Natasha are we good on the screen. We are okay.
perfect all right again thank you for coming tonight. So, again we're going to talk about
being an advocate and how having to nurture your Advocate at home. So, my name is leslie
Hansen and we have Natasha here with us tonight helping us well we are both parent Consultants
at the Utah parent Center and we both both have children with disabilities and so we're able
to understand the issues uh that maybe you are facing with a parent perspective
um so tonight we
hope that you can gain some information that you leslie you're muted, okay perfect thank you.
Okay, so, for tonight we have a few objectives that we're going to go over our first one is
going to be advocacy for parents and students secondly we'll go over tips for uh success
throughout the years and then lastly we will go over troubleshooting our experiences um I want
to remind you at this time that this really is a brief presentation um we're not going to be
able to answer
all questions tonight but we really do you know want to help so we do offer
one-on-one consultations and support you can do uh take advantage of that by reaching out to the
Utah parent Center we also have additional videos and materials on our website and that offers a
lot of information for you as you navigate this process with your your students okay so advocacy
for parents and students parents and families are often their child's voice especially in early
life you know your child best t
rust yourself and your instincts however as they grow it really
is important to give them as much of a voice as possible when it comes to decisions in their
life as an advocate for your young adult the Utah parent Center can connect you with resources that
you may need um you know just by simply attending this class you really are taking that first step
um into you know doing what you can for your child um and really you don't need to do everything at
once um it can be very overwhelming so
you know just kind of keep moving forward and use some of
the tips that we have tonight so how do we teach our children to advocate for themselves uh this
process does not happen overnight so it really does take time and a lot of time we can start when
the children are early uh early on like 18 months even um if we model good advocacy our children
will learn learn from us transition age is the perfect time to develop and display those advocacy
skills learn your youth um and and let them tak
e the lead as much as possible with your support of
course so for an example of this you may see that your child is is struggling in class instead of
emailing the teacher help your child formulate an email and send it to the teacher give your child
that opportunity to make choices and honor their preferences encourage autonomy um so you there's
a couple of different ways we can do that we can offer choices even children like toddlers have
they know they have little control over their lives
but we can give them choices when we can
so maybe deciding what to wear is a great method to start out with we can simply ask our child
do you want to wear the green shirt or the red shirt and that can can build autonomy in them
create opportunities for autonomy so this is going to provide them with more Independence
when we offer choices if a child is coloring and empties the entire box of crayons in the
process let them once they have finished their activity ask for their help in putting
them away
give your child a task giving a taller a task can invoke feelings of Independence and boost
autonomy ask them if they can help you push a cart at the grocery store um maybe ask them to
clean up their toys not only will these tasks help them Channel some of their energy but it
will give them a taste of being in control and some Freedom you may even want to try to build
their autonomy by letting them know uh that they do have control over their thoughts and opinions
that their opin
ions matter so listen to them allow them to act on on their opinions as a young child
is developing their emotions can feel really big to them so as they learn to feel more autonomy
they may fail um but those feelings of failure can lead to challenging behavior and they might
have difficulty identifying their feelings so label those feelings validate those feelings and
that can also help promote autonomy a large part of this method really relies on the observation
skills of the parent right
so if you note sadness label the feeling as sadness and express that
it's okay to feel sad if they express anger do the same being allowed to express their feelings
is another way children can develop autonomy and then lastly let them work through challenges
so you know as adults we make mistakes and we learn through them just as our children
can experience those mistakes and sometimes that can boost the autonomy um allow children to
safely work through those challenges and uh their indepe
ndence and maybe that will build their
self-esteem especially when they succeed okay and then just a few more um these three like
structure uh may be you know having clear set rules regulations or expectations uh can really
be supportive of a child's autonomy communicate these rules in a consistent way and this will give
children a clear framework with which to work and develop and hiding spaces and dens can really
kind of help that that space aspect right that they kind of want their own s
pace they thrive
in environments when they are given time to play on their own terms um so maybe some common ways
that children can assert their autonomy is again claiming their own space maybe they have a corner
they hide into or uh a Hut um and maybe they are there alone or maybe they have their friends in
there too I mean I can remember having my own uh tree housee when I was younger right and that
was kind of my space um and that was nice hey lesie real quick I don't see anybody in the
waiting room but our interpreter says she's oh nope she says she's in the waiting room do you
see her um you know I can't see any anybody let's see just because of where my settings are you're
good I just wanted to make sure I wasn't missing something um can you maybe have her go out and
try again okay and make sure that she's has the right link okay sounds good thanks Lesley sorry
