0:00:00.080,0:00:06.320
Canva for you all tonight. I know. I feel like 
it's big things, right? Um so I'm just going to

0:00:06.320,0:00:11.920
talk about we have arch chairs. I'm going to 
talk about what the role is and what we do.

0:00:11.920,0:00:19.520
Um this is just what we're going to talk about. 
What the arc chair does, our role, parent rights,

0:00:19.520,0:00:22.640
um questions you can ask. You can ask 
me anything. If I don't know the answer,

0:00:22.640,0:00:30.240
I'll find the person who does. We'll figure it 
out. And resources. So this is what an art chair

0:00:30.240,0:00:38.080
is. That's what it is under our law. Um and it 
just um says that we are here to meet the unique

0:00:38.080,0:00:42.480
unique needs of our children with disabilities and 
talks about the training that we undergo. I'm out

0:00:42.480,0:00:49.200
of my square again. So we have arc chairs in Oldm 
County. We have one arc chair per high school at

0:00:49.200,0:00:53.760
the high school level. And the same thing with the 
middle schools. There are arc chairs and coaches.

0:00:53.760,0:00:59.840
Elementary we share between schools. This year I'm 
at the preschool, so I am there by myself. There's

0:00:59.840,0:01:08.240
lots of things going on at the preschool. Um, but 
we all hold degrees um in special education. I

0:01:08.240,0:01:13.920
personally have a degree. I have a certificate in 
IEC, which is interdisciplinary early childhood

0:01:13.920,0:01:20.160
education. I also have my MSD, which is moderate 
severe disabilities, and that's K through 12. So,

0:01:20.160,0:01:25.840
I'm certified in some way from birth until 12. And 
then I have my masters in special education. And

0:01:25.840,0:01:30.880
really, compared to some of the arc chairs that 
we have in our district. Um, I'm really the new

0:01:30.880,0:01:37.600
guy when it comes to the amount of certificates 
that I hold and the background we hold. It's it's

0:01:37.600,0:01:44.320
amazing the amount of knowledge that these art 
chairs have. Um, training, we get training every

0:01:44.320,0:01:51.680
year. Our doses provide training. It is 12 hours 
of training and we do it before school begins. Um,

0:01:51.680,0:01:58.720
I think this year there was about 400 slides in 
that training. 400. Yeah. Well over 400. Yeah.

0:01:58.720,0:02:07.280
Well over 400. Yeah. Um and that's just updating 
on local and Kentucky and federal changes. Um

0:02:07.280,0:02:14.640
changes within the district, how we're handling 
things. Um we also participate in conferences

0:02:14.640,0:02:19.680
like CEC, which is the Council for Exceptional 
Children. Um they have a Kentucky conference

0:02:19.680,0:02:24.960
and they have a national conference. So um some of 
the ARC chairs go to that and then they come back

0:02:24.960,0:02:30.480
with the knowledge that they have gained from 
these events and from the conferences and then

0:02:30.480,0:02:37.440
they teach us. Um we also have Ignite which is a 
district-wide training event that everybody goes

0:02:37.440,0:02:43.840
to and signs up for different types of training. 
Arc chairs are both presenters and attendees um

0:02:43.840,0:02:51.040
for Ignite. Um personally in my building this year 
we have a new curriculum. So um I am participating

0:02:51.040,0:02:58.720
in the curriculum training. We also are learning 
about the um pyramid model which is um like for

0:02:58.720,0:03:04.880
behavior and seal like social emotional and 
so we are um everyone is learning about that

0:03:04.880,0:03:10.160
and I'm learning right along with them because the 
only way I can help support them is if I know what

0:03:10.160,0:03:19.040
they've learned and how to implement it as well. 
So I will have well over 24 hours this year. Um,

0:03:19.040,0:03:25.680
so this is just kind of what we put together about 
what the ARC chair role is. Um, and it's a whole

0:03:25.680,0:03:31.040
lot more than that. That makes it sound pretty 
simple and complex at the same time that we,

0:03:31.040,0:03:36.560
you know, ensure IDA compliance and fate and that 
we support teachers and administrators throughout

0:03:36.560,0:03:43.280
our buildings. Um, but really we wear a lot 
of different hats and do a lot of different

