►
From YouTube: BSD Special Education Parent Connection, 10/14/20
Description
Please join us for a monthly Student Support Services Parent Connection meeting to be held on the 2nd Wednesday of each month from 4:30 – 5:30 PM. Visit our website to learn more: https://www.bsdvt.org/departments/student-support-services/
A
And
here
we
go
okay,
so
bear
with
me
I'm
going
to
try
not
to
repeat
myself
as
people
join
too
much.
So
it's
it's
as
useful
time
as
possible.
This
meeting
is
our
inaugural
meeting
of
the
parent
special
education
parent
connection
and
I'm
hoping
that
it
is
a
takeoff
from
the
parent
special
education
parent
advisory
committee,
which
was
excellent,
but
it
it
petered
out
for
lack
of
a
better
term.
A
I
think
because
people
are
just
so
darn
busy
and
it's
hard
to
get
out
at
night
to
do
things,
no
matter
how
how
much
we
want
to
so
this
being
in
the
remote
setting,
I'm
hoping
will
help
people
get
more
access
and
it
is
being
recorded
and
that
will
contin
I
plan
to
continue
to
record
them.
You
can
show
your
face
if
you
want
or
not.
If
you
want
and
please
I'm
gonna
open
up
the
chat
so
that
I
can
see
that,
and
I
will
try
to
monitor
the
chat.
B
A
Can't
be
on
your
screen,
okay,
so
bear
with
me
on
that.
I
am
trying
to
get
this
started,
but
I
don't
have
a
an
assistant
right
at
the
moment
so
anyway,
the
meeting
tonight
will
be
about
where
today
will
be
about
sharing
information.
I've
got
a
mission
statement
that
I'd
like
to
share
with
you
and
then
to
discuss
the
parent
peer
mentoring
program
that
we've
hoped
to
start
up
in
the
really
near
future.
A
A
I'm
hoping
people
get
a
chance
to
to
share
great
things,
hi
elmina,
and
so
that
we
can
bounce
eyed
out
ideas
off
of
each
other
and
support
each
other
for
a
common
goal
of
supporting
kids
with
disabilities
and
so
and
see.
I
thought
this.
The
agenda
was
going
to
be
two-pack,
but
it
probably
isn't
what
I
want
to
share
with
you.
A
I'm
going
to
share
the
agenda
with
you
and
the
the
goal
is,
though,
is
to
is
not
just
always
be
needed,
doing
obviously
be
doing
the
talking,
and
it's
not
for
me
to
always
be
planning
what
we
speak
about.
I
want
people
to
feel
comfortable
enough
to
share
with
what
they
want
to
talk
about
and
how
they
they
want.
These
means
to
go.
A
A
What
I
wanted
to
share
with
you
tonight
was
a
mission
statement
that
I
stole
entirely
from
another
school
district
and-
and
I
thought
it
was
a
great
mission
statement,
but
I
thought
that
we
could
work
on
this
a
little
bit
together.
I
don't
want
to
put
you
in
a
position
where
you
feel
like
this
is
our
priority,
but
it's
important
to
me
to
that.
A
We
all
know
why
we're
here,
and
so,
if
I
could
just
read
it
briefly
to
you,
the
the
mission
of
the
burlington
school
district
parent
connection
is
to
provide
information
to
our
families
and
the
community
relative
to
all
matters.
Concerning
the
special
education
of
our
district's
children.
We
support
families
through
parental
support
groups,
monthly
meetings,
resources
and
workshops.
We
aren't
doing
it
yet,
but
that's
what
my
hope
is
we'll
do.
A
Our
presence
serves
to
educate
the
community
about
you,
the
uniqueness
of
children
with
special
needs
and
to
encourage
understanding,
respect
and
acceptance
of
these
children.
We
strive
to
foster
open
communication
between
the
district's
administration
and
our
special
education
families.
We
advocate
for
the
learning
and
functional
support
that
children
with
special
needs
require
in
order
for
them
to
receive
the
education
they
deserve.
A
B
B
D
A
B
E
And
also,
I
would
like
to
add
that,
while
this
is
primarily
for
parents,
it
would
be
also
good
to
have
teachers
or
pair
educators
like
represe
representatives
from
the
school
too.
