illustration of a family looking at a mountain and sky

2025 Family Summit

An extension of the Special Education Conference, our theme this year was Beyond Labels: Nurturing a Culture of Belonging.

Audience at the 2025 Family Summit

Thank you for attending the 2025 Family Summit!

This in-person event was hosted by Fairfax County Public Schools in collaboration with a host of internal and external community partners on Saturday, March 15.  

View Opening Session Information View Breakout Session Presentations

Featured Presenters

Julie Causton Headshot

Julie Causton

A best selling author, inspiring speaker, and inclusion advocate, Dr. Julie Causton began her career as an educator and then 14 years as a tenured professor at Syracuse University. In 2012 she founded Inclusive Schooling, a premiere company solely devoted to delivering professional development which transforms schools and lives. She has spent the past 25 years nearly obsessed with discovering innovative practices and teaching others about inclusive education through her wildly engaging presentations.

Dr. Kristie Pretti-Frontczak's Headshot

Kristie Pretti-Frontczak

A highly sought-after speaker, accomplished author, and educators’ educator. Dr. Kristie Pretti-Frontczak began her career as an early interventionist and then spent 16 years as a tenured professor at Kent State University. Since 2013 she has followed her true passion for designing and delivering transformative professional development. As a result, she has accumulated over 50,000 hours of helping educators and leaders work from a place of compassion, hope, and love in locations from Cincinnati to Singapore.

Learn more about Julie Causton's and Kristie Pretti-Frontczak's work on inclusive schooling by visiting the Inclusive Schooling website. 

Session Information

Inclusive Education: Building Schools Where Every Student Belongs and Succeeds
Drs. Julie Causton and Kristi Pretti-Frontczak, Inclusive Schooling

Families play a crucial role in making inclusive education a reality. This session is designed to empower you with practical tools, research-backed strategies, and inspiration to ensure your child—and every student—belongs and meets desired outcomes.

We’ll explore what true inclusion is (and isn’t) and why belonging is essential for every child’s academic and social success. You’ll learn five key strategies to advocate for inclusive placements and experiences, including how to:

  • Develop and share a clear vision for your child’s inclusive education
  • Collaborate effectively with your child’s school team as an equal partner
  • Identify and request “just right” supports that promote meaningful participation
  • Navigate the IEP process to prioritize inclusive placements and strength-based goals
  • Break down common barriers and myths that can lead to unnecessary separation

This isn’t just about education—it’s about building compassionate, supportive communities where differences are celebrated and every child’s strengths are honored. You’ll leave with practical ideas, real-life examples, and renewed confidence to advocate for your child’s right to learn and grow alongside their peers.

Resources for this presentation are available at https://www.inclusiveschooling.com/2025-family-summit/.  

