Special Education Services - Middle School Transitions

00:17:29
https://www.youtube.com/watch?v=k2w9TKHYe7Y

Sintesi

TLDRLa session d'information vise à aider les parents des élèves passant de l'école primaire au collège. Elle souligne l'importance de l'engagement parental lors de la transition et présente les différents services d'éducation spécialisée offerts. Des termes comme ICR (In-class Resource) et CA (Curriculum Assistance) sont expliqués pour aider les parents à comprendre les ressources disponibles pour leurs enfants au collège. Il est recommandé aux parents de suivre la progression scolaire de leur enfant via des outils comme PowerSchool et de s'assurer que des habitudes de travail efficaces soient établies à la maison. La session encourage également le soutien à l'indépendance des élèves à travers des conseils pratiques et des ressources en ligne.

Punti di forza

  • 👥 Importance de l'engagement parental au collège.
  • 🏢 Comprendre les différences entre l'école primaire et le collège.
  • 📝 Services d'éducation spécialisée comme ICR et CA.
  • 🔔 Suivre la progression scolaire avec PowerSchool.
  • 💼 Créer de bonnes habitudes de travail à la maison.
  • 🔑 Encourager l'indépendance chez les élèves.
  • 📚 Communication entre l'école et les parents.
  • 🎯 Opter pour des rencontres de transition utiles.
  • 🌐 Utiliser des outils numériques pour rester informé.
  • 🔧 Sessions supplémentaires pour un soutien accru.

Linea temporale

  • 00:00:00 - 00:05:00

    L'orateur accueille les parents à la session de printemps 2021 pour le collège, expliquant que l'objectif est de fournir des informations sur la transition de l'école primaire au collège. L'accent est mis sur l'importance du rôle des parents dans cette transition et les différents soutiens disponibles, tels que les gestionnaires de cas en éducation spéciale et les conseillers d'orientation.

  • 00:05:00 - 00:10:00

    Les différents services d'éducation spéciale sont expliqués, y compris les services en classe (ICR) et les services en dehors de la classe (CA, Math Essentials, Literacy Essentials). L'importance de déterminer les meilleurs services pour la réussite de l'élève à travers l'équipe du Plan d'Éducation Individuel (IEP) est soulignée, avec des options pour des temps d'enrichissement ou de remédiation ajoutés pour un soutien supplémentaire.

  • 00:10:00 - 00:17:29

    L'importance de la communication entre les parents et les enseignants au collège est discutée, en proposant des outils tels que PowerSchools et des agendas quotidiens pour suivre le progrès académique de l'élève. Conseils pour encourager une transition positive à l'école secondaire incluent la création d'un espace d'étude à la maison et la participation à des activités ou clubs pour aider les élèves à développer leur indépendance et leur auto-défense.

Mappa mentale

Mind Map

Domande frequenti

  • Quels sont les objectifs de la séance?

    Les objectifs sont de comprendre les similitudes et différences entre l'école primaire et le collège, et de se familiariser avec les options de programmes scolaires au collège.

  • Quels sont les rôles des gestionnaires de cas en éducation spécialisée?

    Ils organisent les réunions de transition et aident à discuter des options du PEI pour chaque élève.

  • Qu'est-ce que le ICR en milieu scolaire?

    ICR signifie In-class Resource où un enseignant en éducation spécialisée intervient dans la classe générale, particulièrement en mathématiques et en arts du langage.

  • Quels sont les remplacements possibles des cours traditionnels au collège?

    Les Math Essentials et Literacy Essentials peuvent remplacer les cours traditionnels de niveau de classe principale pour des besoins focus.

  • Comment les parents peuvent-ils rester informés sur la progression académique de leur enfant ?

    Les parents peuvent utiliser PowerSchool, les sites web des enseignants et des outils comme Talking Points pour rester informés.

  • Qu'est-ce que CA signifie dans l'éducation spécialisée ?

    CA signifie Curriculum Assistance, un moment de la journée où les élèves reçoivent un enseignement spécialisé en groupe restreint.

  • Quels sont les conseils pour aider un enfant à réussir au collège?

    Créer un espace d'étude, maintenir de bonnes relations avec les enseignants, et encourager la participation à de nouvelles activités.

  • Quelles options sont disponibles pour les services d'éducation spécialisée pendant le temps d'enrichissement ou de remédiation?

    Les services peuvent être offerts de un à cinq jours par semaine pendant les temps flexibles d'enrichissement ou de remédiation.

  • Que faire si des questions spécifiques sur l'enfant ne sont pas abordées pendant la session?

    Contacter le gestionnaire de cas de l'enfant ou participer à une session de chat parent avec l'équipe des connexions familiales.

