education for the San Diego County Office of Education. For the 7 years prior, he was the Division Director for the Southern Westchester Board of Cooperative Educational Services (BOCES).

    Litigation Support - Dr. Schwartzberg provides expert witness services to counsel representing both Plaintiff and Defense. He offers assistance with civil, family court, and due process (OAH) matters.

    Areas of Expertise:
    • IDEA
    • Inclusion
    • Mainstreaming
    • Standards of Care
    • Other Agency Responsibilities
    • Non-public Schools
    • Appropriate Programming for Students with Disabilities
    Certification / Credentials:
    • School Administrator and Supervisor (SAS)
    • School District Administrator (SDA)
    • Professional Clear Administrative Services Credential
    • Professional Clear Single Subject Teaching Credential : Health Science
    • Learning Disabilities, Emotionally Handicapped, General Special Education
    • Nursery, Kindergarten, Grades 1-6
    • Health and special classes of the orthopedically and similarly handicapped
    • Teacher of children with special learning handicaps
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    Snoaspen Insurance Group, Inc.
    Paul W. Burkett, JD, CPCU, CIC, ARM,CRM, ALCM
    10775 Double R Blvd
    Reno NV 89521
    USA
    phone: 775-682-4380
    fax: 775-682-4301
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    Paul W. Burkett, JD, CPCU, CIC, ARM,CRM, ALCM is an Insurance and Risk Management specialist. President and CEO of Snoaspen Insurance Group, Inc., Mr. Burkett began his career as a Loss Control Representative for SAFECO Insurance Company after serving as an Officer in the United States Air Force. During his career with SAFECO, he served as a Loss Control Supervisor, Loss Control Manager, Commercial Sales Representative, Division Commercial Lines Underwriting Manager, and Regional Workers Compensation Manager.

    From Safeco Insurance Company, Mr. Burkett worked for Frank B. Hall & Company as a Vice President in charge of Risk Management Services. He was responsible for design and implementation of alternative insurance programs such as pools, self-insurance, and captives. From Frank B. Hall, Mr. Burkett assisted in establishing the Meadowbrook of Colorado office and focused on developing specialized group programs. Paul assisted in establishing TUITIONGard which specialized in coverage for private student loans provided through banks in the United States.

    Mr. Burkett currently provides litigation support services to attorneys for both Plaintiff and Defense. He has been deposed and/or testified approximately 10 rimes in the last five years.

    Areas of Expertise:
    • Insurance Company Good and Bad Faith
    • Agent / Broker Standard of Care
    • Insurance Industry Customs and Practices
    • Risk Management
    • Business Contract Insurance Clause Analysis and Application
    • Insurance Coverage Analysis
    • Insurance Claims Disputes Analysis
    View Paul Burkett's Consulting Profile.
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    State University of New York - College at Buffalo
    Dr. Peter W. Loehr
    49 Louvaine Drive
    Buffalo NY 14223
    USA
    phone: 716-875-7694
    Dr. Peter Loehr has 22 years of experience in Education specializing in Personnel Decisions. He is a tenured professor of Educational Administration & Supervision at the State University of New York - College at Buffalo.

    Dr. Loehr's employment experience includes: Superintendent of Two School Districts, Director of Personnel & Labor Relations, Director of Curriculum, Elementary Principal, High School Assistant Principal, and Teacher. He has testified for both plaintiff and defense in Federal and State courts.

    Areas of Expertise:
    • Personnel
    • Discrimination
    • Tenure
    • Employment Decision - Making
    • Negligent Hiring & Retention
    • Sexual Harassment & Hostile Work Environment
    • Employee - Youth Molestation
    • School Safety
    • Employee Discipline
    • Policy Reconstruction
    • Administrative & Educational Policies & Procedures
    • Supervision
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    Patrick Reynolds
    Grandson of RJ Reynolds and anti-smoking advocate
    8117 West Manchester Ave Suite 500
    Playa del Rey CA 90293
    USA
    phone: 800-541-7741 or 310-880-1111 (Cell)
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  • Recent Coverage by Broadcast & Print Media
  • Areas of Expertise
  • Video Clips from Live Talks
  • Speaking Work
  • Biography


  • Background and Expertise: A grandson of tobacco company founder R.J. Reynolds, Patrick Reynolds first spoke out publicly at a 1986 Congressional hearing in favor of a ban on all cigarette advertising.

    Since then, his advocacy work and appearances in the national press have made him a well known champion of a smokefree society.

    Mr. Reynolds is a frequent guest speaker at universities and health conferences, and also middle and high schools. His talks are often sponsored by health departments and hospitals, as a bridge builder to local communities. He is frequently invited to debate on Fox News Channel, CNBC, CNN and other networks, and has been profiled by most of the world's major newspapers and US TV networks.
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    Catherine Witt
    Traffic Safety Consultant
    PO Box 25436
    Kansas City Missouri 64119
    USA
    phone: 816-813-6232
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    Catherine Witt Traffic Safety Expert PhotoCatherine Witt specializes in Temporary Traffic Patterns during construction operations, maintenance operations, utility operations, and special events. Any time the motorist traffic pattern is changed there are specific requirements. Ms. Witt and her team are familiar with the requirements on a national level, in all 50 states, the state specific requirements and job site specific based on contracts.

    Experience: Ms. Witt and her team have a total over 100 years experience in the Traffic Safety Industry. She has trained over 20,000 construction, maintenance, utility and law enforcement workers in the requirements nation wide and started out doing installation over 25 years ago. Ms. Witt then worked for the City of Overland Park, KS doing design, plan review, special events and in house training.

    Catherine Witt provides litigation consulting and expert witness services for legal cases involving fatalities, catastrophic injuries, personal injuries, and workplace safety. She has expertise in Work zone safety and OSHA regulations for construction, utilities, special events, emergency response and maintenance. Ms. Witt's expert witness services are available to attorneys for both Plaintiff and Defense.

    Areas of Expertise:
    • Roadway Worker Safety
    • Temporary Traffic Control
    • Flagger Operations
    • Mobile Operations
    • Installation and Removal
    • High Visibility Safety Apparel
    • Adequate Signing
    • Adequate Channelization
  • Appropriate Tapers
  • Traffic Safety
  • Compliance with Plans and Standards
  • Compliance with Jurisdictional Requirements
  • Special Events
  • Emergency Response
  • Multi Jurisdictional / Multi Employers
  • P3
  • View Catherine Witt's Consulting Profile.