thanks sorry everyone okay and then taking risks so taking risks are a part of life um and giving
children to
learn those skills um is something that we can do to promote their autonomy so take
the time to discuss those potential risks with your children and support them in making those
informed autonomous decisions overall nurturing children innate their innate need for autonomy is
a key skill for early childhood education um and we as parents you know should be and caregivers
should be able to um help promote that skill and as people that are educating our children they
can also help that skill
um grow so okay let's then talk about when and where do we need to
advocate so advocacy can really take place anywhere um at any time some examples might
be at home at school within the community um even with doctors and hospitals advocacy can
even take place with friends and even family members it really is like growing a garden
um you plant your seeds of of this advocacy and or this autonomy and it takes time uh it
takes time for them to root and to bloom but some of the things that we ma
y want to change
might be small and seem in insignificant but eventually will lead to bigger changes so um
we really have to be patient and persistent at this level of teaching this new skill because it
really can take time uh we really shouldn't give up or get discouraged and we need to make sure
that our youth don't get discouraged as well um again sometimes they may fail um and that's okay
because we learn from our mistakes and that risk taking is kind of what can help push us along Okay
so IEP and 504 meetings really are a great place to begin so if your student has an IEP and even
a 504 generally at the beginning of that meeting there's going to be a time where the the team is
is talking about the student maybe the student is able to give some information about themselves um
my son participated in his first IEP meeting last year and while he wasn't wanting to sit through
the whole meeting um I was able to talk to him beforehand and ask him you know what do you
find easy
about school what do you find hard about school what are your favorite things about
school and we wrote down his answers he practiced a little bit and then he was able to sit you know
to the five first five 10 minutes of the meeting so the team really got to know him what he saw
for his life um how he likes to participate and what he feels like his strengths are so that was
a really neat um moment in his life and for me as well but he was only 14 at the time so I know
that every meeting af
ter that he'll gain more confidence and he may be able to lead his IEP
meeting from start to finish um you know in in no time so if your youth if if you're if you find
that your youth is having a hard time sitting at the these meetings they can beong really just
kind of focus on what they can do um is it a slideshow uh is it a poster uh that they like
to show um about you know their strengths and and what they like to do so it really is okay
um and just kind of keep encouraging them to do t
o participate um okay so let's talk about tips
for Success throughout the year so we have a lot of resources available at the Utah parent Center
we have one-on-one consultations we have meeting support so we we can go to uh school meetings
and support and help the parent advocate and we do have resources for preparation for those
meetings as well again all of these are free services and then we also have IEP tips for
teens and IEP tips for parents and so those are really great um great info
rmation sheets and
also booklets that we have available um for you to go over and even the IEP tips for teens it's
really great for them to look at that and to um kind of understand the information on there so
that they can be effective advocates in their own IEP meetings and I don't know if Natasha's back
we will get those linked if she's not back we will get those linked in the chat for you um and so
you're able to um look at those as parents and as teens okay this is what our IEP handboo
k looks
like it's called Partners as parents I'm sorry parents as partners in the IEP process so it
really goes over quite a bit of information uh parent and student rights qualifying for
services developing uh the IEP plan and be on the IEP plan and as we all know special
education has a lot of acronyms um and so we have a list of acronyms in there as well
and then initiating that partnership which we'll talk a little bit about tonight
but is so important to make sure that we are communic
ating with our team and that
we're building a trusting relationship with them and then we also as our youth grow into
teenage we have great transition University workbooks uh that are available also Natasha
will put a link in the chat for these these workbooks are available again in the chat we'll
put a link or they're available on our website at Utah parents center.org under publication
as well as the tab resources so uh if you go to resources you'll go to transition planning
and then you
'll look for the section that says trans ition University um there are many resources
available on our website for our youth that are in transition and the information that we talk
about today um will be in some of the sections of these books um and so you may find some
familiar information when you look in there um but our books are all colorcoded in fact the
choices book and the successful transition for youth with disabilities book are companion books
and so the parents will or caregiver
s will look through the choices book and then the youth will
look through the successful transition for youth with disabilities book and again they're companion
books so they they really um are similar in color coding and in information I have found this to be
a great resource for my teen um as we're trying to figure out maybe what skills he needs to um
continue to you know find employment um you know be able to gain the skills to live on his own
one day okay and then know your plans and yo
ur programs so does your student have a Section 504
plan or an IEP um or an individual health plan or a behavior plan or a safety plan so there are so
many different plans for your students needs um and it is possible that your student may have
one or more of these plans listed so if you're not sure please reach out to your school and