  • AT is Everywhere: Visual Supports
    FCPS Assistive Technology Services (ATS)
    Visual supports are powerful tools for enhancing communication and learning in both educational and home settings. They can clarify verbal information, encourage child initiation, and support positive behavior management. This presentation will explore the many benefits of visual supports, including their use in choice-making, following directions, and establishing routines. Join us to discover valuable resources and free tools for creating your own effective visual aids.
  • AT is Everywhere! Executive Functioning Tools & Strategies to Support Students
    FCPS Assistive Technology Services (ATS)
    We invite you to participate in a session focused on a continuum of tools and strategies that can enhance student support in the area of executive functioning.
  • Behavior Basics: A Toolkit for Parents/Educators
    Carolyn Haydon, For the Children (FTC) Advocacy and Behavioral Consulting Services, LLC
    In this workshop, some common myths surrounding children’s behaviors will be dispelled. Parents and educators will be given the “why” behind children’s challenging behaviors and proactive approaches to support positive behavioral outcomes for children.
  • Beyond Showing Up: Leveraging Home and School Partnerships to Promote Student Engagement and Attendance
    FCPS Social Work Services
    Join us as we focus on home and school partnerships to promote engagement and address attendance challenges. We will discuss how to transform attendance issues into opportunities for growth, foster open communication between home and school, listen to parent expertise, and affirm the daily hard work that parents take on to support their children. You will leave with creative strategies and collaborative solutions to boost your child's engagement and attendance.
  • Collaborative and Proactive Solutions: An Overview
    FCPS Behavior Intervention Services (BIS)
    Collaborative & Proactive Solutions is a model developed by Dr. Ross Greene that supports students and adults working together to solve problems. Learn about the Collaborative & Proactive Solutions model and how students can be part of the problem solving process.
  • Coping With My Child's Disability - Guilt Free
    FCPS, School Based Special Education Teacher
    Do you often feel overwhelmed and stressed out with providing care and support for your child's disability? Do you ever feel like you don’t understand and know what to do for your child or yourself? Is your child's disability affecting your relationships with others - family, friends, coworkers, or spouse/partner? Together we will share insights and strategies to help you take control and feel empowered to thrive - Guilt Free!
  • English Language Development for Multilingual Learners
    FCPS Office of English for Speakers of Other Languages (ESOL) Services
    This session will share the basics of what ESOL teachers do to provide English Language Development instruction. We will also review the WIDA assessment and what progress and proficiency look like.
  • Feeling Lost? Find Your Way When Your Child's Needs Take You On the Road Less Traveled!
    Fairfax County Special Education Parent Teacher Association (SEPTA)
    During this workshop participants will learn about educational planning with an eye to the future, FCPS and community resources, troubleshooting breakdowns, collaborative problem-solving, and strategies to monitor and maintain a smooth path forward. Presented by the Advocacy Co-chairs from Fairfax County SEPTA (Special Education PTA), this overview touches on considerations for elementary through post-secondary age students, easy-to-access resources, accommodations, and strategies for collaboration, communication, and conflict resolution.
  • Fostering independence for Students with Autism and Developmental Disabilities
    FCPS Applied Behavior Analysis & Special Services
    This breakout will include an overview of how to prioritize communication, behavioral, and academic skills to foster independence by programming for generalization across settings.
  • I Didn't Know That Was There!!
    FCPS Special Education Teacher Support
    Unlock the full potential of the FCPS website for your child! In this session, you’ll explore essential FCPS websites that support student learning, special education services, technology, and family supports.
  • Help! We Just Got an IEP!
    FCPS Family Resource Center (FRC)
    Need to know information and tips for families entering the Special Education world. Discover ways to maintain and improve your relationship with your child’s school.
  • Math Strategies for Students with Significant Cognitive Disabilities
    FCPS Adapted Curriculum
    In this session participants will learn about evidence-based practices in teaching students with significant cognitive disabilities and how they apply to math instruction. Specific early numeracy objectives will be discussed, along with related activities to support these objectives using items easily found within the home. A participant guide will be provided, containing a variety of tools and resources.
  • Multi-Tiered Systems of Support (MTSS): A Framework for ALL Students
    FCPS Multi-Tiered Systems of Support (MTSS)
    This session will provide a brief overview of Multi-Tiered Systems of Support (MTSS) in FCPS. Participants will learn how through this framework, schools provide students' academic, behavior, and social emotional wellness supports based on their individual needs.
  • Navigating the IEP Process
    FCPS Office of Special Education Procedural Support (OSEPS)
    The Office of Special Education Procedural Support (OSEPS) will present information to assist parents in navigating the Individualized Education Program (IEP) process. The presentation aims to empower parents with the knowledge and tools necessary to engage with school staff to be equal partners in the IEP process
  • Opioid Prevention
    FCPS Student Safety and Wellness
    Opioid use is a pressing public health concern that has a major impact on students, families, and communities. In this session, participants will learn how FCPS applies a cross-systems approach to combat the impact of the opioid epidemic, and important actions families can take to support their children.
  • Providing supports to children who have a sibling with a Disability (From the FCPS Sibshops Team)
    FCPS School Social Work Services
    Members of the FCPS Sibshops team will share information about what the Sibshops Program is and provide psychoeducation and resources to support these children at home.
  • The Power of Partnership: How Families and Schools Can Support Social and Emotional Learning
    FCPS Social and Emotional Learning (SEL), Family and School Partnerships, Grants and Program Development