So
the
school
is
also
aware
of
all
the
all
what's
happening,
you
know
and
they
can
hear
the
parent's
side
and
concerns,
and
then
they
can
bring
the
input
of
you
know
they
can
bring
back
to
their
communities.
Okay.
This
is
what
parents
are
asking
for
and
needs.
How
can
we
we
need
those
needs.
E
You
know
and
like
I'm
a
huge
proponent
and
kelly,
you
know
my
story.
What
happened
this
summer,
like
just
before
you
attribute
it
to
the
behavior,
please
make
sure
it's
not
medical
and
also
to
this.
I
think
we
would
need.
It
would
be
great
if
we
could
have
medical
professionals
in
here
to
support
us.
A
E
A
A
A
C
I
guess
it
doesn't.
I
guess
I
don't
feel
like
that
has
to
be
in
the
mission
statement,
necessarily
just
as
sort
of
like
a
piggyback
onto
that
idea.
That
medical
needs
are
need
to
be
accommodated
and
considered,
and
sometimes
thought
of
first
or
at
least
not
ruled
out
or
thought
of
last.
But
you
know
my
son
has
an
iep.
He
has
a
504.
C
B
I
I
agree
with
that.
Absolutely
I
mean
I
I
I
work
in
early
ed
for
those
of
you
that
don't
know
me
and
we
we
did
a
training
a
few
years
back
and
it
was
all
about
anxiety-
and
I
remember,
asking
a
very
personal
and
pointed
question
to
the
presenter
of
how
anxiety
can
play
with
and
against
autism
and
how
to
pull
one
out
from
the
other
to
know
which
to
support,
and
he
just
looked
at
me
like.
I
had
no
idea
what
I
was
talking
about
and
he
was
like.
B
B
F
G
Hello,
everyone,
I'm
sorry,
I
was
a
little
late.
I
had
something
else
I
needed
to
finish
up,
so
I
know
I'm
coming
into
it,
but
I
I
did
want
to
mention,
and
maybe
this
was
discussed
and
I
thought
it
was
discussed
last
time.
I
I
love
that
that
a
mission
statement
is
being
developed
and
being
developed
among
the
group.
Is
there
ways
or
how
can
we
expand
to
get
those
who
cannot?
G
It
seems
you
know,
join
us,
I'm
sure
there's
other
voices
that
are
missing
and
and
just
to
think
through.
You
know
how
do
we
reach
out,
or
you
know,
kind
of,
encourage
or
or
get
information
too,
so
that
the
voices
that
aren't
necessarily
here
and
able
to
be
here
for
whatever
reason
are
still
still
heard
and
their
information
is
still
brought
in,
and
maybe
that
was
already
discussed.
A
I
appreciate
that,
for
those
of
you
who
don't
know
erica
erica
is
one
of
our
two
special
education
compliance
coordinators
brand
new
this
year
and
oh,
my
goodness
boy,
are
they
doing
a
great
job?
They
are.
Are
the
heroes
and
they're
doing
amazing
work
supporting
our
special
educators
and
paris
and
slp
everybody?
So,
honestly,
this
is
such
a
blessing
to
have
them
and
erica
is
wonderful,
she's
from
pennsylvania
and
and
is
coming
with
eyes
that
has
have
seen
this
work
in
larger
communities.
A
So,
yes
erica,
that's
a
great
suggestion
might,
and
I
do
want
to
open
it
up
to
that.
Let's
have
a
chat
about
that.
If
you
don't
mind
for
a
few
minutes,
because
and
thank
you
because
I
did
mean
to
mention
that
I
set
this
time
and
date
somewhat
arbitrarily,
based
on
my
experience
of
when
people
are
usually
able
to
join
us.
I
know
several
people
said
they
were
going
to
join,
that,
don't
look
like
they
were
able
to
make
it.
A
B
B
H
G
F
G
Maybe
it's
every
other
month
and
the
time
adjusts
slightly
the
day
adjusts
slightly.
So
that's
one
thought,
but
another
thought
too
could
be.
You
know.
Those
of
us
who
are
here
and
you
know,
are
able
to
be
active
for
you
know,
like
you,
said
kelly,
it's
great
on
you.
You
know
time
and
things
could
we
even
have
those
type
of
people
be
ambassadors,
I'm
putting
that
in
air
quotes
whatever
we
want
to
call
it.