ask if you know which plans they have um but you haven't explored these in a while it may
be time to revisit them and understand what is needed to have a succ
essful School experience for
your students so um I want to make also a special note that knowing the difference between a high
school diploma and a high school certificate of completion is very important at the point of
when the child is starting to transition so that's around nth grade that transition meeting
for a student on an IEP is super important because your St your student is then put on a path to
graduation um and so if your student has an IEP you're looking maybe to modify some cl
asses
or a class schedule perhaps or or credits given um please think carefully before you agree
to those modifications because they really can impact the uh diploma route that they um have
available to them and we really will we're going to talk in the next few slides about graduation
and kind of what that look looks like as well so okay so um I want to focus on again graduation
for just a few moments in Utah there are four graduation options available and we'll go over
these in more deta
il but the first one's going to be regular high school diploma alternative
high school diploma certificate of completion and Alternate high school diploma okay if that's
not confusing enough right so let's first talk about regular high school diploma so this is
a graduation credit requirement determined by the Lea so that's going to be your school
district or your charter school it's going to end your free and appropriate public education
so it's going to end fatee for your child uh Team di
scussion on the rigor during educational goal
setting um and then graduation is the change in placement requiring prior written notice so that
high school diploma is going to be awarded when the high school completion or graduation comp
credits are complete um again that's going to be um along with state and federal law so if a
student has met graduation requirements the Lea may not withhold a regular high school diploma
from the student and the fape will end um I have had parents that have
run against this um before
where they thought that their student was not on the path to a regular high school diploma and they
realize that graduation is right around their the corner and their child has enough credits to
graduate so really keep that in mind um please note that there is no option to test out of
required credits so for students who have a high level of proficiency in a class that's being
offered in high school um there's there's really no way for them to test out um this op
tion may
be good for students who do not want to attend um High School continue to attend high school but
are capable of receiving a high school diploma um this option is for all high school students and
should be discussed with the IEP team okay let's go to the alternative high school diploma this
can be an adult education diploma or a GED so GED stands for for a general education development if
your child gets an adult ed diploma that will end their free and appropriate education but if t
hey
get a GED they may be able to continue on to post High um this is not a specific uh diploma issued
by an individual High School rather it's issued by the state of Utah um and it really is not specific
to students in special education either okay let's go on to our third option which is certificate
of completion Amy sorry not Amy lesie real quick Amy just got a hold of me our interpreter had the
wrong link so she should be on any minute perfect um will you be able to link her I hope you
have
the capability to do so I'll try it for you yeah thank you Natasha were you able to link those
in the chat I did I put them in for everyone perfect all right thank you so much okay so um
on the certificate of completion so students can receive this completion if they have completed
their senior year uh if they exit or age out of the system or have not met all those state or La
requirements for a diploma now I want you to pay particular attention to um that a certificate
of completion
does not in fape however aging out at age 22 does so the first two that we
talked about the regular high school diploma and the um alternative high school diploma they
those end faveee but a certificate of completion does not end fape right um and your student
could stay in the system until they age out at 22 and then I I want to go to the next
one and this might get uh confused with the alternative high school diploma that we
talked about just a few minutes ago um but this diploma is for s
tudents with a significant
cognitive disability so these are going to be students that are participating in the Essential
Elements and the alternate assessments uh this diploma does not end fape and so the student
can continue into that post High program um I really want you to make sure that you're not
getting confused with alternates so this is an alternate high school diploma not an alternative
high school diploma that ANS fape so um again if really going through your IEP team talking to
your school about these options and being clear on what that looks like for your student um is
going to be really important to do okay all right so building support so when we have a plan or an
educational program in place think about the ways that autonomy and Independence can be supported
through goals and other learning experiences so just like we talked about in the beginning of
our presentation right like that atomy how are we giving our children the opportunity to learn
that skill a
nd so uh really think about those ways and starting early um is something that will
benefit your child as well okay so this is really hard to to see I'm going to talk about a few of
uh of these things that are um on this on this list but these are sample goals and language um
to give you an idea of areas that can be through supported through skill building and so I have
seen where some students have had self advocacy as maybe a goal on their IEP um maybe you know
have something on their 504
about accommodating that self- advocacy um I always ask you know the
families I'm working with does your student know how to advocate for their accommodations do
they even know what their accommodations are and so that's something that you can think