0:03:43.280,0:03:52.400
things all day long every day. Um, okay. So, 
here's just some of the things we do. Again,

0:03:52.400,0:03:58.880
it seems pretty simple, but it's it's um it can be 
crazy um during the day. There's multiple meetings

0:03:58.880,0:04:03.280
sometimes, you know, in a school day. Um I mean, 
I've had days where I've had seven meetings in

0:04:03.280,0:04:09.120
one day. And if a meeting is 45 to 45 minutes 
to an hour long, it's back to back to back. And

0:04:09.120,0:04:14.480
then you also have to prep. I mean the meetings 
are the easy part of the job um because you are

0:04:14.480,0:04:20.400
just getting to sit with families, hear about 
their child's progress, where you're going next,

0:04:20.400,0:04:26.560
you know, working on that draft IEP eligibility. 
That's really the easy part of the day. But

0:04:26.560,0:04:31.440
um every meeting is different. So just like 
every kid is different, you have different

0:04:31.440,0:04:37.520
documents. Sometimes you'll have eligibility 
evaluations, you'll have current IEPs, draft IEPs,

0:04:37.520,0:04:44.080
Medicaid forms, transportation, it goes on and on. 
So, we also have to prep all of those documents

0:04:44.080,0:04:51.840
um before the meeting. We're reviewing draft IEPs. 
We're helping draft draft IEPs um and looking at

0:04:51.840,0:04:55.760
data and measuring it, you know, seeing that the 
child has made reasonable progress or where we

0:04:55.760,0:05:04.320
need to go next on those goals. So, it's a lot. 
Um we also work with the team in the meeting to uh

0:05:04.320,0:05:09.440
make sure that we've reached consensus and answer 
questions. We've been in a meeting together.

0:05:09.440,0:05:13.840
um where you had lots of great questions and 
sometimes I know the answers and sometimes I

0:05:13.840,0:05:19.600
don't. But like I said, I'll always find it 
for you. Um I've called um Bethany during a

0:05:19.600,0:05:25.760
meeting before or texted and just paused because 
we needed an answer and I didn't know what it was.

0:05:25.760,0:05:32.080
Um or I wasn't comfortable giving that answer 
yet. And so I just, you know, wanted someone

0:05:32.080,0:05:38.880
at a higher pay grade to answer that question for 
me. The other thing we do is mentor and coach. Um

0:05:38.880,0:05:44.480
CE teachers. So, um, at the here's a great 
example. At the preschool this year, we have,

0:05:44.480,0:05:50.880
um, a third of our staff turnover because we had 
a lot of people retire. So, while that might seem

0:05:50.880,0:05:56.560
intimidating, it's actually very exciting. You get 
to work with these new teachers and teach them our

0:05:56.560,0:06:02.640
policies and procedures, but you also get to work 
with veteran teachers and share information. And

0:06:02.640,0:06:09.440
maybe I do things differently than they do. We 
had a meeting today just talking about how we can

0:06:09.440,0:06:14.080
um better support this teacher with our new 
curriculum. And I just share things that I've

0:06:14.080,0:06:19.280
done in my classroom and things that have worked 
and we're able to implement things to help support

0:06:19.280,0:06:25.360
that teacher. Um and then again just helping 
them with writing goals that are compliant,

0:06:25.360,0:06:31.040
um accommodations that are needed, classroom 
management, all that stuff. Data collection tools.

0:06:31.040,0:06:35.680
I've been developing data collection tools for 
teachers this year to help them so that they can

0:06:35.680,0:06:43.680
right out the gate start collecting that data 
because they're doing a lot during the day.

0:06:43.680,0:06:50.160
Um parent rights. Okay. So at the beginning of 
every meeting, at least at the beginning of every

0:06:50.160,0:06:56.720
meeting you have with me, the very first thing I 
say is I introduce everybody and I say um you know

0:06:56.720,0:06:59.920
at this time of the meeting I would like to offer 
you a copy of your procedural safeguards. There

0:06:59.920,0:07:04.400
are your rights and protections for you and 
your child under IDA. Would you like a copy?