G
That
then,
are
maybe
helping
to
reach
out
to
you
know
where
your
child
might
be
at
school
or
or
you
know
that
kind
of
thing
to
kind
of,
encourage
others
or
you
know,
find
out
what
might
work
there
so
that
there's
you
know
this
idea
that
people
are
are
reaching
out.
I
mean
that's
a
lot
to
put
on
people,
but
it's
at
least
maybe
a
thought
of
at
least
you
know
saying
hi
like
you
would
with
classroom
parents.
G
I
don't
know
if
anyone's
had
that
we
had
that
philly,
where
you
had
a
classroom
parent.
You
know
who
helped
to
kind
of
reach
out,
but
you
know
just
just
a
couple
of
thoughts
in
ways
that
we
can.
You
know
make
people
feel
welcomed,
who
may
not
know
or
may
not
have
the
ease
of
for
whatever
reason
sitting
down
at
a
computer
at
the
end
of
a
day,
or
you
know,
at
the
end
of
a
school
day
a
couple.
A
C
I
mean
with
a
blog
you'd,
be
posting
something,
and
maybe
that
posting
is
like
the
recording
of
the
meeting
and
then
below
could
be
like
it's
usually
just
a
general
comment
section
underneath
the
benefit
I
would
see
to
a
discussion
board
over
a
blog
with
comment.
Sections
is
that
you
could
start
different
threads
of
discussion
that
can
easily
you
can
easily
come
back
to
them
and
kind
of
sub
categorize
them.
So
if
we
want
to
delve
into
a
certain
topic,
it
doesn't
have
to
be.
G
Thank
you,
or
it
also
maybe
already
is,
but
attaching
the
information,
the
links
blog,
whatever
that's
happening
to
you,
know,
regular
correspondence
that
goes
out
to
families
anyway,
you
know
things
like
that,
whether
it's
coming
from
the
superintendent
like
I
saw
one
yesterday,
I
happen
to
have
time
to
sit
down
and
glance
at
it
all.
But
you
know
correspondents
that
go
home
from
schools.
You
know
if
it's
even
just
attaching
that
hey,
maybe
you
didn't
know
about
this
kind
of
thing
again.
G
Sometimes
those
papers
go
home
and
some
people
still,
I
know.
Sometimes
I
still
rely
on
that
tactile
piece
of
paper.
You
know
that
that
helps
remind
me
of
something
versus
that
email
or
you
know,
or
something
that
I
can
kind
of
push
down.
So
that
might
be
a
thought
too,
to
get
it
out
there
to
people
with
regular
correspondence
right.
A
F
F
A
C
Okay,
I
don't
even
know
if
I
got
your
email
laura
or
if
I
just
got
to
it
from
the
superintendent.
I
think
I
just
got
to
it
from
like
the
superintendent's
email,
the
links
at
the
bottom.
So
I'm
not
even
sure
if
I
saw
what
you
sent
out
and
if
I
did
and
forgot
that's
obviously
my
fault,
but
it
wasn't
easy
to
come
back
to.
A
Okay,
that's
good
to
know.
Oh
yeah,
I
sent
it
out
from
school
school
messenger
this.
This
link
by
the
way
folks
will
be
the
same
one.
We
always
use
okay,
so
that
I
think
that'll
make
it
easier
going
forward,
at
least
for
the
you
know,
those
of
us
that
are
in
the
meeting
tonight,
but
this
will
always
be
the
meeting
we
have.
A
I
won't
change
it
unless
I
have
to,
and
if
I
do
I'll,
let
you
know,
but
I
don't
plan
to
okay,
okay,
so
these
are
really
great
ideas
and
I
gotta
tell
you:
I
have
never
gotten
such
good
ideas
frankly
from
anybody.
I've
asked
this
question
of
before.
If
you
think
of
anything
else,
please
do
not
hesitate
to.
Let
me
know,
I
love
just
love
these
ideas
so
much
all
right.
So
well,
I'm
not
too
far
ahead
of
myself.
A
A
If
I
were
that,
parent
and
and
also
because
I
can't
even
imagine
you
know,
I-
I
come
from
a
family
of
people
with
disabilities,
but
my
children
don't
have
disabilities,
and
so
I've
never
been
in
a
position
where
I'm
sitting
in
an
iep
meeting,
and
but
my
sister
and
I
have
talked
about
it-
a
great
deal
and
sitting
in
a
meeting
with,
say,
10.