  • Quelles sessions supplémentaires seront offertes pour les parents?

    Des sessions sur les services liés à l'éducation spécialisée (orthophonie, thérapie, etc.) et la défense des droits des parents.

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Sottotitoli
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Scorrimento automatico:
  • 00:00:06
    good evening and welcome to our 2021
  • 00:00:09
    parent spring session
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    launched to middle school i am bruce
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    page
  • 00:00:14
    senior administrator for middle school
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    instructional programming
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    i would like to introduce my team
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    we have lisa vidoc audra williams
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    and tiffany berry who are our three
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    coordinating teachers for the middle
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    school
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    instructional programming as a reminder
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    tonight
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    the chat options will be turned off
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    also beside because of the size of our
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    group
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    we ask that if possible that you mute
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    your mics
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    and turn off your cameras
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    so our outcomes for this evening we hope
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    that you will gain knowledge of
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    similarities and differences
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    between elementary and middle school
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    in addition we hope that you will gain
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    knowledge of middle school programming
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    options
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    as well as receive helpful hints and
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    answers to questions that will support
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    the transition
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    to middle school
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    so as we begin to think about and
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    prepare for a positive transition for
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    your child
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    on the slide here are a few people who
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    can help
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    your student or your child along the way
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    your first point of contact should
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    always be your special education case
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    manager
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    we also have the guidance counselor
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    grade level administrators
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    teachers and social workers
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    often when parents think about the
  • 00:01:45
    transition from elementary to middle
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    school
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    they think about their children growing
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    up and having to let go
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    middle school is where parent
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    involvement is the most crucial
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    every middle school has a unique support
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    system
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    to ensure your child has a successful
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    middle school
  • 00:02:06
    experience
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    many students transitioning to middle
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    school are concerned about things like
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    changing classes homework getting lost
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    larger class sizes dressing out for pe
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    new bus or carpool procedures lockers
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    lunch and the list goes on and on but
  • 00:02:36
    many of these same
  • 00:02:38
    students will also be excited about
  • 00:02:40
    attending a new school
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    having new teachers changing classes
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    making new friends and feeling more
  • 00:02:49
    mature
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    and that list goes on as well every
  • 00:02:54
    middle school has an
  • 00:02:55
    opportunity to get this information
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    specific to their school
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    and answers to many of the questions
  • 00:03:00
    that students may already be having
  • 00:03:11
    what will remain the same for you as a
  • 00:03:14
    parent
  • 00:03:14
    transitioning your student to middle