0:07:04.400,0:07:10.480
I probably say it in my sleep. Um, you don't 
always have to say yes if you don't, you know,

0:07:10.480,0:07:14.880
want a copy. It's always linked on my email 
as well. So, whenever you get an email from

0:07:14.880,0:07:21.120
me and most of our ARC chairs, it's linked there 
as well. It's 35 pages long. Um, your procedural

0:07:21.120,0:07:27.760
safeguards are a little intimidating. So, I've 
also brought um the summary of the procedural

0:07:27.760,0:07:33.760
safeguards that we can hand out in Olden County 
as well. It's only eight pages long and it is

0:07:33.760,0:07:43.760
much more easily digestible and understood. 
Um just like just as like an arc chair,

0:07:43.760,0:07:49.600
but also just to let you all know, I'm a parent 
um of Oldm County students and I have sat on the

0:07:49.600,0:07:56.880
other side of the table for 18 years. So, I 
know what it feels like. It is emotional. Um,

0:07:56.880,0:08:00.960
even when it's exciting and there's good 
things, you know, sometimes there's struggles,

0:08:00.960,0:08:06.880
it's always emotional. I think I probably 
cried at every arc for about 14 years,

0:08:06.880,0:08:13.600
you know, whether it was good or bad. So, I 
know what it feels like to be in your chair. Um,

0:08:13.600,0:08:19.360
and I really want to make sure that we're working 
together as a team. And part of the art process

0:08:19.360,0:08:25.760
is that everyone has an equal share. Everyone 
is supposed to participate in the meeting. And

0:08:25.760,0:08:32.240
part of that is knowing your rights. Well, as a 
parent sitting on the other side of the table,

0:08:32.240,0:08:38.480
it's intimidating. It can be intimidating. Um, 
and I did not come from an education background.

0:08:38.480,0:08:46.400
I had a whole other job and life before I came 
into education. So, it it is intimidating. Um,

0:08:46.400,0:08:53.280
and especially when you're sitting around a table 
full of people who know all these things, but keep

0:08:53.280,0:08:59.760
in mind that you know your child the best. You 
know your child better than anybody else. So, we

0:08:59.760,0:09:06.800
are experts in education. We are experts in these 
areas, but you are the expert on your child. And

0:09:06.800,0:09:12.560
share that information. Make sure you're telling 
us everything. If you're worried about transition,

0:09:12.560,0:09:16.720
you know, even if transition is two years 
from now, if that's what you're worried about,

0:09:16.720,0:09:22.240
bring it up. If your goal, you know, if you this 
is really what I want my kid to do. I want them

0:09:22.240,0:09:29.520
to be able to achieve this. Even if that is not 
a reasonable goal this year, we can take steps to

0:09:29.520,0:09:36.000
work towards that goal. That's the purpose of this 
individualized plan that we're creating together.

0:09:36.000,0:09:41.520
I have been in meetings where we have drafted 
IEP goals right there in the meeting. Sorry,

0:09:41.520,0:09:46.640
it's time for my kid to take a shower. Um, so I've 
been in meetings where we've drafted them right

0:09:46.640,0:09:52.560
there because parents have said, "Hey, you know 
what about this?" Well, that fits under this area.

0:09:52.560,0:09:57.120
That's an appropriate goal. We can help you with 
that. Sometimes it's something you want to work

0:09:57.120,0:10:03.120
on at home. Maybe doesn't necessarily apply at 
school. We can help you with that, too. You know,

0:10:03.120,0:10:10.880
help you help facilitate that. figure out visuals 
also carry over from school. So, just know that

0:10:10.880,0:10:17.360
we're all in it together and we want your child 
to succeed as as much as you do. I won't say more

0:10:17.360,0:10:23.440
because that's not possible, but we want them to 
succeed and want to be a part of that team. So,

0:10:23.440,0:10:30.480
just ask. If you leave the meeting and you 
have questions, email or call. Just ask. Again,

0:10:30.480,0:10:35.760
I don't mind. We all We're all busy, but we 
don't mind. You can always continue to ask

0:10:35.760,0:10:39.520
until you understand. And what I tell people is 
if you think you understand and then you leave

0:10:39.520,0:10:45.280
and you forget or you don't understand, ask again. 
It's okay. It's no big deal. Just ask again. So,

0:10:45.280,0:10:51.760
we're continuing to work on the same team. 
Um, something else that I did not do great