Other
adults
who
you
don't
know
can
probably
be
pretty
intimidating
and
so
and
we're.
H
H
D
A
B
Yeah,
but
I
love
the
parent
peer
mentoring,
again,
vfn,
wonderful
place,
they
do
a
parent
parent
connection,
that
is
wonderful
and
they
match
people
up
you
just
call
up.
My
son
was
just
diagnosed.
I
really
want
to
talk
to
somebody
and
they'll
be
like.
Oh,
you
know
what
you
know
this
family,
that's
kind
of
living,
an
identical
thing:
let's
connect
you
with
them.
You
know.
F
B
A
So
you
know
part
of
the
part
of
our
our
meetings.
We
should
find
a
way
to
build
in
maybe
some
what
they
call
in
the
other
meetings.
I
go
to
college
ship.
You
know
a
little
bit
of
time
either
at
the
beginning.
The
end
for
conversations
like
this
I
mean,
I
think
that
in
our
next
meeting
it
might
make
sense-
and
I'm
gonna-
I'm
gonna-
add
this
here.
I'm
jumping
ahead
a
little
bit,
but
that
time.
G
Laura,
I
think,
that's
a
wonderful
idea
to
kind
of
you
know
again
forge
those
connections
for
people
across
the
schools
and
whatnot.
I
also
love
hearing
what
people
are
saying
about
the
parent
peer
mentoring.
I
would
think
when
I
think
it
was
kelly.
Forgive
me
if
it
was
someone
else
as
well
said
you
know
finding
information
and
imagine
how
reassuring
it
is
would
be
coming
from
your
own
district.
G
You
know
if
we're
able
to
provide
that
that
sense
of
confidence
to
and
connection
to
our
parents,
I'm
I'm
I'm
assuming
parents
that
that
would
feel
really
good.
Coming
from
your
own
district
of
hey
here's,
you
know
here's
a
place
for
resources,
here's
something
that
you
connect
with
with
parents.
You
know
who
are
going
through
similar
things.
I
I
would
imagine
that
would
instill
confidence.
G
A
Well,
you
know
we
have
roughly
700
students
a
little
less
now
with
ieps
in
our
district
and
another,
roughly
200,
with
504
plans.
That
means
in
burlington.
There
is
no
one
off
of
anything.
You
know.
That's
one
thing
I
say
all
the
time
there
is
never
one.
So
you
know
people
have
their
own
uniqueness,
of
course,
but
there's
not
anyone
who
is
so
completely
an
outlier
that
there's
no
way
to
figure
out
what
we
need
to
do
to
support
them.
A
And
so
I
wonder
if
this
committee
believes
that
our
connection
believes
that
one
of
the
ways
that
burlington
school
district
or
my
office
can
support.
This
peer
mentoring
is
to
send
out
requests
across
the
district
for
parents
who
wish
to
be
mentors
for
others
and
to
cr
or
those
who
want
a
mentor
and
be
the
clearinghouse
to
match
people
up.
A
A
H
A
C
I
also
wonder
if
it's
worthwhile
to
do
like
some
kind
of
just
uniform
sort
of
training
for
anybody
who
is
going
to
be
a
mentor
just
as
like
a
blanket.
This
is
what's
allowed.
This
is
what's
not
allowed
and
then
like.
As
far
as
what
you
know,
you
don't
want
somebody
giving
necessarily
medical
advice
or
something
like
that,
but
just
also
so
people
are
kind
of
all.
On
the
same
page
I
mean,
hopefully
mentors
would
be
paired
up
where
it
makes
sense.
C
You
know,
because
parents
with
families
of
non-verbal
children,
probably
aren't
going
to
have
the
same
needs
as
verbal
children
and
such
so
it
would
probably
hopefully
be
paired
up
in
an
ideal
way,
but
also
to
get
people,
maybe
on
the
same
page
and
just
aware
of
some
other
services,
especially
if,
like
comorbidities
or
other
things
like
that,
do
crop
up
where
it's
like
hey.
Maybe
it's
worth
finding
out.
If
your
kid
has
anxiety
too
or
whatever.