about as well but the goal here would be student will demonstrate self- advocacy skills
in order to communicate learning style academic and behavioral needs so when we talk about
objectives that's going to be how this goal is going to be suppor
ted so um maybe one would
be um student will accept the consequences of being um unprepared for class by discussing
such consequences and developing a strategy to avoid such problems in the future um student
will develop and carry out a plan for making up missed work due to an absence student will discuss
specific topic behaviors positive and negative um and their effect on academic classes and social
performance of self and so really if you can kind of tell these objectives are really are
trying
to build that skill again the skill is not going to be built overnight right so the school team
can really support that student through some of these objectives and building the skills
of that because really our students are going to need self- advocacy throughout their lives um
it just doesn't stop when they get out of school okay let's go on to how teachers can support
this um so there are strategies for delivering self-determination instruction um and these
are a few examples of
what some Florida school districts are doing um they're identifying the
students priority in educational needs so maybe that student's priority is self- advocacy or goal
setting or decision making okay they're developing relevant measurable goals in the IEP that address
the need for self-determination instruction so again making those things a priority with your
team and being able to have your student gain those skills through goals or accommodations
um and teachers can support these thing
s um promoting and supporting IEP participation and
Leadership so um is your IEP team helping and encouraging your student and supporting them
while they are participating in their IEP again you know for our children that are 14 and older
and this is a really important thing for them to be able to do um and kind of starts them on
that self- advocacy uh path of being able to run their own IEP meetings participate um get
their Buy in on what goals and accommodations they need and that they fe
el would be beneficial
to them and then maybe adding a line to that IEP to note how instruction will be provided um
or information will be disseminated to the student and then there's a few others that
aren't listed here maybe um including samples of students completed activities in a student
Port portfolio so maybe your student wants to create a port a portfolio um so that when they're
going to get jobs and interview for jobs or that they're maybe they're looking at going to
College um ha
ving a a portfolio might be helpful like this is what I've done right this is
what I've put together to prepare for these other opportunities so that's something that a teacher
might be able to support and a good thing to ask your team to to help support that as well okay so
there are tools for advocacy and we have uh such a variety of ways that we can advocate for ourselves
and our children can advocate for themselves and so if verbal communication is difficult or not
possible with your ch
ild there are other options for expressing yourself so part of advocacy is
to help you find your voice but that doesn't always have to be done through speaking so um
and again it doesn't really have to be face to face or in a big group you know whatever method
works best the big part of advoc advocacy though is identifying who is part of your team okay
um and what can they do to help you how can they support you and that's what we're going to
talk about um here is that you don't have to do
it alone really identifying who is around you who
is your circle of support that can help you um or help your student be able to gain resources or
experience um um or just support um as they're navigating so a few examples of this might include
maybe families teachers a medical team uh friends neighbors maybe government officials so if maybe
they're getting Services through dspd they have a case manager or they have a vocal rehab counselor
excuse me that's working with them uh even asking t
hem to be part of that Circle of support for
your student and actually in those uh books that Natasha linked in the chat the transition
books the choices and the successful transitions it does talk in there about Circles of support
and it's actually a worksheet that your your student can do uh to be able to kind of outline
that and so they know and they can kind of think about you know who is my support and where do
I lack support that I need to go get support support okay so professional a
nd parent
relationships strong Partnerships support children's learning and the ability to
develop lifelong skills and networks while also strengthening parents capacity to be engaged
in their child's School experience research shows that when a partnership approach between parents
and teachers is evident children's work habits attitudes about school and grades improve
they demonstrate better social skills fewer behavior problems and a greater ability
to adapt to situations and get along a
nd parents and teachers will benefit as well when
working together as partners it's been found that parents and teachers communicate more
effectively develop stronger relationships with one another and develop skills to support
children's behaviors and learning I always tell the families I'm working with that it really
is such an important relationship to build um relationship with school professionals
requires some trust and and Faith right good faith that everyone is doing their best and
they all have your children your child's best interest in mind um and so that going in with
that perspective can really help build that trust okay so this is this was quite interesting
there was a a focus group and it consisted of parents of students with or without disabilities
and these the the children with disabilities had very levels of disability and the families
themselves had varying levels of involvement with the school on effective Partnerships so
this focus group was held by Cad
re and Cadre is uh if you've never heard of it it's the
center for appropriate dispute resolution in special education um so they really get all
of the disputes around the country um they are aware of them and they um have videos and lots
