Read to do that, and you can do that by using the hearts, your thumbs up, the smile leaves,
or any of the other emojis.
Our third meeting norm is most important.
We really want to ensure that we are protecting our students' privacy.
So I'm going to ask that you please avoid sharing any personal, identifiable information about
your child or any student for that matter in the chat.
And finally, parents, the most important, and also equally important, is to partner with
us for student success.
Remember that families and schools are strongest when we work together.
So on behalf again of the exceptional student education department, we welcome you and we
want to honor your experiences and your perspectives.
Our shared goal is to create a welcoming space where every family feels informed, valued,
and empowered to ensure that your child is successful.
If you can agree to these meeting norms, please go back to your reaction buttons and let me
know.
Awesome.
So as we move along, I want us to take a look at our agenda this evening.
We have quite an agenda for you and we're hoping that you will be able to engage with
us.
Of course, I am Gwynn Epskamayem, the supervisor for the Florida Diagnostic and Learning Resources
System, and I will facilitate our meeting tonight.
As soon as I am finished, you will receive a greeting from Ms. Diane Egan, who is our
executive director for exceptional student ads.
And then we have a plethora of presenters.
We will begin with Ms. Jackie Leskam to greet you on behalf of the exceptional student education
advisory council, where she serves as chair.
Welcome, Jackie.
Then we will move into a few other presentations.
We will begin with connecting with support.
That presentation will be presented by Ms. Sabrina Shive, our director for curriculum,
Ms. Opal Bennett, one of our due process coordinators.
Following that presentation, Ms. Shive will also share information with you on before and
after school care programming.
Our next presentation will be private -- sorry, one second, please.
Our next presentation, like my computer is not covering, will be with our private instructional
personnel, and Ms. Kelly Fisher, our assistant director for ESE, will present that information
to you.
And following that, we will have our other assistant director, Mr. Brandon Dietrich, present
the policy 4900, which addresses audio visual recording of self-contained ESE classrooms.
We are very happy to welcome Dr. Tony Dutre, the project manager from our information systems
division, to speak to you about the focus parent portal.
Then we have a few comments from Ms. Zouza Rodriguez, our curriculum supervisor for gifted
and talented programs to talk to you on what is happening in the world of gifted.
Sounds like a lot, but we don't want to leave you parents without giving you some at-home
success strategies that will enable you to start strong.
So we will welcome Ms. Lauren Dietrichson, our ESE behavior program specialist, to talk
to you about practical tips that you can do starting right now that would enable that
your child is very successful.
So as you can see tonight, we have a very full agenda.
There will be a few ending announcements to get you started, but the great news is this
session is being recorded.
So parents, within a week of tonight, we will be able to provide you with a link that you
can go back and review the information that has been shared.
So once again, if we are ready to get started, go back to your reactions and let me know.
Awesome.
Okay, so at this time, I want to present to you Ms. Diane Egan, our executive director.
Good evening, everyone.
I want to thank you for being here tonight and welcome you to our 2627 Exceptional Student
Education virtual open house.
I'm Diane Egan, I'm the executive director of the ESE division, and I am so pleased to
welcome all of our families, our parents, our staff, and community partners this evening.
As we begin a new school year, I want to start by recognizing the incredible community we
have the privilege of serving.
In Broward County Public Schools, our Exceptional Student Education Division supports more than
43,000 students with disabilities and more than 10,000 students identified as gifted.
Behind each and every one of those numbers is a student with individual strengths, talents,
needs, goals, and tremendous potential.
And behind every student is a family.
That's why evenings left tonight are so important.
One of the most important things that I can encourage you to do this year is to build a
strong relationship with your child's school-based ESE team.
Get to know your child's teachers, ESE specialists, service providers, counselors, and school
administrators.
They know your child, they are closest to the day-to-day work, and they should be your
partners throughout the school year.
Our open house specifically emphasizes connecting families with their school-based team and
the additional levels of support available when needed.
Strong relationships and open communication can truly make a difference.
Don't hesitate to ask questions, share information, celebrate progress, and address concerns
early.
We want families and schools working together with the shared understanding that everyone
at the table is there to help students succeed.
And while we want that relationship with your school to be your foundation, I also want
you to know that you're never alone in navigating ESE.
Our district ESE team is here to support our schools and our families, and if you need
additional assistance, resources, or help navigating a concern, we're here to help.
Tonight, you will hear more about different ways you can connect with support through
the district.
Whether a student is receiving specialized instruction or related services, learning
alongside peers in a general education classroom, participating in one of our specialized programs,
or receiving gifted services, our goal remains the same to ensure that every student has
access to the opportunities, support, and high expectations they need to be successful.
Tonight, you're going to hear about some resources, programs, services, and ways to stay connected.
Most importantly, I hope you leave knowing that you have a team in Broward County public
schools that's committed to your child and your family.
Thank you so much for taking the time to join us.
Thank you for your partnership, and thank you for entrusting us with your most valuable
possession, your child.
And we are committed to supporting that education along the way and being your partner.
On behalf of our entire ESE division, welcome to the open house, and welcome to the 26/27
school year, my favorite time of year that's filled with excited children returning to
school and eager with anticipation of what awaits them this year.
We look forward to a wonderful year together.
I'd like to introduce Ms. Jackie Luscombe.
She is the ESE advisory chair, and she's going to bring you greetings on behalf of her committee.
Real quick, we're going to be switching interpreters, so I'll go ahead and then switch over.
Thank you.
Thank you.
Would you like me to wait while you just switch?
We're all set.
Okay.
Thank you.
And thank you, Diane, and thank you, Gwen Lipscomb.
My name is Jackie Luscombe, we're no relation to each other.
And I'm the chair of ESE advisory.
I'm joining you from my car because I'm on the move, we're not right now on the move,
but apologies that I'm in my car.
So I'm the chair of the ESE advisory council.
We are a body established by the school board to provide feedback and recommendations to
the school board relating to exceptional student education.
We celebrate all the great things.
It's been a great start to the new year for so many children, an exciting time.
And then we also flag out whether there might be problems or concerns or suggestions that
we can make for improvements.
We meet once a month.
Our first meeting is next Wednesday, 6.15 p.m. at Indian Ridge Middle School.
And our purpose really is to be as well a conduit between the school district and its
stakeholders, the people it serves.
I don't know if they're able to hop on as well, but my vice chair is Anna Kuruho.