B
Vfn
does
a
really
nice
comprehensive
training
for
the
parents
that
do
parent-to-parent
it's.
If
I
remember
correctly,
it
was
like
a
couple
sessions
a
few
hours
each,
but
they
kind
of
go
over.
Just
you
know,
active
listening
and
and
not
not
you're,
not
answering
you're
you're,
listening
and
you're
helping
process
you're
not
trying
to
to
find
a
solution,
but
just
kind
of
joining
them
for
that
journey
and
helping
pick
which
roads
not
necessarily
choose
the
roads
for
them.
Great.
A
B
A
G
Laura
this
may
be,
I
mean
it's
it's
in
the
same
realm,
but
I
don't
know
if
it
was
brought
up
here
and
forgive
me
if
I'm
speaking
out
of
turn
it
it
was
that
thought
to
going
with
parent
mentor,
whether
or
not
we
could
create
also,
maybe
a
peer
mentor
system,
a
feeling,
sorry
someone's
shaking
nice
in
my
head.
Obviously
you
know
having
someone
who
maybe
doesn't
have
always
get
the
opportunity
to
show
the
leadership
skills
paired.
A
You
all
see
why
I
love
erica
so
much
because
she
gives
me
great
segues
and
great
ideas
and
that's
actually
something
I
wanted
to
discuss
because
right
at
the
top
here,
you
might
notice
that
I've
got
facilitator,
notetaker
and
timekeeper
listed
here
for
the
meetings.
That
would
be
a
little
tiny
investment
in
leadership.
It
doesn't
have
to
always
be
my
voice.
That's
that's
my
point.
A
I
want
this
meeting
to
be
something
that
we
all
can
do
together
and
get
great
ideas
and
work
together
to
make
our
district
stronger
and
also
as
we
move
forward
with
peer
mentoring,
I'm
hesitant
to
put
a
lot
on
parents.
I
I
am
aware
very
cognizant
of
the
fact
that
you
guys
already
have
a
real
job
and
a
lot
of
folks
work
outside
of
the
home
as
well.
A
When
I
say
a
real
job,
I
mean
your
your
family
and
your
in
your
homes
and
all
the
things
that
you're
dealing
with
and
and
then
you
also
may
have
jobs
too,
and
life
is
so
busy,
and
this
is
part
of
the
work
that
I
love
to
do,
and
I
consider
this
opportunity
a
gift.
So
I'm
willing
to
shoulder
a
lot
of
the
load,
but
I
want
to
make
sure
that
I
don't
make
this
all
about
what
I
want.
A
I
want
it
to
be
about
what
you
want
so,
and
that
is
a
good
segue
here.
So
let
me
go
down
here
to
I'd
like
to
assess
what
worked
well
in
this
meeting
and
what
we
can
change
for
next
time,
and
then
I
would
like
to
talk
about
topics
for
next
time
we
meet.
So
if
people
feel
comfortable,
can
you
share
with
me
what
worked
well
in
this
meeting
and
what
we
might
want
to
change.
B
F
F
I
do
nothing
but
sleep
and
work,
because
there's
not
much
time
for
anything
else
so
later
in
the
week
always
works
better
as
far
as
I'm
concerned,
so
that
I
can
be
a
part
of
the
group
because
I
do
I
I
am
looking
for
more
information
for
myself
and
I
don't
you
know,
there's
I
I
don't
know
any
programs
out
there.
You
know
things
like
that,
so
anything
that
I
can
that
other
people
resources
that
anything
that
anybody
else
has.
D
Laura,
yes,
would
it
be
appropriate
to
share
the
you
know,
contact
information
at
this
meeting
just
in
case,
because
jessica
I'd
be
happy
to
talk
with
you,
I'm
the
parent
of
a
fourth
grader
and
an
eighth
grader,
and
have
gone
through
this
process
for
a
while
and
although
there
might
be
there
may
be
differences
in
what
our
our
kids
resources
that
they
need.
I'm
happy
to
at
least
answer
any.
You
know
questions
as
a
parent
or
whatever
I
know
it's.
A
Right
you
know
I
I
I
can
say
that
if
anyone
feels
like
they
want
to
put
an
email
address
in
the
chat
for
others
yeah,
they
can
they're
welcome
to
do
that.