    Recognizing that families are students' first teachers, "The Power of Partnership," explores the results of the Family Engagement survey and how families and schools can collaborate to nurture students' social and emotional learning (SEL). Families will connect with each other while engaging in hands-on SEL activities that students experience in the classroom and can be used at home.
  • The Power of Presence: 3 Mindfulness Practices for Families
    FCPS Therapy Services
    In this fun, interactive session caregivers and families will be introduced to the concept of mindfulness and its potential benefits for both themselves and their children. Designed to be fun and interactive, participants will leave with practical tools and strategies to incorporate mindfulness into their daily routines and foster greater well-being for themselves and their families.
  • Strength in Difference: Celebrating Neurodiversity in Our Schools
    Drs. Julie Causton and Kristi Pretti-Frontczak, Inclusive Schooling
    Families are at the heart of every child’s learning journey. In this session, we’ll explore how celebrating neurodiversity helps create welcoming schools where all children thrive. You’ll discover how your voice and partnership are essential to building inclusive environments—places where differences are seen as strengths and every child feels valued. We’ll share practical strategies you can use right away, including how to:
    • Work with your child’s school team to find the right supports that promote both independence and connection
    • Use natural supports like peers, familiar routines, and visual tools to help your child feel included and capable
    • Recognize behavior as communication and collaborate on compassionate, proactive plans that focus on understanding and connection
  • Student Strengths & Academic and Career Planning
    FCPS Academic and Career Planning
    Everyone has strengths! How can we explore our kids' strengths and how do they impact planning for graduation, college, and careers?
  • Supporting Your Child With Dyslexia: Beyond Labels
    FCPS Dyslexia Specialist
    In this session, we will talk about what dyslexia is, in addition to how to support your child. The session will explore the definition, facts, warning signs, impacts, as well as an overview of what reading instruction should look like, resources, and supports for students.
  • Supporting your Neurodiverse Teen in High School
    FCPS School-Based Administrator and School Social Work Services
    High school can pose unique obstacles for students with autism and ADHD. In this session, a school social worker supervisor and an assistant principal will provide parents and guardians with actionable strategies to support their teens. We'll cover key areas, including executive functioning skills, self-advocacy development, and effective organizational techniques. Whether your child is transitioning to high school or navigating their current experience, you'll learn how to utilize accommodations, build strong teacher relationships, and foster a successful learning environment. We'll conclude with an open Q&A and a review of available resources.
  • Transition Services Overview for Students in Special Education
    FCPS Career and Transition Services (CTS)
    This presentation will inform the audience about the various services and programming that FCPS has available for students with IEPs to engage in post-secondary planning and transition services.
  • Twice-Exceptional Programming Resources: What Families Need to Know
    FCPS Advanced Academic Programs (AAP) and Behavior Intervention Services (BIS)
    Families will develop a deeper understanding of twice-exceptional (2e) programming, including how services are structured within the district and how individualized supports are implemented. Participants will explore available resources, learn how to navigate special education and advanced academic processes, and gain strategies to effectively advocate for their child's unique strengths and challenges.
  • Understanding the new ELA Curriculum: Benchmark Advance
    FCPS K-6 English Language Arts Office
    In this session, participants will learn more about the new ELA curriculum, Benchmark Advance, including the instructional design and learning focus as well as ways families can support students with learning at home.
  • Understanding the Student Rights & Responsibilities (SR&R): A Guide for Families
    FCPS Equity and Student Conduct
    This interactive session will give families information on how to navigate the Student Rights and Responsibilities (SR&R) to partner with their school and support their student with positive behavior approaches.
  • Universal Design for Learning: What is it and how does this learning approach support all children in the classroom?
    FCPS Universal Design for Learning and Inclusive Practices
    FCPS has committed as a division to the approach of Universal Design for Learning (UDL) as a brain-based learning approach and mindset to break down learning barriers, redesign learning environments and instruction with barriers in mind, and use brain-based strategies to make learning more accessible and inclusive for all students. This session will provide information on what UDL is, why FCPS has prioritized this inclusive approach and some concrete way it shows up in classroom spaces and instruction. In addition, participants will walk away with some UDL strategies that could be applied into other settings outside of school.
  • Understanding the Advanced Academic Programs
    FCPS Advanced Academic Programs (AAP)
    Fairfax County Public Schools (FCPS) offers a comprehensive continuum of Advanced Academic Programs (AAP) designed to nurture and challenge students from kindergarten through 12th grade. This session will provide an overview of the various services and detail the identification processes for student placement. Participants will gain insights into how FCPS matches student needs with appropriate academic rigor to foster talent development and meet the needs of advanced learners.
  • What's to Share about Self, Health, and Relationship Education (SHaRE)
    FCPS Due Process and Eligibility (DP&E) and Health, Physical, Family Life, & Driver’s Education
    New Virginia legislation requires individualized education program (IEP) teams to think of the age-appropriate and developmentally appropriate instructional needs of students accessing health and family life education. The Virginia Department of Education has provided schools with instructions on how to implement Self, Health, and Relationship Education (SHaRE). Starting March 24, 2025, when a student's IEP is reviewed, the IEP team will discuss the student's health and family life education needs (SHaRE).