0:10:51.760,0:10:59.520
as a parent until my kid got older was really 
uh focus on their accommodations and make sure

0:10:59.520,0:11:04.720
that my child knew these are your accommodations 
and these are how you should be using them and

0:11:04.720,0:11:10.240
you have to advocate for yourself. As my child 
got older, I had this panic of they're going

0:11:10.240,0:11:15.200
to be on their own and I need them to advocate 
for themselves. That needs to start early. So,

0:11:15.200,0:11:22.960
if your child has accommodations like um breaks, 
if they have accommodations where they have

0:11:22.960,0:11:29.120
um a graphic organizer, you know, tell them, 
"Show me what that is. How do you use this? Are

0:11:29.120,0:11:32.640
you using it?" Because sometimes they may not 
be and they might not need that accommodation

0:11:32.640,0:11:39.200
anymore. And that's the goal is to move them 
through that into independence. But have them

0:11:39.200,0:11:44.320
know what their accommodations are. Let them know 
that they have an individualized education plan

0:11:44.320,0:11:48.960
and ask them questions before the meeting. This is 
what you've been working on. How do you feel about

0:11:48.960,0:11:55.360
that? They should be a part of the process, too. 
They definitely are as they get into transition

0:11:55.360,0:12:00.160
um in middle school and eighth grades, seventh and 
eighth grade, they start asking them questions,

0:12:00.160,0:12:05.520
fill out a transition um document, and then 
moving forward, they're definitely a part of

0:12:05.520,0:12:11.920
those meetings. there's no reason it can't start 
the minute they have an IEP. That plan is for them

0:12:11.920,0:12:17.680
to help them be successful and so they should be 
a part of it. So that's something as a parent I

0:12:17.680,0:12:24.400
wish I had done better um and started including 
them earlier. Um sorry I got off on a tangent.

0:12:24.400,0:12:28.320
So the procedural summary the procedural summary 
procedural safeguards we passed that out for you

0:12:28.320,0:12:36.640
as well. Um and then yeah ask questions. Um I 
did there's the procedural summary procedial

0:12:36.640,0:12:41.440
safeguards hits the highlights but basically it 
just talks about the general information which

0:12:41.440,0:12:45.360
includes your prior written notice which is your 
conference summary. So your arc chair is sitting

0:12:45.360,0:12:50.720
there taking notes the entire time documenting 
everything that was said and agreed upon. Um you

0:12:50.720,0:12:56.240
receive that after the meeting. you sign um the 
conference summary at the end of the conference

0:12:56.240,0:13:00.960
summary page that says you were communicated um 
with in your native language and you were offered

0:13:00.960,0:13:06.880
a copy of your procedural safeguards. So you're 
signing for that. Um and the parental consent is

0:13:06.880,0:13:13.040
just saying that um you're giving parental consent 
that um it's an explanation of everything that the

0:13:13.040,0:13:20.720
district is requesting to do for your child. Um 
it talks about confidentiality of information,

0:13:20.720,0:13:25.840
access rights, records and safeguards, state 
complaint procedures including filing a claim,

0:13:25.840,0:13:33.920
mediation and resolution. Um I understand why 
people file state complaints and sometimes it

0:13:33.920,0:13:39.200
happens. But I really hope that when um you're 
working with me that we don't get there. I hope

0:13:39.200,0:13:46.080
that we are really communicating and able to stop 
and work through things to make um the best plan

0:13:46.080,0:13:52.320
for your kiddo. And then it also talks about 
discipline procedures and that just talks about

0:13:52.320,0:14:00.000
um a change in placement. So if your child has an 
IEP and um they need to have a current change of

0:14:00.000,0:14:06.960
their current educational setting to an alternate 
setting um it talks about that process as well.

0:14:11.440,0:14:16.240
Okay. And so Jen was asking me like what 
are some questions that people ask? Well,

0:14:16.240,0:14:23.680
I get asked all kinds of things. Um here's some 
common ones. Um so like if you this is one we

0:14:23.680,0:14:28.000
deal with a lot especially in elementary. So you 
know if you have attention concerns about your

0:14:28.000,0:14:33.840
kiddo what should you do? Well you can contact 
their teacher, contact our chair. Um, you can

0:14:33.840,0:14:38.320
also talk to a school psychologist because there 
are attention screeners that can be done. Um,

0:14:38.320,0:14:44.560
and that information can be shared. It's important 
to share your IEP, your evaluations, everything

0:14:44.560,0:14:54.000
with your outside providers, your pediatrician, 
everybody. Let them know what's going on. Um,

0:14:54.000,0:14:58.480
medication. This is something I dealt a lot 
with. So, we have medication rating scales.