But
we
are
going
to
definitely
launch
the
mentor
program
in
the
very
near
future,
and
I
really
hope
that
this
group
might
be
interested
in
being
a
participant
either
as
a
mentor.
A
D
I
think
another
thing
to
to
think
about
too
is
being
a
lot
to
be
allies
with
the
teachers,
as
we
do
this,
because
I
might
I
I
because
I
think
it's
going
to
be
incredible-
to
be
able
to
share
information
with
one
another,
but
they're
going
to
be
lots
of
landmines
along
the
way
where
we
might
interrupt
processes
in
place
in
the
schools.
That's
you
do.
D
Does
that
make
sense,
I
I
feel
like
we
just
if
we
can
somehow
feel
the
freedom
some
like
boundaries
to
bounce
around
and
as
we
chat
and
share
resources
and
with
each
other,
but
there
might
be
constraints
within
the
schools
or
that
we
don't
know
about
that,
might
interrupt
what
some
really
great
things
that
are
happening
in
the
schools.
That's
always
my
concern.
D
If
I
don't
know
if
I
articulated
that
properly,
but
but
if
maybe
we
can
connect
with
some
teachers
just
be
as
we
share
resources
with
one
another,
something
might
be
available
in
one
school
and
not
another
school,
it
might
be
underway
and
there
might
be
good
work
happening
that
that's.
What
I
find
is
that
you
know
I
I,
as
I
do
research
as
I'm
trying
to
gather
resources.
H
Sometimes
you
know
I
used
to
work
for
the
school,
so
I
know
how
limited
the
resources
are,
which
you
know
in
the
ideal
world
it
shouldn't
be
like
that,
but
it
is
so
having
that
transparency
and
knowing
like
okay,
this
is
yes,
we
can
do
this.
No,
we
cannot
do
this,
but
because
there's
this
and
that
it's
not
because
we
don't
validate
your
idea,
but
we
just
can't
do
it
right.
D
Right
and
how
do
we
connect
with
one
another
and
share
what
we
know
without
stress
straining
very
stretched
resources?
Very
you
know
even
more
because
I
find
myself
individually
doing
that
all
the
time
you
know
asking
for
more
than
is
really
available
and
and
ultimately
having
to
take
something
from
somebody
else.
But
but
there
are
things
as
parents
that
we
need
to
know
and
and
at
the
very
least,
support
each
other
and
and
those
kind
of
things,
and
do
it
in
a
way
that's
respectful
to
the
people
providing
the
resources.
A
I
would
also
suggest
that
we
are.
We
can
be
a
voice
that
helps
create
change,
that
if
we
are
united
again,
we
can
do
that,
and
I
don't
mean
that
in
a
negative
way,
but
I
do
know
that
the
nature
of
having
families
and
all
the
things
we
have
to
do
means
that
sometimes
our
families
are
underrepresented.
G
G
That
something
very
positive
to
me
was
the
the
different
ways
that
the
notice
seemed
to
go
out.
It
sounded
like
it
went
out
in
the
email.
It
was
in
the
the
note
from
the
superintendent,
so
it
sounds
like
there
was
another
layer
to
it,
which
is
wonderful.
So
I
want
to
just
shout
that
out
and
also
you
know,
as
we
think
of
other
ways
something
just
dawned
on
me.
I
wonder
if
it
could
even
be
something
that
is
brought
up
at
an
iep
meeting
like
hey.
Did
you
know
you
know
just
like?
G
Even
if
it's
just
a
little
flyer,
you
know
or
something
once
again,
there
could
be
lots
of
people
who
don't
even
know
this
exists
as
we're
talking
about
resources.
So
sometimes,
when
you
have
people
in
a
meeting
just
to
have
an
extra
thing
of
hey,
you
might
not
know,
but
there
is
you
know
and
kind
of
a
little
brochure
or
something
so
wonderful
that
we're
getting
the
word
out
and
just
continue
to
think
of
ways
to
just
spread.
The
word.
B
I
had
this
thought
erica
of
it
being.
You
know
like
something
that,
at
the
beginning
of
the
year,
the
general
educator
the
special
educator
as
they're
greeting
their
families,
like
hey
just
so
you
know,
there's
this
resource
that
we
have.