of information on their website but they were able to do this focus group and these were the
five major themes that emerged from that focus group so a school culture of inclusion positive
administrative leadership attributes of positive Partnerships opport
unities for family involvement
and positive outcomes for all students and I don't know if you can relate to those as well as maybe
what you would feel that school Success would be okay so leslee before we get on to starting
off the foot right I'm gonna run the poll if that's okay yes um I believe you're gonna run the
demographic poll is that right correct okay so everyone if you can just take a moment to uh
take this demographic poll so we as the Utah parent Center are trying to make sure t
hat we
are reaching um all corners of the state um and in in all demographics we really want to get our
information out there for families and so if you could fill out this poll um it will help us know
how we're reaching people and where we need to do better and can any can you guys see the poll we've
been having issues with the zoom link so someone could just put in the chat like a thumbs up or
something and let us know we can you guys see it I cannot see it but I don't know if that matter
s we'll just probably
take I don't know a couple minutes maybe Natasha two minutes or so sounds good thanks again for filling this out we do appreciate it you think maybe another minute
Natasha yep we'll give it about yeah about one more minute and then
we'll we'll be done thank you again okay we'll do we'll stop it in about 30 seconds he I'm going to go ahead and end the poll thanks
again for everyone who participated in that thank you Natasha okay so if you remember just a minute
ago we w
ere talking about parent perspectives for school Success so what did parents think that
that was to them right what what did they feel like success was to them what was their priority
of success so now we're going to talk about how do we start off on the right foot with our school
teams or uh School staff and so the first one is going to be asking open-ended questions so
this is more for I mean this can be for both but really aimed towards the school staff you know
ask about the family's ba
ckground the expectations the concerns and maybe their culture uh leave
any assumptions behind so again assumptions as we all know can really create some harm in a
relationship from the very beginning and then let parents know about school resources available
and again parents if you're not knowing about what the school resources are available you
can ask this as well right so letting parents know that there are people at the school that
are available to talk about concerns or answer questi
ons you as a parent you could ask you know
if I have a concern about my child's services or supports who can I go to who's that go-to
person for me um and then learn about other resources in the area and teachers or staff it
would be good for them to be able to also relay those Community Resources to their families
acknowledge the work that parents are doing at home and help the student to help the student
succeed so we know as parents we are we're doing a lot of work for our children right
um and we're
helping them with homework at night we're really trying to um you know help them succeed and and be
able to progress um and we just want acknowledge acknowledgement that we're doing that so ask
what is the best way to communicate with the parent so if again School staff asking what the
best way to communicate would be but then on the parents end as well you can always ask your
child's teacher or the staff that is working with your child you know what's the best way to
communi
cate is it uh me coming in uh to the school and asking questions is it through email and if
it is through email how long do I wait to get a response you know is it are you typically going
to be responding in 24 hours or two school days that type of thing I I see a lot of families who
maybe communication has been uh the point where the relationship has gone bad right that lack of
communication so knowing the expectation from the very beginning can be very helpful and then be
positive about t
he students's Outlook so again if you're staff be positive about the student
and if you're a parent you know letting the staff know what is your child's strengths and
maybe what they need to work on a little bit maybe they you know or or some weaknesses that
you're seeing um or that they have told you as well okay and just some more um asking about
opportunities to get to know the school and its staff so are there open houses are there meat
and greets um or Open Door policies uh are staff p
ictures roles and emails clearly posted online
um or is there a directory somewhere and again if there's not staff can provide training for
that um or using school and classroom platforms I have been in meetings before where a parent
um has not does not understand maybe the the classroom platforms or where things are posted
and how do I get to this or that and we really you know as parents we to help our children
and if they have a hard time getting on those platforms we're the ones that th
ey're going
to go to to ask you know to get them on those platforms and ask those questions so having um a
parent be trained in that would be helpful again you know clear and effective communication on
activities and requirements and then helping families with limited English proficiency
understand the options so being prepared with basic information and preventative strategy
to um to have with conversations um including interpreters and then you know together how can
we support this stude
nt home what are you doing teacher in the classroom that I can mimic at
home that we can you know both be on the same page um so that my student can succeed and then
as always smiling right um smiling is something that I don't see a lot of people smile when
I go into school meetings but it really can diffuse use a lot of um a lot of that tension um
so just smile okay so what if there are problems how do we troubleshoot that experience ble
we are about we're at 7:13 just a heads up okay than
k you okay the most important trip
you may take in this life is meeting people halfway so meet meeting PE people halfway