Breakout Session Presentation Slides

Description

We invite you to participate in a session focused on a continuum of tools and strategies that can enhance student support in the area of executive functioning.

Presented by

FCPS Assistive Technology Services (ATS)

PDF icon2025 Family Summit: AT is Everywhere

Text Version of Slides

  • 2025 FCPS Family Summit
    Executive Functioning Strategies & Technology Supports
    Genie Yurgaites, Lindsay Ivey & Kim Malinowski - Assistive Technology Services (ATS) Coaches
  • Breakout sessions are provided by presenters who have volunteered to share their knowledge and experience with us today at the 2025 Family Summit.
    Please remember that the information and experiences shared are understandings and perspectives of the presenters.
  • Universal Design for Learning: An educational framework based on research in the learning sciences that guides the development of flexible methods, materials, and environments that embrace variability, minimize barriers, and develop expert learning for all.
    • Overview of Executive Functioning
      • Executive functioning includes skills related to organization, time management, task initiation, impulse control, emotional regulation, and working memory.
      • Students with deficits in these areas may struggle with completing tasks, maintaining focus, and managing their emotions.
  • 1. Organization of Tasks / Personal Space: The ability to keep materials, tasks, and information in order. This includes managing physical space (e.g., keeping a tidy desk) and structuring tasks (e.g., using planners and checklists).
    • Strategies at home:
      • Create a consistent routine for homework and daily tasks.
      • Use visual aids like checklists, calendars, or color-coded folders.
      • Declutter and organize study spaces to minimize distractions.
      • Encourage the use of assignment trackers (digital or paper-based).
    • Continuum of Supports:
  • 2. Time Management: The ability to estimate how long tasks will take, plan ahead, and prioritize work. This includes setting deadlines, following schedules, and using time wisely to complete assignments efficiently.
    • Strategies at Home:
      • Help your child prioritize tasks by breaking large assignments into smaller steps.
      • Use timers (like the Pomodoro technique (https://www.pomodorotechnique.com/)  to manage study sessions.
      • Create a weekly schedule together that includes schoolwork, chores, and
        free time.
      • Model planning behavior by sharing how you organize your day.
    • Continuum of Supports:
      • Visual timers, sand timers, wall clocks.
      • Written schedules and time-blocking charts.
      • Pomodoro technique (https://www.pomodorotechnique.com/): A time management method that helps improve focus and productivity by breaking work into short, timed intervals (called "Pomodoros"), followed by brief breaks.
  • 3. Task Initiation and Completion: The ability to start a task without procrastination. Students with challenges in this area may struggle to begin work, feel overwhelmed, or need external prompts to get started.
    • Strategies at Home:
      • Provide a clear starting point by breaking tasks into manageable steps.
      • Use visual reminders like sticky notes or digital prompts.
      • Offer gentle prompts (e.g., “Let’s start with step one together”).
      • Celebrate small wins to build motivation and confidence.
    • Continuum of Supports:
      • Task checklists and sticky notes.
      • Breaking tasks into smaller steps with visuals.
      • The ConnectABILITY Visuals Engine (https://connectability.ca/visuals-engine/): A tool designed to help parents and educators create customized visual supports to assist individuals in understanding and managing daily tasks and routines.
  • 4. Impulse Control: The ability to think before acting, avoiding distractions, and staying focused on a task. This skill helps students follow rules, resist interruptions, and control immediate reactions in social and academic settings.
    • Strategies at Home:
      • Encourage pause and reflect techniques (e.g.,"Take a breath before acting").
      • Use reward systems to reinforce positive behaviors.
      • Model self-control through your actions and talk about your decision-making
        process.
      • Provide structured choices to give a sense of control while maintaining boundaries.
    • Continuum of Supports:
      • Behavior charts and visual cues.
      • Stress balls, fidget tools, and sensory breaks.
      • Breathe, Think, Do with Sesame (https://sesameworkshop.org/resources/breathe-think-do/): An interactive app that teaches problem-solving and impulse control strategies through engaging stories.ase energy, refocus, and regulate emotions through short guided activities.
  • 5. Emotional Self-Regulation: The ability to manage emotions appropriately in different situations. This includes coping with frustration, handling stress, and responding to challenges in a calm and productive way.
    • Strategies at Home:
      • Teach labeling emotions (e.g., "I see you're feeling frustrated").
      • Practice mindfulness exercises using apps like Breathe, Think, Do with
        Sesame.
      • Model healthy coping strategies like deep breathing or journaling.
      • Encourage movement breaks (e.g., GoNoodle) to reset when overwhelmed.
    • Continuum of Supports:
      • Emotion charts and reflection journals.
      • Visual calming strategies (deep breathing posters).
      • GoNoodle (https://www.gonoodle.com/): An interactive movement and mindfulness platform that helps students release energy, refocus, and regulate emotions through short guided activities.
  • 6. Working Memory: The ability to hold and manipulate information in the mind for short periods. This skill is essential for following multi-step directions, solving problems, and remembering key information while completing tasks.
    • Strategies at Home:
      • Use repetition and review strategies to reinforce new information.
      • Support multisensory learning (e.g., combining visuals, audio, and text using manipulatives, flashcards, and screen readers) to enhance learning.
      • Encourage the use of mnemonics or visual aids for complex concepts.
      • Break down multi-step instructions and repeat them as needed.
    • Continuum of Supports:
      • Flashcards and memory notebooks.
      • Sticky note reminders and step-by-step charts.
      • Quizlet: A study tool that helps students strengthen working memory through flashcards, quizzes, and adaptive learning.
      • Chromebook Select to Speak: Feature that allows students to highlight text and have it read aloud, supporting memory recall and verbal reinforcement.
  • Conclusions and Next Steps:
    • Consistency is Key – Regular use of tools and strategies helps children develop habits and routines that strengthen executive functioning skills over time.
    • Personalization Matters – Tailor tools and strategies to match your child’s strengths, challenges, and learning preferences. What works for one child may not work for another.
    • Progress Over Perfection – Celebrate small wins and incremental improvements. Building executive functioning skills is a gradual process that requires patience and encouragement.
    • Model and Practice – Demonstrate organizational habits, time management, and self-regulation in everyday life. Children learn by observing and practicing with guidance.
    • Open Communication – Foster an open dialogue with your child about their struggles and successes. Regular check-ins help you refine strategies as their needs evolve.
    • Collaboration with Educators – Partner with teachers and school staff to align home strategies with classroom supports, ensuring a consistent approach across environments.
  • ATS ON SOCIAL MEDIA
    Stay connected and join the assistive technology conversation!
    Follow us on Instagram and X @ATS_FCPS.
  • Assistive Technology Services
    https://www.fcps.edu/academics/special-education/assistive-technology-services
  • Tools to Support Executive Functioning
    https://www.fcps.edu/academics/curriculum/special-education/assistive-technology-services/inclusive-and-assistive#tools-to-support-executive-functioning-skills
  • Through Your Child’s Eyes
    https://www.understood.org/en/articles/through-your-childs-eyes