We also have our autism committee chair, Melissa Ramos, Gwen, I don't know if you've
got her camera unstuck or not, if so sure hop on.
Mark Tadero is the chair of our down syndrome committee.
And then we also have Michelle West, who's chair of our deaf and hard of hearing committee.
You'll see on your screen the notice advertising meeting next week.
Meetings aren't for everybody.
When people want to know who is the ESC advisory council, it's all of you.
You come along and you'd be part of it.
And the more voices we have, the better good we can do.
So here to celebrate the good stuff, here to work on the things that we can be looking
at and improving, sharing concerns.
And next week's agenda really is going to be a big melting pot of going through lots
of Q&As, lots of back to school issues, and getting people oriented.
So we hope you will join us and meetings online, but we do record them and we post the recordings
afterwards on our Facebook page, which is Broward ESC Advisory Council.
Thanks so much.
Diane and the team and everybody for organizing tonight.
And it's going to be a good year.
Thank you.
Thank you so much, Jackie.
So at this time, I'd like to introduce you to Ms. Sabrina Shive, our ESE director for
curriculum and many other things, good afternoon Sabrina.
Hi, welcome, everybody.
Again, yes, my name is Sabrina Shive.
I'm one of the directors in the ESE department.
Really excited to be able to participate tonight as Ms. Egan shared, I think the beginning
of the school year is always just the most exciting time as we get ready just to have
fun experiences with our children, and they're so excited and looking forward to everything.
So really happy to be joining.
I didn't want to share some who's who at your school.
I know Ms. Egan shared a little bit about who you should make sure you know.
And I just wanted to make sure that as an ESE parent or family member that you know who
you should get a hold of at your school or be in contact with at your school so that
you know who they are, what they do, and how they can help you.
So I've listed here, obviously your teacher.
So that's usually the ESE one, everybody generally is very familiar with who their child's teacher
is.
It's important that you get to know your teacher.
They're really your first line of communication for how your child's doing in the classroom
for questions, for support, they are that first person that you want to reach out to
if you have any questions or needs.
And in some of your classrooms, you may have instructional assistants.
You might hear them referred to as classroom assistants, teacher assistants, paraprofessionals.
All of them kind of are lead together in what we call instructional assistants.
So they help provide support.
And there may be instructional assistants in the classroom that your child is in.
And those would be people that you would just want to know in collaboration with the teacher
how they're helping with your child if you have any questions about that.
I would direct that information to your teacher, but it's nice to know sometimes who that
person is and that they're in their classroom.
Your principal and assistant principal are also really important to know.
I'm sure if you go to your open house or if you've been to your meet and greet on your
school website, maybe in the car line, you've come across your principal and assistant principal.
And in some schools, depending on the size, you might have more than one assistant principal.
So it's important to get to know them.
They are there also to help and sometimes the teacher will be your first line, but you
might need to also ask things of the principal or assistant principal.
And a lot of times if you're in middle school or high school, you might have one assistant
principal with ESE staff and it's kind of your contact for ESE.
So that would be also good people to make sure you know, guidance counselors and sometimes
they call them school counselors.
Those are the people in the school that could assist all children in the school.
It's just important to know that they are at schools, they're available, they're there
to help, they're there to be just a support to your child if they just need somebody to
talk to, get help from, and if they see them, a lot of times you might see them out and
around, they eat, they choose sometimes you're in the car lines in the hallways, visit classrooms,
and they typically can be found in the office if you're needing any assistance from them.
We have our ESE specialist.
If your child is ESE, typically this is after the teacher, this is like your next best friend.
It's that person that you ask all your ESE questions to.
This is the person that really is that at school contact for everything that's related
to your child's individualized educational plan.
So definitely that is somebody that if you have questions that you can reach out to.
You also have other ESE support personnel on your campus and district personnel that
could also be coming out, but on your campus you will have support facilitators, you might
have autism coaches depending on the school.
There is a team of support personnel, some that work between schools from the district
office and some that work straight at your school.
And then your instructional coaches, sometimes people don't think about it, but if you have
questions about reading programs, math programs, your school, all schools will have a reading
coach, but some schools might have a math coach or sometimes they'll be called an instructional
coach and they do all different types of subjects, not just one, some schools may have
a science coach.
So we do have instructional coaches at schools and they can help answer questions about interventions
and programs and instruction at the school level.
So those are kind of those who's who at your school, then we're going to go to the next
page.
And then this is just a broader guide that we will send out as well.
I noticed that I'm not able to drag it into the chat or I would, but we will send this
out when we send out the PowerPoint to make sure you have the hard copy.
This is how else can you get support?
So for example, what if you have just a very ESE specific question and maybe your teacher
recommends them going to the school ESE specialist to answer it.
This is a bit of a flowchart that just kind of helps you navigate.
If you're needing help with something and you feel like you're having a hard time getting
help, these are kind of some steps that you can take, but we also can help you navigate
them and soak in your school.
So you always want to start with the school.
So your school ESE specialist, of course, is going to know things the best in relation
to what's happening in the ESE world in your school and your school-based administration.
But sometimes you might maybe have talked to them and you feel like you need more information
or you need something additional, and then you would look at that number three on this
chart and that would be your regional office or the ESE department depending upon the need.
Your regional office, and we do have the context on this page, that's more for things that
you have questions about that are not necessarily just because you're child ESE, but just because
you're child's a student in the school district because we always kind of stay this.
We are, our children are ESE children, but they're also students in our school system.
So sometimes we might have something we want to discuss just in regards to them being a
student in the school district, and that's usually where the regional office comes in.
And then the ESE department can really answer those questions that you have about your child
in relationship to something with them actually having an eligibility and being ESE.
So that would be number three.
Number four, we also have a district ESE parent liaison, and that there is a barcode there
and again we will share this out where you can actually scan it, write your concern, and
then somebody from that office will be able to call you right back.
And they will be able to within 24 hours contact you and help you resolve something that maybe
you're having difficulty navigating.
And then we have our local conflict resolution office, and that's when there's things that
are happening that you just feel like are not getting resolved and you need further assistance
in resolving a situation that may be occurring with your child or with you in the school.
So these are, this is something that we will send out, we do have the context on the bottom
of this form, and again we will send this out.
Next slide.
At this point I'm going to turn it over to my colleague, Opal Bennett, who is one of
our two process coordinators.
Thank you Sabrina.
Let me skip my camera going great.
Thank you Sabrina, good afternoon or evening everyone.