That
would
meet
your
that
could
meet
your
family's
needs
and
it
was
also
on
facebook.
I
know
I
shared
it
today
and
was
like
everybody
in
this
district.
Come
to
this
meeting.
B
A
B
I
don't
know
we
could
maybe
talk
about
how
special
education
is
going
through
the
covet
experience.
You
know,
I'm
sure
we
have
a
varied
selection
of
remote,
hybrid
combos
here
and
just
kind
of
maybe
share
out
our
stories.
From
from
that
I
mean
I
know,
I
have
a
success,
remote
story
for
my
family,
but
I'm
sure
that
others
haven't
fared
as
well.
B
You
know,
so
I
think
I
think
that's
another
area
where
the
where
the
parent
support
could
come
in
you
know
I
I
have
had
to
reach
out
to
a
couple
of
my
friends
like
okay,
oh
my
gosh
just
get
me
through
today,
like
what
should
I
do
next
and
you
know
in
other
days,
I'm
the
person
that's
being
called.
Oh,
my
god
it's
monday
and
I'm
about
to
lose
my
mind
like
get
me
through
the
week.
H
H
D
C
D
Yeah
yeah
and
yeah,
I
think,
they're
just
a
lot
of
opportunities,
and
I
think
that
my
experience
has
been
that
the
parent
perspective
is
hard
to
come
by
in
those
classes.
I'm
sort
of
a
a
unicorn
in
that
situation,
and
so
they're
so
getting
a
parent
perspective
is
is,
is
not
something
that
they're
they're
able
to
get
easily.
So
you
know
that
might
be
really
valuable
for
and
motivate
the
grad
students
or
the
programs
to
be
helpful
in
this
in
this
community.
B
B
In
the
past,
the
vfn
has
had
a
family
faculty
speak
to
like
saint
mike
students,
uvm
students
yeah.
I
can't
think
of
where
else
we've
spoken
but
yeah
to
to
bring
in
that
parent
perspective,
and
it's
always
been
amazing
to
see
just
some
of
these
people
like
kind
of
get
a
glimpse
of
like
the
reality
of
what
they're
walking
into
because.
D
D
B
It's
like
this
drop-off
after
you
leave,
preschool
and,
and
you
hit
kindergarten,
and
it's
just
like
suddenly
you're
in
over
your
head,
and
you
have
no
idea
how
it
just
happened
and
you're
like
holy
cow,
because
in
preschool
and
and
early
intervention,
the
family
was
the
focus,
because
family
is
part
of
the
child.
The
child.
A
B
Just
this
individual
floating
along
there
they're
part
of
a
unit
and
then
once
they
hit
elementary
school.
It's
almost
like
that
unit
seems
to
disappear
because
it's
working
under
the
model
of
a
neurotypical
child
that
slowly
gains
that
independence
and
has
the
ability
to
step
away
as
an
individual,
whereas
some
of
our
students,
don't
they
don't
have
that
ability.
They
must
remain
part
of
the
family
unit
to
function,
and
so
the
family
unit
has
to
be
taken
into
consideration
for.
F
D
B
B
New
new
team,
like
oh,
my
gosh,
and
he
was
just
like
just
so
you
know
we're
really
really
heavy
communicators
and
you're
gonna
hear
us
so
so
much
and
we're
so
so
sorry
and
they
were
so
cool.
They
were
like.
No
anything
you
can
give
us.
You
know
so
teams
want
the
information
they
just.
I
just
don't
think
that
they're
trained
in
the
best
way
of
getting
the
information.
A
A
We
have
a
special
education
procedural
manual.
Not
all
of
the
forms
are
linked
and
open
to
the
public,
but
I
mean,
but
what
I'm
trying
to
say
is
that
we
are
we
just
created
that
this
summer,
with
farah
and
eric,
and
I
and
I
think
it's
very
comprehensive-
I'm
sure
it's
missing
pieces,
but
please
check
out
the
student
support
services
website
or
page
because
there's
a
lot
there
and
the
the
the
reason
why
I
brought
this
up
was
because
within
that
is
a
information
page
that
we
are
requesting.
A
We
are
requiring
our
special
educators
to
hand
out
an
information
page.
I
should
say
to
hand
out
to
parents
prior
to
iep
meetings,
to
get
information.