Description

Collaborative & Proactive Solutions is a model developed by Dr. Ross Greene that supports students and adults working together to solve problems. Learn about the Collaborative & Proactive Solutions model and how students can be part of the problem solving process.

Presented by

FCPS Behavior Intervention Services (BIS)

Print Version of Slides

PDF icon2025 Family Summit: Collaborative and Proactive Solutions

Text Version of Slides

  • *Welcome*
    Breakout sessions are provided by presenters who have volunteered to share their knowledge and experience with us today at the 2025 Family Summit.
    Please remember that the information and experiences shared are understandings and perspectives of the presenters.
  • Collaborative & Proactive Solutions
    Overview Workshop
    Behavior Intervention Services
  • Kids Do Well If They Can
    [Images of the FCPS Strategic Plan]
    livesinthebalance.org 

  • Inclusive Welcome Let’s Share:

    Think of a time where you learned something new as an adult.

    • What commitment did you make to ensure your learning was successful?
    • Why was learning that skill so memorable?
  • Session Outcomes:
    • Participants will understand the process for using the Assessment of Skills and Unsolved Problems (ASUP) to identify an unsolved problem
    • Participants will learn the three components of a problem-solving conversation (Plan B)
    • Participants will be able to apply the Collaborative and Proactive  Solutions (CPS) Process in various scenarios
  • Options for Handling the Unsolved Problems
    • Plan A: Solve the Problem Unilaterally [Text crossed out]
    • Plan B: Solve the Problem Collaboratively
    • Plan C: Set the Problem aside for now
  • Assessment of Skills and Unsolved Problems (ASUP)
    [QR Code that takes you to the ASUP form: https://docs.google.com/document/d/1KUpC__fLq6nnJdQxM-oZfLCrVKdDPD21vXNAvLJFoR8/copy?usp=sharing]
  • Plan B Conversations Infographic
    [QR Code that takes you to Collaborative & Proactive Solutions Materials at https://livesinthebalance.org/cps-materials-paperwork/]
  • First Step: Empathy Step
    • NOT about the solution, we are gathering information through empathy
    • Goal: achieve a clear understanding of what’s making it hard for the student to meet a given expectation
    • Don’t assume you already know what the kid’s concern is and treat this step as a formality
    • “I’ve noticed that you have been having difficulty <insert the difficult expectation>. What’s up?”
  • First Step: Empathy (Continued)
    [QR Code to videos at https://livesinthebalance.org/cps-with-young-kids/]
  • Second Step: Define the Problem Step
    • Enter the Concerns of the second party (adult) into consideration
    • “My concern is……” (typically related to health, safety, learning or fairness)
    • Focus on:
      • How the problem affects the student
      • How the problem  is affecting others
      • STILL not the solution step
  • Third Step: Invitation
    • Summarize the concerns and have students help lead the conversation for solution
    • Generate Solutions that are REALISTIC both parties can do what they are agreeing to mutually satisfactory (the solution must address the concerns of both parties
  • Intentional Close
    • How can you see yourself using this process at home?
  • Thank you:

Description

During this workshop participants will learn about educational planning with an eye to the future, FCPS and community resources, troubleshooting breakdowns, collaborative problem-solving, and strategies to monitor and maintain a smooth path forward. Presented by the Advocacy Co-chairs from Fairfax County SEPTA (Special Education PTA), this overview touches on considerations for elementary through post-secondary age students, easy-to-access resources, accommodations, and strategies for collaboration, communication, and conflict resolution.

Presented by

Fairfax County Special Education Parent Teacher Association (SEPTA)

Print Version of Slides

PDF icon2025 Family Summit: Feeling Lost - Find Your Way When Your Child's Needs Take You On the Road Less Traveled!

Text-Only Version of Slides

Description

This breakout will include an overview of how to prioritize communication, behavioral, and academic skills to foster independence by programming for generalization across settings.