I'd like to expand just a bit on the role of the parent liaison and the local conflict
option just mentioned.
So the foundation of this role is to assist parents with navigating the federal and state
laws that govern the education of students with disabilities.
Federal law, which is the IDEA, mandates what is required.
State laws ensures compliance with the IDEA and local school districts create policies
and procedures that ensure compliance with state and federal regulations.
The parent liaison will be able to assist in navigating how these processes ensure a free
appropriate public education also known as FAPE.
This navigation is how the parent liaison assists parents when their concerns at the
school that have become challenging.
This navigation also assists parents when eligibility has been determined and questions
arise after the IEP meeting has been held.
Often time, there is a breakdown of communication between the school and the parent.
The parent liaison can assist with those challenges to ensure that processes are back on track
or pathways are created or whatever is needed to resolve the concern.
The parent liaison may also provide resources such as website information for parents who
would like to sit with the information prior to making any decisions.
The parent liaison may also connect parents to appropriate district staff for further assistance
just as Sabrina described in the previous slide.
Parents have procedural safeguard rights.
The parent liaison also provides a review of these rights, including an explanation of
dispute resolution options.
Next slide please.
One of the dispute resolution options is the local conflict resolution.
So this option is available to parents when there is a concern that was unable to be resolved
during an IEP meeting or a concern that can be resolved in an IEP meeting.
And so the local conflict resolution is an opportunity for district staff to attend the
IEP meeting to aid in resolving the concern.
It's the first step in a collaborative approach to bring resolution to the concern presented.
Parents can access this option by submitting the local conflict resolution form via the
parent communication link that is available on our division's web page and also by the
QR code provided in the previous slide and provided in the next slide that we're going
to share.
Next slide please.
Our parent liaison is Simone Grant.
You can connect with her via email at simon.grant2@browardschools.com or by completing the parent
communication form via the link on the web page.
Please be sure to utilize the parent liaison services as needed.
So thank you for your time and attention this evening and I'll hand it back to Sabrina
Shiles.
I'm sorry.
Director for Curriculum.
She will present information regarding before and after school care.
Thank you.
Opal very much.
I appreciate that.
Also, yes, I'm back on and I'm just going to speak just a little bit about before and
after school care.
So just to let you know if you do not know already that child care programs currently
do operate at most Broward County public schools.
Most of those programs are operated by a contracted school board approved provider and some of
them are operated by the school themselves.
You would check the school's website for the programs offered at the location and many
times the front office would be able to help you to find out what programs are offered
and they typically would have some flyers available for you in the front office.
Child care programs provide like a supervised learning environment, a play environment with
lots of different activities for them and they typically have time for students to complete
their homework.
Most care program ratios at the elementary level are one adult to 20 students and for
middle and high school levels it's one adult for 25 students.
Next page please.
All of our programs welcome students with special needs and all providers are federally
required to make reasonable accommodations for students that require it.
These programs do provide basic child care, not all programs offer or provide intensive
or therapeutic services.
However select programs may offer more intensive services.
So again it's really important to check that school's website to see what's offered or
contact your school and usually the front office would be able to help you with that.
In most cases individual education plans or most people refer to them as IEPs do not
carry over into before and after care programs.
However 504 plans do carry over in June before and after care programs.
And then for the next slide I'd like to introduce one of our assistant directors of
ESE Kelly Fisher.
Good evening families and thank you for that warm welcome and introduction Ms. Shibe.
I am Kelly Fisher as Sabrina mentioned I'm one of the assistant directors for the ESE
department and tonight I will be sharing some important information about our PIP process
which is that internal process that we have in place for collaborating with private instructional
personnel that mainly include our RBTs which are our registered behavior technicians short
for RBTs and our BCBAs which stand for board certified behavior analyst.
So according to the Florida State statute which is shown here in this slide private instructional
personnel also known as PIPs for the ESE and the convenience of this presentation are
hired and contracted privately by parents and they are permitted to observe the student
collaborate with our public instructional staff and provide direct services all in the
educational setting.
Your child's right to what we call a free and appropriate education also known as PIP
as Ms. Bennett mentioned before is protected under this statute.
So accessing private services in the school setting is a parental choice and in doing
so you are not waving or forfeiting the services that your child is legally entitled to in
place of those private services.
Instead those outside private services are meant to supplement and enhance the services
that your student is already receiving through their individualized educational plan from
our own service providers.
Next slide please.
So who is considered to be a PIP as defined by the state statute?
Well that personnel can include and range from different individuals including BCBAs,
RBTs, speech and language pathologist, occupational therapist, physical therapist, psychologist,
clinical social workers and mental health counselors.
Next slide please.
So PIP packets which I'm sure a lot of you are very familiar with because we do this
every year and that process resets every school year but to formally make a request for any
kind of private services allowed under that state statute, parents are required to complete
and submit what we call a PIP packet to their child's school for further review and consideration.
And that process resets every year which requires parents and providers bills to complete a
new PIP packet each school year even if those services were provided during the previous
school year by the same providers.
And you can visit our ESE department website to find and download a copy of our most recent
PIP packet for the new 26/27 school year where you will also find additional information
and parent-friendly resources related to the PIP process.
So the next slide just is an overview of the PIP process timeline from start to finish.
And I know that a lot of you are very eager for your private providers to start working
with your child and I can ensure you that our schools are working very diligently and
making every effort to process those packets as quickly as possible but do keep in mind
that they have up to 30 calendar days to review those packets before making a final decision.
And that 30-day timeline starts the first day that that packet is received by your child's
school.
And then once that packet is approved the school will schedule a time for the RBT or
the PIP to observe the student in the classroom to help identify those behaviors that they
want to target in collaboration with our own classroom staff.
The school will also set up a collaborative pre-meeting that includes the parents, the
private team and the school-based team and the purpose of that pre-meeting is to determine
a schedule of service that includes where, when and how often those services will take
place.
And during this time they will also review how that private behavior plan will be implemented
to meet the student's behavioral needs in the school setting to ensure close alignment
with the school's behavior plan.
Both the observation and the pre-meeting will need to take place prior to the PIP initiating
services in the school.
And they are not meant to stall the process but rather to help ensure coordinated, aligned
and collaborative approach across all team members, public and private as intended by
the statute.
And then once that pre-meeting is set, those services can begin immediately following that
pre-meeting.
Next slide.
So this is just some information on our policies that are in place for those Broward County
issued vendor badges that we require all private providers to have before they can access
our campuses and have any direct contact or interaction with our students.