  • 00:03:16
    school
  • 00:03:18
    although the faces around the table will
  • 00:03:20
    change once your student moves to middle
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    school
  • 00:03:23
    the iep process will not
  • 00:03:26
    you will still hold iep meetings at
  • 00:03:28
    least once a year
  • 00:03:29
    to discuss your students progress in a
  • 00:03:32
    formal setting
  • 00:03:33
    you will receive progress reports at
  • 00:03:36
    least once a quarter
  • 00:03:37
    to keep you abreast of how your student
  • 00:03:39
    is progressing towards their annual
  • 00:03:41
    goals
  • 00:03:43
    as a parent you know how your student
  • 00:03:45
    responds to changes in their lives
  • 00:03:48
    help the school and the iep team
  • 00:03:50
    understand concerns that your student
  • 00:03:52
    may already be expressing to you
  • 00:03:54
    as they near the end of their school
  • 00:03:58
    year
  • 00:04:04
    what you should expect your current
  • 00:04:07
    case manager will be the one who will
  • 00:04:10
    set up your transition meeting
  • 00:04:12
    if you haven't already been notified of
  • 00:04:14
    this meeting
  • 00:04:16
    for the rising sixth grade transition
  • 00:04:18
    meeting that should be scheduled in the
  • 00:04:20
    near future
  • 00:04:22
    you are welcome to ask fifth grade case
  • 00:04:25
    managers
  • 00:04:25
    if a representative from the middle
  • 00:04:27
    school can attend the transition meeting
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    this is a helpful time for you to gain
  • 00:04:32
    an understanding of how things may look
  • 00:04:35
    at the new school at this meeting the
  • 00:04:38
    iep
  • 00:04:39
    team will explain any suggested changes
  • 00:04:42
    to the iep
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    to support your child moving forward
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    we will now talk about some of the
  • 00:04:56
    things that you might find different
  • 00:04:58
    when transitioning to middle school
  • 00:05:01
    first
  • 00:05:01
    let's let's discuss special education
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    terminology
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    in elementary school teachers discuss
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    pull out
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    and push in services middle school does
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    offer those types of services but we use
  • 00:05:15
    different terms
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    push in services are special education
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    services
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    provided in the general education
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    setting
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    in middle schools we use the term icr
  • 00:05:27
    this stands for in-class resource which
  • 00:05:30
    means a special education teacher goes
  • 00:05:32
    into the regular education classroom
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    middle schools offer icr services
  • 00:05:39
    for math and language arts classes
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    when considering this option the iep
  • 00:05:44
    team will discuss the amount of time
  • 00:05:46
    the special education teacher would need
  • 00:05:49
    to work on iep goals
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    for your child
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    pull out services are special education
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    services
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    provided in the special education
  • 00:05:59
    setting
  • 00:06:00
    in middle schools there are a few
  • 00:06:02
    options
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    ca which stands for curriculum
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    assistance
  • 00:06:08
    is one time of day that students could
  • 00:06:10
    get pull-out services
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    typically this course will be in place
  • 00:06:14
    of an elective
  • 00:06:16
    for ca students will be in a small group
  • 00:06:19
    of students
  • 00:06:20
    with a special education teacher and
  • 00:06:22
    could work on
  • 00:06:23
    any iep goals that need direct
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    instruction
  • 00:06:27
    such as reading writing math
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    study or organization or social
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    emotional
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    or the list goes on another special
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    education setting option for students
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    who need more time to focus on math iep
  • 00:06:42
    goals
  • 00:06:43
    middle schools have the class option
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    math essentials
  • 00:06:48
    this will also be in a small group of
  • 00:06:50
    students with a special education
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    teacher
  • 00:06:53
    but will only focus on math similarly
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    for students who need more time to focus
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    on reading or writing goals
  • 00:07:01
    middle schools have the class option
  • 00:07:03
    literacy essentials
  • 00:07:06
    in most situations math and literacy
  • 00:07:09
    essentials
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    would replace the core grade level
  • 00:07:13
    english language arts or math classes
  • 00:07:18
    a third option for direct specially
  • 00:07:20