Presented by

FCPS Applied Behavior Analysis & Special Services

Print Version of Slides

PDF icon2025 Family Summit: Fostering Independence

Text-Only Version of Slides

  • Welcome
    Breakout sessions are provided by presenters who have volunteered to share their knowledge and experience with us today at the 2025 Family Summit.
    Please remember that the information and experiences shared are understanding and perspectives of the presenters.
  • Fostering Independence for students with Autism and Developmental Disabilities
    Family Summit 2025
    Office of Special Education Instruction, Applied Behavior Analysis Program
  • Today we will answer and consider the following:
    • What is independence?
    • Why are independent skills important?
    • How can I start a plan that embeds strategies into everyday life?
    • How can these strategies expand opportunities for my child as they age?
    • During our time together, we hope you will leave with answers to the following questions, and the tools to start incorporating strategies in your own home and community
  • What does “independence” mean to you and your child?
    • Let’s define it for today:
      • Independent Skills: are typically described as a chain, or sequence of behaviors completed, where most, if not all steps are done so without help
    • What are not independent skills:
      • Directed activities - where every step and/or most steps are instructed to do or prompted.
  • Examples of Independent Skills:
    • Self Help: Toileting, hand washing, teeth brushing, showering, dressing and undressing, grooming
    • Routines: Coming to the dinner table when called, packing their lunch or backpack,  performing chores (cleaning their room, making a bed, unloading the dishwasher, cleaning up their toys, setting the table)
    • Leisure: Playing a computer game, doing a puzzle, reading a book (or listening to an audio book), riding a bike, drawing in a sketchbook,
    • Play: engaging with toys, using playground equipment, playing a board game, playing a sport
    • Academic: Tracing/Writing practice, Sorting or matching activities,  studying for a test with flashcards, taking notes,
    • There are several domains that independent skills fall under, and the range of activities within each skill domain that accounts for students of all ages, abilities, interests, and needs.
  • Why are these skills important
    • Decrease frustration and prompt dependency
    • Improve quality of life
    • Teach constructive use of free time
    • Develop age appropriate interests
    • Establish means for interacting socially with peers
    • Increase ability to access community activities
    • Improve self-confidence and self-advocacy
    • What does it look like when your child (or you) are frustrated)?
    • Has anyone heard of the term “prompt dependency?”
    • If yes, What did that look like for you/your child/your situation?
    • Prompt dependency is when someone relies on prompts or instructions to complete tasks or engage in certain behaviors. It can happen when we don’t gradually reduce the number or type of prompts/assistance during teaching
    • Examples:
      • Standing and holding a lunchbox/bookbag waiting for staff or parent/caregiver to give instruction to unpack
      • Looking at instructor/caregiver during an activity where they need to match a picture or game piece
      • Standing near an item they would like (e.g., preferred snack or toy), waiting for someone to ask, “What do you want?”
    • What are some things that us as adults do when we have free time, or unexpected down time (e.g., waiting for a dr appt, sitting on a train)
      • Sometimes we scroll on our phones, play a game, read a book, doodle or make a list, listen to music, text a friend, etc
      • If we don’t have something to do, we might resort to other behaviors:
        • Tapping our foot, picking our nails or playing with our hair, rummaging through our purse/bag, look around the room, zone out.
    • What are some of the ways our children/students use their free time, especially if they don’t have an effective way to pass the time?
    • High rates of self-stimulatory behaviors may occur, getting upset or frustrated, fall asleep, etc.
    • Age appropriate interests and establishing a means for interacting with peers
    • Sometimes our students/children may hold on to interests or engage in activities they enjoyed when they were much younger, making it more difficult to relate with peers
    • When you have the ability to do things on your own, the world opens up for you.
    • Access to transportation, using a library, getting preferred items at stores, etc.
    • Self-confidence and self-advocacy
  • Building Blocks of Learning: 3-Term Contingency
    Before we jump into how to start, let’s briefly go over some ABA Background knowledge. The 3 term contingency is our  building block of learning and will play a major role today.
    • A - Antecedent
      Environment, Materials, People, Instructions, etc.
    • B - Behavior
      Anything a person says or does. It is observable.
    • C - Consequence
      Anything that follows a behavior.
    • Today we will focus on:
      • Naturally occurring cues and instructions used
      • Different independent skills
      • The role reinforcement and feedback play in learning
  • Where do we start? 
    We just went over a very extensive list of different types of independent skills, and you’re probably thinking where do I even start if my child needs to learn all these things!?
    • Select a skill to teach based on these considerations:
      • Most relevant impact on child and family’s lives
      • Current strengths and needs
      • Child’s preferences and interests
      • Age appropriateness
      • Practicality
  • Where do we start? (continued)
    • Gather information on where they are at with the skill(s)
      • Do it yourself (write it down as you go through the steps)
      • Watch someone else do it or capture video
      • Watch your child to determine where to start
        • What steps can they already do fairly independently?
        • Where is the breakdown occurring?
    • This is called a Task Analysis
  • Example Task Analysis of Handwashing:
    1. Turn the water on
    2. Get the soap
    3. Rub hands
    4. Rinse hands
    5. Turn off water
    6. Dry hands
    7. Put away/throw away towel
  • Where do we start?
    • Determine what will signal this/these behavior(s) to happen.
      • Direct instructions
        • “Go play”, “Time for dinner”, “Get dressed”
        • “How do you want to pay?”,
      • Environmental cues
        • Alarm clock or timer, toilet flushes, finishes eating
        • Metro signage, Chairs in waiting area
    • Rationale: We want to select something to cue the behavior/skill that is as close to what they will experience in “real life” as possible, avoid prompt  dependency and set them up for success to generalize this skill to other environments (home, school, community) and with different people.
    • Direct Instructions
      • “Go play.”
      • “Wash your hands.”
      • “Get dressed.”
      • “Do your homework.”
    • Natural occurrences
      • Finished eating (put dishes in sink)
      • Flushed toilet (washes hands)
      • Alarm goes off (turn off alarm)
      • Walking in the door from school (put coat and backpack away)
  • Where do we start? (continued)
    • Think about what help or assistance can be added to these cues temporarily, to increase success
      • Visual prompts
      • Gestures/Physical help
      • Modeling
      • And more…
  • Put the plan in action
    • Define the behavior(s) you want to see
      • Be as specific and objective as possible
      • Ensure everyone is on the same page
  • Put the plan in action
    • Provide specific praise and access to reinforcement for correct responses
    • Give corrective feedback if they need to try again, and consider altering assistance the next time you try so they are successful
  • Examples of Reinforcement and Corrective Feedback
    • A
      • “Time for dinner”
      • “Time for dinner” + Help guide child to get plate
    • B
      • Takes food from plate on counter and walks around with it.
      • Gets plate from kitchen and brings to table, sits down.
    • C
      • Hm, that isn’t what we do for dinner. Let’s try again.
      • “Wow, you did everything to get ready for dinner” + you get your favorite chocolate milk
  • Put the plan in action
    • These ABC’s are your building blocks of instruction
    • Find time where your child gets lots of practice opportunities
      • Practice with different people and places
    • When you start to see success, fade out assistance and increase the steps or behaviors you focus on.
      • A common strategy to use to aid in this are visuals and activity schedules
  • Video Example of Grocery Shopping
  • Video Example of Visual Schedule and Routines
  • More Examples of Activity Schedules
  • Putting it All Together
    • Revisit your plan periodically and ask:
      • Are you seeing success and it continues to improve over time
        • If no:
          • Can I break down the skill further?
          • Are my reinforcers still motivating?
          • Would a different prompt be more effective?
        • If yes:
          • Are there any prompts or assistance that can be faded?
          • Can the behavioral expectation be increased?
  • To Recap
    • Prioritize which skill(s) you choose
    • Make a plan
    • Practice, practice, practice
    • Reinforce, reinforce, reinforce
    • Teach when your child is calm and available
    • Make adjustments as needed
    • Fade assistance over time
  • Thank you for joining us!