So when you're speaking with your RBTs and your private providers, please make sure that
you're emphasizing the importance of renewing those vendor badges prior to them expiring
in order to remain in compliance with our district safety and security clearance requirements.
This past summer we had quite a few RBTs show up to our summer school program with expired
vendor badges which unfortunately delayed and impacted some services for those families.
So we want to avoid that from happening in the future.
So please make sure that they understand that it is their responsibility to know when their
current badge expires, understand the process in place for renewing their badge through
our field print vendor and most importantly providing the school with proof of an updated
badge before the current one expires.
That way we avoid any potential loss or lapse in service as a result of that badge expiring.
As the best practice we are recommending that they renew their badges at least three months
in advance of their current one expiring just to avoid an unexpected disruption in the student
services and their day-to-day schedule.
So please when you're having conversations with them make sure that they're staying on
top of this responsibility and if they have any questions, any concerns related to the
renewal process at all they can contact our security clearance office at the number shown
in the slide.
The next slide talks about how schools determine the number of hours that are approved for an
RBT or a private provider.
Those decisions are typically made based on the data that's collected by the team on
the student's target behaviors and what is necessary for the student to access their
education and make meaningful academic progress.
The number of hours approved will vary from student to student and across school to school
but those decisions are made on an individual basis for each student based on their unique
needs.
Schools also consider the number of adults within the classroom throughout the day with
the understanding that sometimes having too many adults in the room at the same time can
be overwhelming and potentially a trigger for some students and those behaviors that
we are trying to avoid or change.
So we have to take that into consideration as well when making those decisions and we
also want to consider a balanced schedule that gives our students adequate support but
without stifling any opportunities for them to learn independence at the same time.
Foundations made by medical professionals and BCBA's will be considered however the total
hours approved are ultimately decided and determined by both the classroom teacher and
the principal in accordance with the state statute and that includes one of those services
will initially begin.
Next slide.
And now I will turn the presentation over to Brandon Dietrich who will be speaking about
audiovisual recording in self-contained classrooms.
At this time we're going to briefly switch interpreters so we're going to be switching
to the interpreter, Ramona.
Ramona if you can please turn on your camera.
Thank you.
It's all working.
Okay, perfect.
Thank you Natalia.
Thank you Kelly.
All right, so good evening Broward.
We're going to have a quick discussion about policy 4,900 which is I'll read from the slide.
I'll try not to veer away people who know me know I have a hard time sticking to scripts
but BCPS is continuing with the implementation of local policy which was approved on 72925
by the school board.
We are the only district in Florida with a policy like this.
It provides a self-contained ESE classroom with audiovisual recording once all parents
of the class have provided written consent.
Camera footage is retained for 30 days.
It allows parents to review footage of an alleged incident within seven days of receiving
the request the footage must be redacted and the time will be scheduled to meet with the
parents to review the footage.
footage viewed is dependent on an alleged incident, not a confirmed incident.
Okay, next slide please.
Parents Bill of Rights.
This requires that 100% of parents within the self-contained ESE class provide written
consent for audiovisual recordings.
If 100% is obtained, a camera will be activated within that classroom.
Local consent forms will be completed in track and focus.
A paper copy can be printed if it's needed.
In the school have a copy of that.
So please if you need that as parents just ask the school for a paper copy.
If they for some reason don't have it we can help with that for sure.
This was the form that was live in focus on July 20th.
Next slide please.
And this is you can actually, I practice with my own phone to make sure it would work.
This QR code is active.
So if you hold your phone up over this QR code, it's active, it'll take you to policy 4,900
link on the BCPS website.
I'm sure if you went into Google and you type in policy 4,900 Broward County schools it
could also help you get to that website.
But this will take you directly there.
There's just some information within this flyer.
In this flyer will be pushed out.
It's going to be at school.
So you're also going to have the information there.
But it's here too.
So it can help you here, it can help you there.
So either way, okay.
Next slide please.
And oh, thank you.
I guess I'm done.
I didn't go off script.
So that's good news.
So I will be presenting Dr. Dutra, project manager, so we can give us a focus update.
Okay.
Hello everybody.
I'm hoping you can hear me and see the screen.
I took over control because I'm going to go live into focus to show you how it actually
works.
So on our first slide we see that focus is a student information system prior to focus
Broward County public schools use multiple formats, disseminating information to parents
like state reporting, grade reporting, we're all done on separate platforms.
Which focus everything works into one solution, putting scheduling attendance, grade book,
grade reporting, state reporting.
It also has a student and power portal access in one system.
So this definitely approves efficiency for students and parents to access any information
that they need about their child.
So focus is 100% web-based, it's the most widely used platform in the state of Florida.
And it also has an Android app and an Apple app or should I say iOS app.
So what I'm going to show you live in the system is the homepage layout, how to find
the back to school forms, how to find your child's bus route, how to access your child's
IP, whether they're at archive, which is prior to focus implementation, all the PDFs were
uploaded.
And since focus went live, everything is now under the current IP location, I'll show
you where you can find both of those.
You'll also be able to view your child schedule, assignments, grades, attendance and more.
And then I'll show you where you can find the BCP Connect app.
Make sure you're downloading the BCP Connect app and not just the BCP S app, because that
would be a different school system.
So make sure you're downloading the one that says BCP S Connect.
And you know you'll have the right one because if you're in the wrong one, it's going to
ask you for a pin.
So if it's asking you for a pin, then you know you have downloaded the wrong app for
your iOS or your Android phone.
Lastly, I'll be showing you where all the resources are.
So I'll be showing you how to navigate the focus.
But there are step-by-step directions for everything that I'm going to show you on this
website, which is BrowardSchools.com/focus.
And it is on the PowerPoint.
I don't want to open that link, but all right.
So this is the parent portal layout, so instead of navigating it from this image, I'm actually
going to slide over another window and show you how it works live.
So upon logging in, I'm pretending to be a parent of a child, and you can tell I'm into
training portal, which says this little red icon here, so it's training.
So everything in here for student information is scrambled, so everything I'm showing you
is not real data, it's not a real child.
Everything is scrambled.
So when I first log in, it says I need to start doing my one-to-one issuance agreement
and my back-to-school form.
I will not be able to access any of my child's information until I submit those two forms,
which must be submitted annually.
So if I try to click Portal, where I can go to see my child's information, it's just
going to put me right back to the Forms section.