    designed instruction
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    in the special education setting is the
  • 00:07:24
    middle school reading class
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    this is a class intended for students
  • 00:07:28
    with foundational literacy
  • 00:07:30
    skill deficits
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    one additional option for pull-out
  • 00:07:35
    special education services
  • 00:07:37
    would be during the school's enrichment
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    or remediation times
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    most schools are able to offer services
  • 00:07:43
    from one to five days per week
  • 00:07:45
    during the shorter flexible time built
  • 00:07:48
    into the day
  • 00:07:50
    iep teams can discuss options that
  • 00:07:53
    provide the necessary support
  • 00:07:55
    while also ensuring your child has the
  • 00:07:57
    opportunity
  • 00:07:58
    to experience the least restrictive
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    restrictive option
  • 00:08:02
    in some situations students may only
  • 00:08:05
    need one of the previously mentioned
  • 00:08:06
    services
  • 00:08:07
    while other times they may need two or
  • 00:08:09
    more
  • 00:08:11
    hopefully this was a helpful summary of
  • 00:08:13
    the service delivery options that may be
  • 00:08:15
    discussed in your child's transition
  • 00:08:16
    meeting
  • 00:08:17
    the iep team will discuss the best
  • 00:08:19
    options for your child
  • 00:08:21
    to help him or her have a successful
  • 00:08:23
    start to the new school year
  • 00:08:31
    accommodations and modifications look
  • 00:08:34
    very similar in middle school
  • 00:08:36
    if your child has accommodations and or
  • 00:08:40
    modifications that they currently need
  • 00:08:43
    and that they use the iep team will
  • 00:08:46
    assess the need to continue them
  • 00:08:47
    in middle school the accommodations or
  • 00:08:50
    modifications
  • 00:08:52
    may apply to different class names such
  • 00:08:55
    as
  • 00:08:55
    electives and they also may be taken
  • 00:08:59
    off for situations that aren't built
  • 00:09:01
    into middle school schedules
  • 00:09:03
    such as library or recess iep teams may
  • 00:09:07
    also discuss the wording
  • 00:09:09
    on the accommodations and modifications
  • 00:09:12
    to make sure that the implementation
  • 00:09:15
    will be clear
  • 00:09:16
    for the teachers in middle school
  • 00:09:23
    communication will look a little
  • 00:09:25
    different in middle school
  • 00:09:27
    because your child will have more
  • 00:09:28
    teachers during the day
  • 00:09:30
    in elementary school your child likely
  • 00:09:32
    had one main regular education teacher
  • 00:09:35
    and one main special education teacher
  • 00:09:38
    in middle school your child will likely
  • 00:09:40
    have multiple teachers every day
  • 00:09:43
    there could be multiple regular ed
  • 00:09:44
    teachers elective teachers
  • 00:09:47
    and special education teachers depending
  • 00:09:50
    on your child's needs
  • 00:09:51
    and schedule you are always welcome to
  • 00:09:54
    email your child's teachers directly
  • 00:09:57
    and you should know their names at the
  • 00:09:58
    beginning of the school year
  • 00:10:00
    when you get your child's schedule in
  • 00:10:03
    addition to
  • 00:10:04
    individual emails you can get
  • 00:10:06
    information about your child's academic
  • 00:10:09
    progress
  • 00:10:10
    through powerschools that will show your
  • 00:10:12
    child's current grades
  • 00:10:14
    and also will show any missing work your
  • 00:10:17
    child's school will give you
  • 00:10:19
    information about registering for power
  • 00:10:21
    schools
  • 00:10:22
    access another way for
  • 00:10:25
    parents to stay informed is through the
  • 00:10:27
    use of a daily agenda
  • 00:10:29
    that shows homework projects upcoming
  • 00:10:32
    tests and quizzes
  • 00:10:33
    if your child uses a daily agenda it's
  • 00:10:36
    helpful for parents to check it
  • 00:10:38
    regularly
  • 00:10:39
    to make sure their child completes
  • 00:10:40
    homework and projects on time
  • 00:10:43
    and knows when to study for tests or
  • 00:10:45
    quizzes
  • 00:10:46
    it's also helpful for parents to help
  • 00:10:48
    their child set up a regular homework
  • 00:10:51
    space
  • 00:10:51
    and routine that's a great way to build
  • 00:10:54
    good lifelong habits schools typically
  • 00:10:58
    group the four core teachers math
  • 00:11:01
    language arts science and social studies
  • 00:11:04
    by teams
  • 00:11:06
    teams that may have team websites
  • 00:11:10
    or individual teachers may have their
  • 00:11:12
    own
  • 00:11:13
    websites the websites that the teacher
  • 00:11:16
    websites
  • 00:11:16
    will show daily homework classwork tests
  • 00:11:20
    quizzes and projects at the beginning of
  • 00:11:23
    the year
  • 00:11:24
    teachers should let parents know how to
  • 00:11:26
    access their web
  • 00:11:27
    websites to stay informed now that we've
  • 00:11:30
    had a year of remote
  • 00:11:32
    on virtual learning most teachers have
  • 00:11:34
    created canvas sites or google
  • 00:11:36
    classrooms
  • 00:11:38
    and many may choose to continue that
  • 00:11:40
    platform or similar platform
  • 00:11:42
    next year that would be another way for
  • 00:11:44
    parents to stay informed
  • 00:11:47
    many teachers in the county also access
  • 00:11:49
    tools
  • 00:11:50
    or apps such as talking points that will
  • 00:11:53
    text or email important information to
  • 00:11:56
    students and their parents teachers
  • 00:11:58
    should let you know
  • 00:11:59
    if they'll use one of those resources
  • 00:12:02
    and if they do
  • 00:12:03