Description

Need to know information and tips for families entering the Special Education world. Discover ways to maintain and improve your relationship with your child’s school.

Presented by

FCPS Family Resource Center (FRC)

Print Version of Slides

PDF icon2025 Family Summit: Help! I just got an IEP

Text-Only Version of Slides

  • Welcome

    Breakout sessions are provided by presenters who have volunteered to share their knowledge and experience with us today at the 2025 Family Summit.

    Please remember that the information and experiences shared are understanding and perspectives of the presenters.
  • Help! I Just Got An IEP!
    FCPS Family Resource Center
  • A: Objective 
    To support families feeling comfortable in understanding their child's needs and concerns, gathering documentation, actively participating in the IEP meetings, discussing potential accommodations and services, and being aware of their rights as a parent to advocate for your child's needs.As well as getting familiar with Fairfax County Public Schools supports.
  • B: What to Expect Before the Meeting
    • The meeting must be scheduled on a mutually agreed upon time between school and family.
    • The family must receive the following documents at least 2 days prior to the meeting: draft, meeting agenda, diploma options, ES documents, Procedural safeguards, notice letter, parent information form.
    • All families are entitled to an interpreter to support during the meeting (organized by the school).
    • Start a preferred organization method (Binder, docs, notebook).
  • What to Expect Before the Meeting
    • Make copies of all documents sent to you, electronic or hard copies.
    • Keep all emails (logs).
    • Write down any questions or concerns you may have and bring them to the meeting or share them with the team ahead of time.
    • As the parent or guardian you are entitled to invite any person to the IEP meeting. The school will provide a consent to exchange information to allow their participation during the IEP meeting.
  • C: During the Meeting:
    • All required team members need to be present for a meeting to take place. Required members are dependent on the student services. Parents have the right to excuse or dismiss a team member by signing a non-attendance form.
    • Get comfortable with being uncomfortable. It can be hard to listen to a child’s needs.
    • Keep an open-mind.
    • No question is a bad question. The parent is the expert on their child and the most valuable member of the team.
  • During the Meeting (continued):
    • As a team member, you can request goals be reworded or explained better.
    • Goals are based on the identified areas of need during the eligibility meeting. Accommodations and services are based on each child individual needs.
    • IEP goals do not only address academic needs.
    • A child can attend an IEP the meeting at any time. However, is required at age 14 (child can decline).
    • When the meeting is over take your time reviewing the IEP. You do not have to sign at the table.
  • D: After the Meeting:
    • Meeting is over! The family should received the final IEP within a week of the meeting.
    • You have received the IEP proposal. You have 3 consent decisions
      • Agreement
      • Partial Agreement
      • Disagreement
    • None of the proposed goals, accommodations and services will take place until consent has been received from the family.
  • After the Meeting (continued):
    • IEPs are fluid documents. As kids progress, the teams have to reconvene. There is no maximum amount of times a team can meet.
    • As a parent you have the right to request the IEP team to reconvene at any time.
    • Families will receive progress reports every academic quarter reviewing progress toward the proposed IEP goals.
    • The school system is tasked with investigating if a child continues to require special education services at least every 3 years. This process is known as a reevaluation meeting.
  • E: People You Should Know
     