And while it's loading, it still says Application Forms, it's a little slow.
Once it comes back up, you'll see that it's looking for the forms, so it'll go back to
the same screen.
But we're not going to wait for that to load up, I'll just go to my other window.
So here, I have a child that I did log into, and so the forms were created, so immediately
I can see right here the Focus icon.
If I click there, that is my click to go back to the main portal page of my parental account.
It works the same for students.
The next thing I see is a little question mark, that is your Help icon.
There used to be a little button that said Help, but now it's just a question mark.
In this yellow box, I can see District School Announcements, so any announcements that are
being pushed out to a parent from either the school or the school district will show up
here under the alerts.
For every child that you have, you'll have a different block, so this parent has two different
children, one at Coral Springs Middle School and another child at Marjory Stoneman Douglas.
So you can see they're both laid out the same, where they have their courses listed here,
their teachers, their attendance, and their grades.
So right now there are no grades because it's the beginning of the school year, and also
this is a testing platform, so nothing has been backed up since school has started.
So they do do periodic backups for training when we're actually going to do a training
for teachers or staff throughout the district.
So now let's see where I can find information about busing.
So I'm going to click this drop-down arrow here, or this chevron, and then I'm going
to click where it says Child Info, and then Execute Technology Patience.
And then here in this window that pops up, you see a little transportation icon.
So if I click there, it will tell me the bus time that they pick up, where they're going
to pick up my child.
This one does not have an afternoon drop-off, so I'm going to guess that the parent is
picking the child up themselves.
If it's incorrect and the parent sees something wrong, then they need to contact transportation.
And on the Focus webpage, there's a link or a phone number where the parent can go to
connect transportation to get that fixed.
Over here where it says ESC, if I click here, this is where all the archived IEPs are located.
So you see where it says Uploaded IEPs.
Before it's at archived, so these are IEP documents, etc. that were prior to the implementation
of Focus.
So I'm going to go ahead and click back to Portal to go home.
And if I want to see where the current IEPs are, right here, under the report tabs of
the child, if I click there, I'll see the new IEPs that started after the implementation
of Focus.
So this is where you would go for that information.
If I go back to grades, you can see here, I'm having grades and the different quarters
for their courses.
Over here you can see their attendance right away, if they had a grade it would show up
here.
So I'm just going to click here to get to the attendance portal.
So it has absence, target, unexcuse, etc. all over here.
And notice that it did open that chevron to open up Falco again.
So if I want to look at something particular, like if I want to go just to grades, I can
click Grades here, it will go to all the different assignments that are assigned and
the grades that the student has.
I can also click Attendance here, so you see their attendance.
So from here you have other items that you can look at.
And under Forms, actually, under Applications and Forms, this is where you can see the paperwork
that was submitted, the back-to-school form was sent approved.
So once you fill out any of this paperwork, it automatically goes to the ESC specialist
at your school site or your registrar so they can verify that the information has been
submitted.
Okay, so that's how it looks like on a Windows computer.
So I also have another window open over here.
So this is what it looks like if you're on an iOS app or an Android app.
So you can see the student blocks are stacked vertically because real estate is much limited.
So this is where you can find that information.
And to navigate to all the reports and everything, you would click here on this, I call it a
hamburger.
And you'll see it expands to give you all the other forms that you would want.
So I can click Forms and then I can see the forms that I have.
And if I go back to the forms again, you can find the other items that I showed you earlier.
So let me see.
Having technology glitches doesn't work very good on an app when you're showing it on a
computer.
And when I click the back button, it goes back to here, but not to worry.
So I'm going to show you where you can find the step-by-step directions at this time.
So let me open up my window that I closed.
And right here is the Focus Information Center that I showed you earlier.
So if I scroll down, if you're a parent or if your student needs help with, hey, how
do I navigate this and focus?
I need some help.
So if you're a parent, you would click here.
And if I scroll down a little, this gives me all of the step-by-step directions of how
to access your student IEP or EP.
And this will show you how to do it with archive, their current IEPs.
So if I click it open real quick, depending how fast it opens, here it is, it tells you
step-by-step and then it gives you an image of what to do.
One, two, three, and then there's numbers two, three here as well.
So everything that you need to know about Focus is here.
And if you are a parent that speaks a different language, we also have the same exact forms
under translated resources.
So if you click here and scroll down, you can see the Spanish, Haitian Creole, and Portuguese
forms as well, giving all our parents and the district assistance on how to navigate Focus.
And now I'm back at the main page.
Let me go back one more.
Okay, so here is where you find it, but make sure you're downloading the right app.
So here's the link that will take you to the Android store so you can download the app.
If you don't have an account and you need to create an account, you would click here,
create a parent portal account, and there are step-by-step directions for that as well.
If you forgot your password, you click here for directions on how to reset your password.
So everything is here as a one-stop shop for parents and students on how to navigate the
Focus portal and be successful.
Okay, and back to the PowerPoint.
So some key information about when you're trying to set up your parent portal, you have
to make sure that the email address that you're registering on the portal is the same exact
one that you use when you registered your child because the Focus app is going to look
at the email that's in the Focus SIS portal on the web, and if they don't match, it will
not make a connection and you will not be able to see your child's information.
So that's something that's a common problem that parents have, so make sure you check
that first when you're troubleshooting.
The other thing is if you are a Broward County school staff person, you must use a different
email other than BrowardSchools.com because your BrowardSchools.com email is what you're
using as your work SIS.
So for your child, you need to make sure you're using a different, unique address.
And that's all that I have, and so I will turn it over to Ms. Rodriguez for Curriculum
Supervisor for Gifted and Talented.
So if you'll have to take over control and I will stop sharing so the coordinator can
control, or I'll share again and also on that.
That's okay.
I believe we're switching the instructors.
Yes.
Correct.
At this time we're going to be switching to the interpreter Brittany, so I will go ahead
and make sure that she's spotlighted for everybody.
Okay.
Who is sharing?
I did say take control, but the presentation is gone.
Okay.
I'll share it and I'll walk you through, so when you're ready, just let me know next
slide.
Okay.
It came back up, so I showed take control.
Hi.
Good evening, everybody.
My name's Suzanne Rodriguez.
I am the Curriculum Supervisor for Gifted and Talented, and I do realize that majority
of the presentation tonight is for parents or students with a disability, but in the state
of Florida, Gifted does fall under ESE, it is considered an exceptionality, it doesn't
fall under IDEA, it is not considered a student with a disability, but we do have many students
that both have a disability and are gifted, and we call those our twice exceptional students.