    i'd encourage you to sign up in the end
  • 00:12:06
    as students work towards becoming more
  • 00:12:08
    independent
  • 00:12:10
    it's helpful for parents to support
  • 00:12:11
    strong work habits
  • 00:12:13
    and build relationships with the school
  • 00:12:15
    and teachers
  • 00:12:16
    as we all work together to support your
  • 00:12:19
    child's success
  • 00:12:27
    parental support plays an important part
  • 00:12:29
    with helping your child succeed in
  • 00:12:31
    middle school
  • 00:12:32
    as your child grows more independent it
  • 00:12:35
    is important to note
  • 00:12:36
    which situations calls for involvement
  • 00:12:39
    and what situations call for a more
  • 00:12:42
    behind-the-scenes
  • 00:12:43
    approach here are a few helpful tips to
  • 00:12:47
    support a positive transition
  • 00:12:50
    familiarize yourself with power schools
  • 00:12:54
    learn to access google classroom or
  • 00:12:56
    teacher websites
  • 00:12:58
    create a study area and homework routine
  • 00:13:00
    in your home
  • 00:13:02
    maintain positive relationships with
  • 00:13:04
    teachers
  • 00:13:06
    visit the school website to find
  • 00:13:07
    opportunities for orientation
  • 00:13:10
    school visits and meet the teacher
  • 00:13:12
    opportunities
  • 00:13:13
    help your child become a strong
  • 00:13:15
    self-advocate
  • 00:13:17
    encourage your child to explore new
  • 00:13:19
    clubs or activities
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    as we close out our presentation this
  • 00:13:33
    evening
  • 00:13:33
    i would like to convey a special thanks
  • 00:13:35
    to all the parents
  • 00:13:37
    and or guardians who attended with us
  • 00:13:39
    this evening
  • 00:13:41
    finally my deepest thanks to karen
  • 00:13:43
    hamilton
  • 00:13:44
    assistant superintendent of special
  • 00:13:46
    education services for her leadership
  • 00:13:48
    and support for our department the
  • 00:13:51
    family community engagement team for
  • 00:13:53
    coordinating this amazing event
  • 00:13:55
    and to my middle school coordinating
  • 00:13:57
    teachers for their expertise tonight
  • 00:13:59
    and always going above and beyond to
  • 00:14:01
    support our students
  • 00:14:02
    teachers and parents
  • 00:14:06
    have a great evening
  • 00:14:15
    thank you bruce the special education
  • 00:14:17
    services page of the wake county public
  • 00:14:20
    school system website
  • 00:14:21
    has a wealth of information and we
  • 00:14:23
    encourage you to visit our site
  • 00:14:26
    in addition to the special education web
  • 00:14:28
    page we
  • 00:14:29
    always recommend that parents access the
  • 00:14:32
    wide variety of resources
  • 00:14:34
    available on the wake county public
  • 00:14:36
    school system
  • 00:14:37
    website at wcpss.net
  • 00:14:45
    tomorrow please join us as we answer any
  • 00:14:48
    general questions you might have about
  • 00:14:50
    transitions that weren't answered during
  • 00:14:52
    this session
  • 00:14:54
    we are limited to 25 parents per session
  • 00:14:57
    but we are offering four sessions
  • 00:15:00
    our team will be standing by for your
  • 00:15:03
    appointment time between
  • 00:15:05
    10 a.m and 11 a.m 12 p.m
  • 00:15:08
    and 1 p.m 2 p.m and 3 p.m
  • 00:15:13
    and 6 p.m to 7 p.m please note that for
  • 00:15:17
    confidentiality purposes
  • 00:15:19
    we will only be answering general
  • 00:15:21
    questions during these live chat
  • 00:15:23
    sessions
  • 00:15:24
    if you have specific questions about
  • 00:15:26
    your child
  • 00:15:27
    please feel free to contact your child's
  • 00:15:30
    case manager
  • 00:15:31
    or principal to reach out or reach out
  • 00:15:34
    to the family and community connections
  • 00:15:36
    team you will receive an email
  • 00:15:39
    after this session that will enable you
  • 00:15:42
    to sign up for one of the parent chats
  • 00:15:44
    taking place
  • 00:15:46
    coming soon special education services
  • 00:15:49
    will be providing additional parent
  • 00:15:51
    sessions
  • 00:15:52
    on april 21st please join us as our
  • 00:15:55
    related services team
  • 00:15:57
    discusses various related services such
  • 00:15:59
    as speech
  • 00:16:00
    language therapy occupation occupational
  • 00:16:03
    therapy
  • 00:16:04
    audiology and physical therapy
  • 00:16:08
    on april 27th please join us as our
  • 00:16:11
    policy team discusses parent advocacy
  • 00:16:15
    there will be additional chats
  • 00:16:16
    throughout the day
  • 00:16:18
    tomorrow and again on april 22nd
  • 00:16:21
    and 28th following the upcoming parent
  • 00:16:24
    information sessions
  • 00:16:29
    we hope that you have found this session
  • 00:16:32
    informative
  • 00:16:32
    and that it will help you as you move
  • 00:16:34
    ahead if there's a part of the session
  • 00:16:37
    or any previous session that you missed
  • 00:16:40
    or you would like to review again
  • 00:16:42
    we have recorded it and it will be
  • 00:16:44
    placed on our special education
  • 00:16:47
    website if you have any questions about
  • 00:16:50
    special education services
  • 00:16:52
    the iep process or transitions
  • 00:16:56
    or if we did not get to a question you
  • 00:16:59
    asked in your registration
  • 00:17:01
    please feel free to contact family and
  • 00:17:03
    community connections
  • 00:17:05
    or come to one of our parent chat hours
  • 00:17:08
    at the end of this session
  • 00:17:09
    i will drop a link in the chat box if
  • 00:17:12
    you would like to contact us directly
  • 00:17:15
    thank you for joining us today
Tag
  • transition école-collège
  • éducation spécialisée
  • engagement parental
  • ICR
  • CA
  • services éducatifs
  • indépendance élève
  • suivi académique
  • communication
  • support parental