is going to mean you know listening to them clarifying those asking questions sharing
information right um we all need to meet each other halfway and good communication skills
will make that important trip one worth taking together okay so expectations your voice
matters and your students experience matters so again if you are having trouble it is
on you or your student
to let the teacher know about this the system is built to
hear people's voices and gather input for improvement um this means that we
the students and parents have to have their voices and opinions and worries and
concerns addressed so without this piece solidly in place it really is difficult to
write whatever wrong um are a part of those experiences okay so communication Basics we're
going to just quickly go over these again again I see a lot of communication um that becomes
more and mor
e of a problem in the meetings that I attend because we nobody caught it in the
beginning right we just kept not communicating well and then the problem got bigger and bigger
so you know clarifying information making sure that you understand um what is is being said so
even if you have to repeat that back clarify that information Express concern and feelings with a
purpose okay so U making sure that your feelings are um conveyed in a way that is understandable
um that's concise will really
be helpful as well as well excuse me um sharing information is
something that can really benefit if you've got outside providers that are helping your
child's in whatever support they're needing being able to share that information with the team
often that can be two-way communication forms that are signed so that the two parties can talk
together um or if something has been happening in a home being able to share that information
with the team um can really be a benefit and then assertive
statements versus aggressive statements
so assertive statements might be something like um it it's going to be direct and respectful being
assertive gives you the best chance of success delivering your message if you can communicate
um if you can communicate in a way that is too passive or too aggressive your message might get
lost because people are too busy reacting to your delivery if you're aggressive it's going to um
you may come across as a bully who disregards the needs and feelings
and opinions of others
and you may appear self-righteous or Superior very aggressive people often humiliate and
intimidate others and so being assertive is going to look like treating professionals
like Partners use effective Communications tools Advocate effectively on your own behalf
work together to get the services the student needs and kind of going back to that expressing
concern and feelings with a purpose uh being able to express your needs clearly and directly and
express your ide
as with without feeling guilty okay okay so what if there is a dispute um
we need to move on Beyond those disputes as quickly as we can so how do we nurture those
parent professional relationships an example this would might be documenting services
that are being provided to the student um this prti practice was not there before but after
disagreement the practice was improved to capture those services so maybe it was just a lack of of
recording all the information necessary okay um they re
ally the to move on Beyond these disputes
they have to be settled first and so we need to find a solution so how are we going to do that we
need to follow through on any of those decisions made and expect the same from the school we need
to leave our pride behind and be humble be ready to forgive and start moving forward from here
and having a growth mindset can really help so reflecting on those Lessons Learned um with each
unique experience and change what we were doing before um so that
we can prevent future disputes
and have a better outcome and then recognize that getting into disputes was disagreeable and
unpleasant to all parties involved and that each side really believed in their cause but we need
to choose to believe in others good intentions that we all have the best interests of the child
in mind and we need to believe as parents we need to believe the staff has that and as staff we
need to believe that the parents also have those good intentions okay and then a c
ouple of other
ones um parents have a fear of retaliation and you know working through dis disputes and Beyond
them really will help bring that school Community cohesiveness again okay so we can establish new
expectation and roles during that that partnership maybe respect differences and learn to compromise
learn not to be defensive restate our values and the perceptions of our students and then give time
for wounds to heal again it's it's not you know this problem didn't happen just overn
ight night
right it kind of built on itself and the same with trying to nurture and get back to a common
place it may take some time for those wounds to heal okay we just have a few minutes left and
I want to leave time for questions so I'm just going to uh talk about this one last slide um
be engaged parents find opportunity to make a connection or an impact in your school Community
join the PTA join a school community Council um connect to your school's online platform and
follow your st
udents progress again you can ask for training um if this is something that
you're not aware of um or how to use and then be familiar with your school's calendar um these
are really ways that parents can stay engaged and be able to um feel connected so again just to
review parents and students need to advocate in schools we want to foster a relationship with
our school community and really if we want to troubleshoot any areas of Need for ongoing success
so really again coming back from thos
e disputes um because we're going to we are invested in our
child's education and the staff is as well how can we benefit the child moving forward what do
we need to do and so um if you have questions I'd love to to be able to entertain those now and
then um just really quickly if you've got other questions or specific concerns to your situation
you can give us a call here's our information we also have a Spanish speaking consultant
if if that's something that you would need
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