So just a quick information on where you can get more information if you are interested
in either looking at your child to see if they are eligible for Gifted or where you can
get more information about Gifted.
We also have a separate advisory from the ESE advisory, it is our Gifted Advisory Council
meetings.
We meet every second Monday of the month and our first meeting is September 14th.
There is a link there on the bottom, I realize a lot of you do not have this power presentation,
but if you just go to BrowardSchools.com and you put Gifted Advisory, you will go directly
to the website and our meeting links and calendars for the year is there for you to see.
So we do typically meet second Monday of every month from 6.30 to 8.30.
Our first meeting will be on Teams.
We do like to do the first meeting on Teams so we can get as many participants as possible
you do know it is easier for you guys to come on Teams and in person, but our in person
meetings will be held at Bear Middle School.
So just go to that website and you can get the calendar for the whole year, but it is
always the second Monday of every month.
The next one is if you are interested in having your child look back to see if they do meet
eligibility for Gifted.
Here is the process that you would follow.
You would first obviously talk to your child's teacher if you believe that your child may
need Gifted Services.
You can request or make a referral for what we call a Gifted Screening and that could
be submitted to your school's ESE Specialist.
They can be referred either by the teacher or by you as the parent to be screened.
We do start with what we call an abbreviated IQ test first, that's the screening.
To determine that the student will go on for further evaluation.
So depending on what they get on that screening, if they hit the correct or the minimum score
that they need on that screening, then you'll get that consent for the full evaluation.
You also get different, the teacher will get characteristics checklets as to looking at
and reviewing all the academic data and then you'll be brought in to talk about that eligibility
decision and whether or not your child meets eligibility for Gifted.
And again, even if your child does have a disability, it does not mean that they will
not meet eligibility for Gifted.
We have students that have our autistic and Gifted, students with behavior disabilities
and Gifted, speech and language and Gifted, pretty much every ESE category can also be
Gifted except for intellectually disabled because there is that minimum IQ requirement.
So just because they have a disability does not mean that they might not have strengths
in other areas and can meet eligibility for Gifted as well.
We do universally screen all of our students at the end of second grade.
We do have either parents that never refer a child or teachers that never refer students.
So in order to cast that really wide net and make sure that every student has that opportunity
to be looked at to see if they're eligible for Gifted, we do what we call a universally
screen all second grade students.
So we do that at the end of the year.
We are currently using their PM3 reading and math percentile scores and depending on what
they get on that, some students are automatically referred for that Gifted evaluation.
Of course, those consents go out to the parents first before we evaluate.
So if your child is in second grade, we will be automatically looking at them at the end
of second grade.
But there is a big myth that Gifted doesn't start until second grade or after second grade
and that is incorrect.
That just happens to be the grade where we have chosen to universally screen.
But in the state of Florida, we can look and identify students K through 12.
We don't do pre-K so there isn't pre-K programs.
The state doesn't recognize Gifted and pre-K students that any time K through 12, you do
not have to wait to second grade and the universal screening if you feel your child needs services
for Gifted, you can certainly refer them for that Gifted screening at any time.
I think that was it.
I only had a few slides.
I'll turn it over to Lauren and she can talk to you about those practical tips for parents.
Thanks, Azale.
I'm going to take control.
Hello, everyone.
My name is Lauren Didrickson.
I'm an ESE program specialist for behavior.
And I hope to give you just a little bit of information.
Okay, so something switched, I guess I have to share.
Now I do not see the presentation.
Lauren, Lauren, I will share if you want me to.
Thank you.
Do I have control?
I think I do.
No, no.
Hold on, Lauren.
Okay.
I have it now.
We're good, Gwen.
I'm getting there.
Hold on.
Oh, I'm sorry.
I'm sorry.
No problem.
I saw it.
Okay.
I'm going to go down to your slides.
Give me one second.
I'm right.
Pull you back.
And parents, one of the things in the slide is about flexibility and, uh, flexibility and
routines.
So this is perfect.
Okay.
Wait one second.
We're almost there.
Okay, focus and Lauren is next after gifted.
All right.
How about that?
You should be able to see it.
Oh.
Okay.
There we go.
Yep.
Thank you, Gwen.
Welcome.
All right, parents, let me just make sure I can go through these slides.
I think I have to request control again.
All right.
Here we go.
So starting strong.
So, um, last year I presented, it was actually before the school year started.
And so now we've, we've already kind of started.
So hopefully you guys are into your routine already.
Um, but this is one thing that I share with teachers, this website.
And if you've been on with me before, I have shared this website, edtomorrow.com.
Um, they have a thing that's called today's first five.
And it's a really cool tool that teachers can use.
You guys can use, but it's just a good reminder to check in with our kids, with our students,
with our children at home.
I know me, I'm a mom of three and I get really busy in the morning, really busy at night,
doing activities, trying to cook dinner.
And sometimes I forget to stop and just say, Hey, how are you feeling?
You know, like I'm barking orders at my kids to do this, to do that.
And I don't take a moment to stop and do this.
So parents, this is one thing you can think about, which school supply are you?
How are you feeling right now about the school year?
I hope that you guys are maybe, um, you know, looking forward to a fresh start and maybe
you're full of energy.
If you're not feeling so good, if you're just trying to keep it together, that's okay too.
Because obviously you have this whole ESE department that is here to support you and
we'll do everything we can do, um, along with your schools to really help support you, your
families and your students.
So this is just a cool thing and a good reminder about being intentional, what we do each and
every day with our kids, behavior strategies are not rocket science.
They're not anything that you're going to say, wow, I didn't know that.
It's just being intentional.
It's taking these strategies and really putting them into practice each and every day, um,
and really creating routines.
So this, this quick tip is just about creating routines for our kids and for ourselves because
it reduces anxiety all around.
So we want consistency, structure.
We want to personalize routines because we're all different.
So what routine works for me is not necessarily going to work for my children and what work
for my children are not necessarily going to work for your children.
So we have to individualize even the routines that we make for our kids and really have
that clear structure, make it enjoyable, and then make it adaptable.
Just like we had to be flexible with technology.
We have to be flexible in our day to day lives as well.
So consistency, so use them daily.
So if you haven't already started that morning routine, that evening routine, it's never
too late to start.
It is very, very important to reduce frustration.