0:14:58.480,0:15:04.000
So if your kid is taking a medication for the 
first time, switching medication, switching doses,

0:15:04.000,0:15:08.320
or if you're seeing some kind of struggle, you 
know, they grow and so then they grow and then

0:15:08.320,0:15:12.160
maybe they need a change in medication or you're 
talking about a new medication with the doctor,

0:15:12.160,0:15:17.440
ask for teachers to fill out medication writing 
skills because it's it can be totally different

0:15:17.440,0:15:23.520
at home than it can at school. Um, and so it's 
good to share that information with the physicians

0:15:23.520,0:15:32.720
as well. Um, whenever you receive that um outside 
evaluation or diagnosis from an outside provider,

0:15:32.720,0:15:38.080
we want to see it. Don't wait till we're in a 
meeting or sometime during the year and say,

0:15:38.080,0:15:44.080
"Oh, my kid was um also diagnosed with this." 
Even if you don't think that it's affecting

0:15:44.080,0:15:49.040
them in the educational setting, we want 
to know. And just because your kid has a

0:15:49.040,0:15:53.840
diagnosis doesn't mean that they necessarily, 
you know, meet eligibility requirements or need

0:15:53.840,0:15:59.440
an IEP. but we're all on the same team. So, we 
want that information to make sure that we're

0:15:59.440,0:16:07.360
best meeting the needs of your student. Um, 
transitions. So, transitions are scary. Um,

0:16:07.360,0:16:11.680
preschool to elementary. Elementary you get nice 
and cozy and then you have to go to middle school,

0:16:11.680,0:16:17.040
which seems terrifying and um kind of is. And then 
you go to middle school and then you transition

0:16:17.040,0:16:23.360
into high school like into complete independence. 
Um, for me in middle school was terrifying. Well,

0:16:23.360,0:16:28.880
because I had two kids in middle school and it was 
during uh co so that was absolutely terrifying.

0:16:28.880,0:16:35.200
And then um just how they move away from talking 
to you so much and talking to your student and

0:16:35.200,0:16:40.480
they want your student to communicate back to you. 
That is terrifying, especially when you're trying

0:16:40.480,0:16:48.000
to pry that information out of them. But um when 
it comes to these meetings and IEPs, we talk about

0:16:48.000,0:16:52.720
transitions in the meetings. Prepare for those 
transitions, how best they're going to serve your

0:16:52.720,0:16:59.440
child in their next setting. Ask the questions 
again once we get through it all. If you get home

0:16:59.440,0:17:04.560
and you have more questions, because sometimes at 
the moment you can't think of it, just shoot an

0:17:04.560,0:17:14.640
email, call somebody, and ask. It's okay. Um 
the last is resources. So, this is something

0:17:14.640,0:17:18.320
that we've been sharing. This is a part of my 
spiel that I talk about at every ARC meeting,

0:17:18.320,0:17:23.040
too. And it's that this is something we share 
in Oldm County with all of our families. Um I

0:17:23.040,0:17:29.760
share it at annual meetings. This is a transition 
resource. And what it is is it's broken down um by

0:17:29.760,0:17:34.560
transition. So, you've got preschool, elementary, 
middle, and high school. There are links to a

0:17:34.560,0:17:38.480
variety of agencies that may or may not work for 
your family, but we share with everyone so they

0:17:38.480,0:17:43.680
have access to it. It is always linked on my email 
as well because this is lovely, but you can't

0:17:43.680,0:17:48.480
click through those links on the piece of paper 
that I give you. So, it's linked on my email, so

0:17:48.480,0:17:53.920
you can click through those. Um, and again, it's 
not for everybody. It may or may not work. Um,

0:17:53.920,0:18:00.960
we do talk to agencies and ask them questions. Um, 
I've been doing it a lot with folk rehab and how,