That's
more
comprehensive
because
it's
so
difficult
when
you're
in
the
meeting
to
think
of
all
the
things
and
then
you
leave
when
you
think
about
yourself.
Why
didn't
I
think
of
that?
Why
didn't
I
say
this,
you
know
and
then
they
are
the
same
way.
Why
did
I
not
ask
that
question?
A
B
I
just
recently
filled
that
form
out
for
our
iep
that
we
had
a
few
weeks
back
and
it
was
very
nice
to
see
in
you
know
the
rough
draft
iep.
You
know
our
comments
from
that
forum
that
weren't
even
brought
up
at
the
meeting
because
they
didn't
need
to
be
brought
up,
but
they
were
there.
You
know-
and
it
was
in
writing
having
to
take
a
thousand
hours
to
describe.
It
was
just
okay.
We
can
take
that
thousand
hours
at
our
own
time,
filling
in
these
spaces.
Sure.
A
And
it
won't
work
for
everybody,
but
I
think
it's
a
good
step
in
the
right
direction.
We
have
another
document
that
we
want
to
spruce
up
a
little
bit.
That's
for
the
teachers
as
well,
so
that
they
don't
have
to
remember
to
bring
all
the
pieces
as
well,
so
we're
going
to
get
more
efficient
to
serve
our
students,
better,
that's
the
plan,
so
anything
else
to
add,
for
I
think
we're
full
up
on
next
month,
but
anything
else
to
add
for
future
topics
and
we'll
just
keep
building
it.
F
I
would
say
you
know
I,
my
son
is
a
junior
this
year
so
that
you
know
he
only
has
another
year
left
after
this
one
and
then
I'm
left
kind
of
what's
next
for
him,
you
know,
so
those
resources
is
something
that
I
personally
am
really
looking
for
and
I'm
sure
there
are
other
parents
of
high
schoolers
that
are
probably
thinking
the
same
thing.
What
is
going
to
be
the
next
step
for
them.
A
B
G
I
was
just
thinking
I
wonder
if,
if
it
would
be
of
interest
to
parents
to
have
you
know
almost
each
meeting
a
little
bit
of
iep,
you
know
special
education
101,
you
know
just
like
each
time
there
might
be
a
little
something
to
help
navigate
the
world.
I
think,
as
I
think
it
was
jessica.
You
said
that
you're
you're,
your
child's
a
junior,
yes,
so
there's
certainly
times
where
things
like
transitioning
or
something
would
take
center
stage.
B
Yeah,
I
also
hear
a
lot
from
family
leaving
preschool
that
they
they're
not
ready
for
the
change
of
iep
from
preschool
to
kindergarten.
It's
substantially
different.
So
that
might
just
be
something
that
the
district
wants
to
look
at
when
you
are
transitioning
pre-cares
out
into
kindergarten
going
over
what
the
new
ieps
will
look
like
for
those.
A
A
So
it's
a
transition
to
adulthood,
which
is
something
that
jessica
was
probably
is
more
familiar
with
and
that's
a
big
topic.
There
are
17
indicators
of
festival,
special
education
programs,
and
we
can
talk
about
all
of
them.
The
indicator
indicator
13,
which
is
what
I
refer
to
it.
Staff
is
one
that's
near
and
dear
to
our
hearts
and
that's
the
adult
transition
one.
A
They
all
are
important,
but
that's
an
important
one,
because
we
know
our
kids
are
going
to
be
out
in
the
community
soon
and
yeah.
It
can
be
scary,
especially
for
families
who
are
transitioning
to
adult
services,
because
the
student
has
a
pretty
significant
disability.
That's
going
to
need
those
supports.
We
can
invite
guest
speakers
to
our
meeting.
We
have
some
very
people
in
our
district
that
know
that
upside
down
and
backwards-
and
that's,
I
think,
that's
a
great
topic.
Also
the
pre-k
piece
too
so.
A
F
F
A
Okay,
well,
thank
you
so
much
for
your
time
tonight
and
again
that
mission
statement
is
available
for
editing.
Please
feel
free
to
do
that,
don't
feel
compelled,
but
please
do
feel
free
to
do
so.
We
will
meet
again
next
month
same
link,
and
I
again
appreciate
your
time
very
much
have
a
great
evening.
Thank.