I mean, if, I think if you're a parent, we've all been there where we're trying to rush
in the morning and we kind of don't have a routine and we're running here, running there,
we're yelling across the room to our kids, we really have to create something that is
going to work every single day and kind of stick with that same routine to make things
run smoothly.
Setting alarms.
Gwen is my boss, she's not directly in the office with me, I know Yolanda is on here.
She is, and the people in my office kind of test that I have 500 alarms set on my phone
all day long.
We need alarms, so it's good to even start with our kids.
I have a daughter in elementary school, I have older kids as well, but my daughter in
elementary school has alarms on her phone.
So I've started her early to try to get into that routine.
So an alarm to wake up, an alarm to do other things, setting timers of when they have to
do things.
The phones, the iPads, if your kids are using them, they're great.
If not, you can do them on paper and I'll show you some good examples.
But visual reminders, we need visuals as adults and our kids are no different.
So again, words mean very little when we're rushing around, we're starting to get upset.
If our kids don't understand spoken language, visuals are just a very, very good tools to
use.
And then doing things in different settings so kids can generalize the skills is always
a great thing to do if you travel, if you're at a different house one night and you have
an evening routine, just try to stick with your routine.
But doing it in different settings so kids can see how it's done in different settings.
Having structure.
So with the routine, we have to teach it like we would teach anything else.
We have to help our kids with homework or we have to teach our kids how to go to the
bathroom, how to brush their teeth, how to tie their shoes, whatever it might be.
We need to teach the routines as well.
So we need to model it.
We need to be the good role model and maybe get dressed in the morning to show our kids.
We have to get dressed or show them brushing teeth or show them eating breakfast if we
want them to eat breakfast.
So we really have to model those behaviors and reinforce them when we see them in our
kids.
And again, use visual supports, checklists, fun songs.
Think about songs that you learned as a kid.
You probably still sing some of those occasionally in your head.
The ABCs song is a perfect example.
We learn things very well through songs.
We were, I was just in a pre-k classroom and we just kind of, the people that were supporting,
we just made up songs for lining up.
We made up songs for checking schedule.
We just kind of took like the tune to the ABC song and put our own words to it.
So you can do that too.
And don't dismiss this if you have secondary students, older students.
I have videos that show high school teachers teaching like quadratic equations with the
use of songs.
So it really works for all ages.
Hopefully incorporate preferred objects, preferred interests.
So if your children are very opposed to let's say daily living skills, eating certain things,
maybe you have a really cool fork or maybe you have a really cool plate that you use.
So always trying to incorporate their interests into whatever it is that you're asking them
to do.
This website right here, I know you're going to get access to the PowerPoint, but this
says Social Workers Toolbox.
I've shared it before, but it's really good.
They have millions and millions of visuals for parents, behavior charts, anything that
you could want.
You could really find here.
They have really a lot of resources.
So this is one example that might be helpful for your student, for your child.
This is another one.
Maybe your child reads and you just prefer a checklist like this.
Again, visual supports are huge.
I have my alerts on my phone, but I also have my to-do list.
I also have a printed calendar on the refrigerator.
So we have a lot of use of it as adults that we can relate to.
So why not teach our kids very early on?
And I always say this, you might not have access to a printer at home.
You might not have a color printer.
You might not have a laminator, but it doesn't need to be pretty to be functional.
You could handwrite the morning routine.
And even if your child isn't a fluent reader right now, you could do a single word.
And once you do routines over and over and over and you show your child, this means, you
know, brush teeth, they'll eventually get it.
If even if it's like color coded or something, whatever you need to do to adapt it to your
child's needs, but please remember, it doesn't need to be pretty.
It just needs to be functional.
So some other ideas, some fun ideas to get your morning started off.
And this goes for evenings as well, but I know back to school, usually mornings are
tough because kids, you know, dread going to school a lot of days, so we want to try
to make it fun.
I am not in the interest of time going to show you these videos, but they're just straight
from YouTube.
So this one has kind of middle school-age students doing a morning routine and it goes through
getting up, showering.
The next one, this is Gracie's Corner.
Let me tell you, when I was at that school the other day, on Tuesday, the music teacher
turned on Gracie's Corner and all the kids stood up and they were dancing and it was
really great.
So this video in particular, again, goes through the steps of the morning routine.
So it makes it fun.
It makes it, you know, entertaining.
Of course, there's Danny Go.
There's tons of videos that this guy does that are fun and exciting.
And you might say, "Listen, my kid's not into videos.
My kid's too old for that.
I don't want to show videos in the morning, whatever it might be.
Maybe you have another way that would make your, especially morning, but again, this
applies to the evening as well, but especially the morning, getting that started on the right
foot, maybe some positive affirmations.
So you just wake up and you just sit with your child and you're looking in the mirror and
you're saying, you know, some things positive, you're really smart.
This is going to be a great day.
You give high fives.
Maybe you show them a picture of a smiley face.
Maybe yoga.
Maybe you have time where it's just, you know, calm and you do something very calming because
your child is really anxious about going to school.
So maybe something really calming is more appropriate.
Or maybe just to add into the routine, doing a purposeful chore.
So maybe that helps them get out the door on the right foot.
So maybe they're feeding the pet.
Maybe they're helping pick out what you're going to have for dinner.
Maybe they're checking the weather app, whatever it might be.
I'm just going to pause for one second and make sure Natalia, do you need me to do anything?
Okay.
Thank you.
At this time we're going to be switching to Ramona, the interpreter.
Thank you.
Go ahead.
Okay.
So just a couple more slides.
So again, be flexible.
If you notice something isn't working, you know, with your routines at home, just, just,
you know, be flexible, change it as needed, but also incorporate change because life happens,
right?
Change very early on, while routines and schedules are important, change does happen.
And we have to be okay with that.
Okay?
And really, really reinforce that.
Reinforce when your child accepts any kind of change whatsoever because that's a really
important life skill.
So building success, what is my favorite part of any behavior talk?
You cannot do anything behavioral without talking about reinforcement.
In order to see the behaviors you want to see, we must reinforce behaviors.
So how can we do that at the beginning of the school year?
So again, both with the morning routine and the afternoon routine, maybe give a little
help, right?
So maybe we do a little bit more for our children the first few weeks than we normally would.
We know that they can, let's say, get dressed and put their dirty clothes in the laundry.
But maybe for the first couple of weeks, we put their dirty clothes in the laundry just
to give them a little boost and make them feel a little bit better and a little bit
more successful.
And that's okay.