0:18:00.960,0:18:05.040
you know, we can best support families in those 
areas. We have Angela Lang in our district who

0:18:05.040,0:18:11.200
is doing a great job with transitioning as well. 
Amazing things are happening. Um, so we have a lot

0:18:11.200,0:18:16.880
of resources. This is just a simple one that 
gets shared out at annual meetings. That was

0:18:16.880,0:18:23.600
quick. Do you all have questions? Yeah. Where do 
we find this resource list if I'm uh I can print

0:18:23.600,0:18:30.640
some out while we're here? But I can also answer 
that. Okay. So, if you go to Absolutely. If you

0:18:30.640,0:18:47.840
go to our district website Oh, there's all my 47 
tests. Yep. Sorry. They all pop up automatically.

0:18:47.840,0:18:57.920
Go to our district website. County schools 
and you scroll down. Go to ECS families.

0:18:57.920,0:19:04.560
What is it? This is It's hard to see, so you 
have to slow. Sorry. So, this is the district

0:19:04.560,0:19:14.000
website. Yeah. And if you scroll down to 
ECS families, it's right in the middle.

0:19:14.000,0:19:19.680
Oh, old.ky west schools. Yeah. I know. 
I just The ECS family is right there

0:19:19.680,0:19:27.120
in the middle. Yeah. Oh, look at you. Thank you.

0:19:27.120,0:19:34.000
It's right in the middle. amilies and 
this learning family website and that

0:19:34.000,0:19:36.880
resource that Bridget just shared with you. If you

0:19:36.880,0:19:45.120
scroll down under resources for 
parents and families on the left

0:19:45.120,0:19:50.960
and then that first hyperlink, it says 
transition resources for parents. Our handout,

0:19:50.960,0:19:57.040
you click on it, it will open and you can 
actually click on those links in there.

0:19:57.840,0:20:07.440
kind of see if I have 
questions about Medicaid waver

0:20:07.440,0:20:16.400
to the Kentucky website for that 
information. We have our CT.

0:20:16.400,0:20:21.360
And what I usually tell people is when you're 
calling these places and looking for information

0:20:21.360,0:20:26.400
or you think that your child might qualify, if 
someone tells you they don't qualify, ask for

0:20:26.400,0:20:32.640
manager until you get the answer that you want. 
Sometimes you know your child is going to qualify

0:20:32.640,0:20:39.680
based on their disability and you're going to get 
faced with nos. Don't quit. Keep going until you

0:20:39.680,0:20:44.720
know you get the person you need to talk to. Yeah, 
I do. I sat, listen, I sat in my classroom with a

0:20:44.720,0:20:51.920
mother for three hours um until we got through 
where we needed to get to. Yeah. So, sometimes

0:20:51.920,0:20:56.960
you just don't get the right person. It's all 
right. Yeah. Just work there and they don't know

0:20:56.960,0:21:02.400
the policy though. H pity that they work there 
and they don't know the policy. Well, it they're

0:21:02.400,0:21:06.480
really going through screens, you know. They just 
go some they go through screens and they're like,

0:21:06.480,0:21:10.880
"Oh, you don't qualify." But you know there's 
sometimes there's a loophole and sometimes

0:21:10.880,0:21:15.360
you've got to ask the right questions and the 
person doesn't know the right questions to ask

0:21:15.360,0:21:20.240
you. You don't know what information they need and 
then right there presents a communication barrier

0:21:20.240,0:21:23.920
because you don't know what they need to know to 
tell you the things you think you're telling them

0:21:23.920,0:21:28.400
everything and they're just going through the 
check screen like Bridget said. So we just sat

0:21:28.400,0:21:35.440
there and kept saying I need somebody else. Yep. 
They were probably like lady give it a rest. I had

0:21:35.440,0:21:45.200
all the time. Yep. all the time in the world. Um, 
anything else? Yeah. Um, I have a question about

0:21:45.200,0:21:53.680
what are the rules or parameters around what sorts 
of things I can talk to my teacher about I'm going

0:21:53.680,0:22:00.480
to say outside of an ARC meeting and what should 
be saved for an ARC meeting. Like for example,

0:22:00.480,0:22:04.960
at the beginning of or like you know maybe 
a month before our ARC meeting, I would want