We can do that anytime.
But certainly when there is a new school year or anything new, we'd like to give a little
boost to build success and reinforce that and you can fade that out as you go along.
Set daily and weekly goals related to your routine.
So maybe you have a morning checklist and evening checklist and you have an agreement
with your child that if you do two out of the five things independently, you're going
to get five minutes more on the computer.
And then you start building that up.
If you do three out of five next week, you're going to get 10 minutes and you just keep
building and building and reinforce any expected behaviors you see from your child.
So these come straight from that social workers toolbox.
These are just some examples of things that you could print out if you want.
Or again, you could just hand write things or you could just, you know, maybe your child
just wants snuggle time with you or tickles or high fives or just those types of like
attention seeking, reinforcers, maybe that will do it too.
But maybe you need a little more tangible reinforcement like this.
So definitely include reinforcement.
And then my last tip really is consistency between home and school.
So share your routines and best practices with your child's teacher.
When I was in the classroom, the absolute best relationship I had with the parents was
when we were both completely open, completely transparent with each other.
And I found that really ensured the success of the child because we both were honest with
each other and we both shared our best practices and what we were doing with the students.
So you've heard this probably before, but sharing a personal information sheet.
IEPs are wonderful and they have a lot of information, but I want to know a lot more.
I want to know what are they doing on the weekends?
What is their absolute favorite ice cream flavor?
What is the most exciting thing they've ever done?
I want to know all of that stuff.
So I highly encourage you to type something up and communication style.
If your child is a signer, if your child uses sign language or adapted signs or something,
share that with the teacher.
If there's a certain way that your child communicates with gestures that might not be
completely explicit in the IEP, share that, those types of things are so important.
Connect with your child's teacher to discuss any changes, certainly that happened over
the summer, but for sure throughout the year, anything different in the home that might
affect behavior, any medication changes, sleep changes, it really, really helps the school
staff to respond to your child in the best appropriate way.
And then collaborate with school staff to use consistent informal strategies or BIP strategies
across settings.
So you heard Kelly talk about private providers.
If you don't have a private provider, but your child has an FBA BIP at school, really
share and collaborate with the teacher because if they're implementing it at school, it would
be really helpful to implement those same strategies at home as well.
So consistency is really important.
And last but not least, please, please, please reward yourselves.
Take breaks, do good things for yourself, explore your coping strategies, things that
you need for a healthy life because it's not easy.
It is not easy to be a parent, it is not easy to be a parent of a student with exceptional
needs and I give you all credit.
So I give you credit for being here tonight when you could be doing other things, but
reward yourself because you need it too.
So thank you very much for allowing me to share.
And I think when I'll probably take back control.
I am.
Thank you so much, Lauren.
Okay.
So parents, we are definitely on the home stretch.
I just have a couple of announcements that I want you to be aware of along with some upcoming
events.
So let's just go ahead with the very first one.
Many of you may already know about this free resource, but I could not not include it.
So please parents, if you have not already signed up for the LRP special ad connection,
go ahead right now and scan that QR code.
This is a digital resource for you that really gives you information about what is trending
in the field of special education.
You get case studies, you get terminology, you get like a repository of resources that
will just keep you informed and deepen your understanding.
So I'm scanning QR code.
It is available to you and we want you to take advantage of this opportunity.
So I'm leaving it up for a quick second so that you can scan it.
And then as you're doing that, I also want to remind you, we have what we call an informal
chat and chew is called lunch and learn with ESE where we ask you and invite you to come
on once a month also to get updated on what is going on and also to make sure that you
are able to just hear information about some of our resources things you can do at home
as Lauren has just stressed with you.
We also have our community partners just outlining some of the resources that are available to
you as well.
And so these sessions will be monthly.
There will be about nine of them this year.
Please know that we always meet usually on the first Wednesday of the month from 12 to
1 p.m., 1.30 p.m., it's 90 minutes.
And if you can't even say the whole time parents, come on your lunch and just join in
and hear the information.
So again, there is a QR code for you to scan.
And then finally, before I turn it over to our executive director again, we are partners
with the Joe DiMajio Special Needs Fair.
Just want you to be aware that that is on the horizon, it is coming up really, really
quickly.
So that is on September 12th at Charles Dodge Center in Pembroke Pines.
Once again, many organizations are there, a plethora of resources for you.
And if your schedule permits, please feel free to join us.
And one more thing, yes, if you want to give us your feedback on the year ahead, please
go ahead and scan.
We welcome your feedback because it helps us do a better job of meeting your needs.
And if we're meeting your needs, we know that you're going to be more involved in your
child's school.
So again, I want to thank you for coming tonight.
And at this time, I'm going to welcome back Ms. Diane Egan, our executive director for
closing remarks.
Diane, are you there?
I'm here.
Awesome.
Thank you, families, for staying with us for this entire time.
We appreciate you being here tonight, tonight with a goal of the presentation, was just
to share some resources and tools that you might need in order to kick off the school
year in a great way.
Thanks to all our presenters who are here tonight, and thanks for all our families and
community members who participated tonight.
Tomorrow, we will be -- and thanks for all the applause and hearts, I'm loving it.
But I wanted to let you know that tomorrow, Gwen, we'll be sending out a parent link and
it'll include our -- it'll include our presentation and the recording so that you can see it.
And I know a lot of you had questions tonight, but unfortunately, we can't get to all those
questions in this amount of time.
So if you look in the chat, we have our QR code from our ESE department.
And if you have questions specific to your own situation, we would be more than happy
to have one of our team members respond to you.
So it was just put in the chat, and it's out there for you.
We always welcome your feedback, which is still up on the screen, so don't hesitate to give
it to us.
We love to figure out how we can best serve you and the community.
It's very important to us.
We take our work very seriously, and we want to make sure that we're there to support you
in any way we can.
So thank you all for being here tonight.
Look out for our email tomorrow.
In the event that you do have questions that you'd like our department to address, you
know, definitely reach out to us.
You can see in the chat our QR code to get in touch with one of our team members.
Oops, Natalia put it right back up there so you can see it.
Thank you to our interpreters for being amazing tonight.
We appreciate you.
And thanks to our team led by Gwen and all our presenters.
We love being able to reach out to our families, and we appreciate all the work that goes into
making this happen.
Don't hesitate to reach out to your schools first, because we know they know your kids
first, and they love them.
Have a great night, everyone.
Thank you.
Good night, everyone.
[BLANKAUDIO]