0:22:04.960,0:22:11.680
to talk to my teacher about what those goals were 
going to be. Um but then there's sometimes people

0:22:11.680,0:22:18.320
members of the ARC um committee will say that's 
something we should all talk about when we're

0:22:18.320,0:22:23.200
together. Yeah. Can you tell us? It just depends. 
That's a that's a really good question. I mean,

0:22:23.200,0:22:29.840
the purpose of that arc typically, I mean, we have 
arcs for many reasons, but if it's for an annual,

0:22:29.840,0:22:36.160
it is to discuss your child's progress um on their 
IEP goals, the baseline for where they're going to

0:22:36.160,0:22:43.840
be going, you know, for their new goals, and to 
draft that IEP um for the next IEP cycle. Now,

0:22:43.840,0:22:49.120
if there are things that are appropriate to that, 
absolutely bring it up. It's also okay to say,

0:22:49.120,0:22:54.240
is it I would like to talk about this. Is this a 
good time to talk about this? Because I do say,

0:22:54.240,0:22:57.840
you know what, that's a great idea. That 
is something you'll want to sit down and

0:22:57.840,0:23:02.000
talk to the teacher about. Absolutely. 
But it can spur up other conversations,

0:23:02.000,0:23:07.360
too. If you feel like there's a lot more that 
you want to talk about in that arc, make sure you

0:23:07.360,0:23:11.760
reach out to your ARC chair and let them know that 
because we can also schedule a little more time

0:23:11.760,0:23:17.600
so you can have that. But there are times that 
you're really just having a pow with the teacher,

0:23:17.600,0:23:22.400
talking about progress, where you want to go, 
like before they even draft that IEP. It is

0:23:22.400,0:23:27.920
totally okay to have that conversation before we 
even get there because by the time we get to ARC,

0:23:27.920,0:23:32.960
we really want to make sure we've got all of 
our data and we have our ducks in a row. So,

0:23:32.960,0:23:38.160
it's okay to have that conversation with teacher 
as much as you need to outside of there. And then

0:23:38.160,0:23:43.680
again, I mean, that's I know that's like clear as 
mud. Um, but if you do think of something in ARC,

0:23:43.680,0:23:50.800
we always can. Sidebar, I guess. Is there ever 
a time where someone is gonna say, "We can't

0:23:50.800,0:23:56.560
just talk about this. this has to be in front of 
everybody or can you think of something like Yeah,

0:23:56.560,0:24:00.960
there are times when decisions like if you're 
trying to make placement decisions and there

0:24:00.960,0:24:06.640
are times when I'm like hey we have to have so 
um if you want to talk about having a functional

0:24:06.640,0:24:10.480
behavior assessment um to try to figure out 
what's going on with your kiddo or if you want

0:24:10.480,0:24:15.360
to have some type of evaluation and the school 
psych is not included in that meeting um we need

0:24:15.360,0:24:21.040
to hold another arc for that. Um, if you have a 
provider that is um, not attending the meeting

0:24:21.040,0:24:24.800
because they weren't supposed to talk about their 
area and you're wanting to talk about that area,

0:24:24.800,0:24:30.240
we should hold that. We can have another arc. We 
can absolutely schedule another arc. But there are

0:24:30.240,0:24:35.520
going to be times when we need to have the right 
people there. Um, because I'm certainly not going

0:24:35.520,0:24:43.040
to speak for them. Some would be like placement 
decision or eligibility decisions where you have

0:24:43.040,0:24:48.720
to have the whole committee. Those would be the 
big ones. But also we want parent input in the

0:24:48.720,0:24:56.560
development of IE4s and so there's nothing wrong 
with a parent sharing information of their input

0:24:56.560,0:25:02.560
um for the consider4 committee to consider and 
we've had meetings prior I mean Sean and I were

0:25:02.560,0:25:07.680
in a meeting this year or we had a meeting prior 
to the meeting with the family to help develop

0:25:07.680,0:25:13.760
um a draft plan um because they really wanted to 
be you know all in and really develop a good plan

0:25:13.760,0:25:18.240
for this kid and and really wanted to you know 
just be a part of that process. They were new

0:25:18.240,0:25:22.960
to the process and that's what they wanted to do 
and so that's what we did. You know, we want that

0:25:22.960,0:25:29.120
input. You need to be a part of that team. So, 
you know, however it needs to get done. So if

0:25:29.120,0:25:35.520
you're like if you have a kid who's going into 
the system or newer to the system and um their

0:25:35.520,0:25:45.440
issues are kind of smaller, do you guys ever allow 
outside providers to come in like such as their

0:25:45.440,0:25:52.480
you want to answer that question? Yeah. 
So we within our policy as a district,

0:25:52.480,0:26:01.040
we allow for outside people agencies to come 
in collaborate with us. Um the only thing in

0:26:01.040,0:26:06.720
the policy states is that they cannot provide 
services. Outside services can't provide services

0:26:06.720,0:26:12.480
during the instructional period, but we very 
much are welcoming um outside therapists and um

0:26:12.480,0:26:18.960
service providers to collaborate with us um help 
support the child as a whole. So, we definitely

0:26:18.960,0:26:23.600
encourage you if you've got outside providers 
that you want to attend the ARC. Absolutely.

0:26:23.600,0:26:29.680
Just let your chair know when they send me when 
I send you your meeting notice, let me know that

0:26:29.680,0:26:34.960
um you want to include these outside providers 
and we have people attend by phone, virtually,

0:26:34.960,0:26:41.440
whatever um to the meetings um and then you 
know they they can be a part of it. They

0:26:41.440,0:26:46.560
know your kiddo too. The other thing is I really 
encourage people if you receive outside services

0:26:46.560,0:26:50.400
just like I want you to share your evaluation 
and and eligibility information all of that

0:26:50.400,0:26:56.480
with your outside providers I also want access to 
everything that they are doing. So people who have

0:26:56.480,0:27:02.640
um occupational therapists we like to see that 
treatment plan. Um speech therapists we like to

0:27:02.640,0:27:08.320
see those evaluations and and plans too. Um if 
they're receiving ABA therapy um we like to see

0:27:08.320,0:27:12.720
those plans and see where they are. that helps us 
see the kiddo as a whole and make sure that we're

0:27:12.720,0:27:18.080
working on the same things. Um, as a teacher, I 
had kiddos that were receiving outside services

0:27:18.080,0:27:22.240
and those providers were like, "We're doing this 
right now and it's really working." And I'm like,

0:27:22.240,0:27:27.920
"Great. Get me the exact same thing you're doing. 
Show me how you're doing it so I can implement it

0:27:27.920,0:27:34.480
with fidelity and we will do the same thing to 
help this kiddo succeed." And we did. So, we

0:27:34.480,0:27:41.120
we do want to work with everybody. And you might 
be in the meeting and you use the term a use and

0:27:41.120,0:27:46.640
disclosure form. Yes. And that is the form that we 
use that allows us to communicate and collaborate.

0:27:46.640,0:27:51.760
Again, it's all with parent signature and consent. 
But that's the reason why just for that continuity

0:27:51.760,0:27:57.280
of care so that we are able to wrap around the 
students and work together as a team as opposed

0:27:57.280,0:28:02.080
to sometimes different therapeutic avenues might 
look like they're in conflict with each other.

0:28:02.080,0:28:06.000
And so we just want to make sure that we are 
working collaboratively to support the students.

0:28:06.000,0:28:10.400
And you can get those use and disclosure forms 
from the office, you know, if you just want to get

0:28:10.400,0:28:14.400
one. But you can also reach out to your arc chair 
because I print them out like crazy. If we're if

0:28:14.400,0:28:18.400
we're in the middle of a meeting and you mention 
that your child is receiving outside services,

0:28:18.400,0:28:23.520
I'm going to go ahead and create um an I call 
it an AUD authorization of using disclosure

0:28:23.520,0:28:28.480
form. Everything has a um I go ahead and create 
them right then and print them out and have you

0:28:28.480,0:28:31.360
fill them out. Sometimes I have people take them 
home and fill them out and send them back in with

0:28:31.360,0:28:36.160
their kiddo, but we go ahead and do it so that 
it's there. I want, you know, when our providers

0:28:36.160,0:28:42.640
are going to start working with those skills 
for them to be able to talk back and forth.

0:28:42.640,0:28:48.800
Anything else? Okay, reach out. 
We are going to transition to