    1. Child’s case manager
    2. Special Education Administrator
    3. Special Education Department Chair
    4. Related Services providers (Speech and language, occupational therapy, physical therapy)
    5. Procedural Support Liaison
    6. Transportation Supervisor
    7. Due Process and Eligibility
  • F: Other Resources:
  • G: The Family Resource Center
  • H: Closing

Description

In this session participants will learn about evidence-based practices in teaching students with significant cognitive disabilities and how they apply to math instruction. Specific early numeracy objectives will be discussed, along with related activities to support these objectives using items easily found within the home. A participant guide will be provided, containing a variety of tools and resources.

Presented by

FCPS Adapted Curriculum

Print Version of Slides

PDF icon2025 Family Summit: Math Strategies for Students with Significant Cognitive Disabilities

Text-Only Version of Slides

  • Math Strategies for Students with Significant Cognitive Disabilities
    Adapted Curriculum Team, Office of Special Education Instruction
  • Live Captions & Accessibility Menu
  • Outcomes
    Learn about:
    • General evidence-based practices for students with significant cognitive disabilities
    • Best practices for math instruction
    • Early numeracy objectives and related activities to support at home
    • Additional available resources
  • Poll 
    Take a moment to let us know about your child(ren).
    • 1. In what grade band is your child currently?
      (Preschool, Elementary, Middle School, High School)
    • 2. In what classroom setting does your child currently receive special education services?
      (ID, IDS, EAC, General Education, Other)
    • 3. What curriculum is your child accessing?
      (General Curriculum, Adapted Curriculum, I’m not sure)
  • What is early numeracy?
    • “Number Sense”
      NCTM defines it as individuals’ ability to understand numbers and operations and use these concepts and strategies to make judgments for more complex problem solving.
    • NCTM Math Standards:
      • Numbers and Operations
      • Algebra
      • Geometry
      • Measurement
      • Data Analysis and Probability
  • Early Numeracy Skills
    • Number identification
    • Rote counting
    • Understanding that a number refers to an item or a set of items
    • Understanding that a number of objects remains the same when rearranged spatially
    • Breaking apart and building numbers
    • Place value
    • Early measurement concepts
    • Adding and subtracting quantities
    • Patterning
  • Why teach early numeracy skills?
  • Building early numeracy skills in children with significant cognitive disabilities
    • Evidence-Based Practices
    • Early Numeracy Skills
  • General evidence-based practices and considerations
    • Type of Response
    • Model-Lead-Test
    • Time Delay
    • Wait Time
    • Type of Prompt
  • Response Mode
    • Eye Gaze
      For students with good vision but limited or no movement with their arms or head
    • Point/Touch/Grab
      For students with good vision & fine-motor skills to point to, touch, or grab an item from a choice board
    • Verbal
      For students with good expressive skills, allowing them to provide a response verbally (vocally or using an AAC device)
  • Model-Lead-Test
  • Time Delay
  • Prompting
    • Physical
    • Gestural
    • Visual
  • Questions to ask
    1. How does my child communicate/respond best?
    2. Am I modeling for my child before I expect them to do something new independently?
    3. With what skills might I need to use Time-Delay practices to teach?
      1. How much time does my child need at a zero-second delay before they are ready to show more independent responses?
    4. How much wait time does my child need to process my question and physically respond?
    5. What type of prompting does my child need to be successful at this particular task or skill?
      1. How can I fade prompting over time to allow my child to demonstrate more independent responses
  • Concrete-Representational-Abstract
  • The CRA Sequence
    • Concrete phase—manipulatives
    • Representational phase—pictures or schematic diagrams
    • Abstract phase—mathematical symbols or equations
    • Representing mathematics in multiple ways helps build a deeper conceptual understanding to build procedural fluency.
  • Concrete
  • Concrete Example
    Concrete                                 
  • Manipulatives at Home
    • Kitchen
    • Bathroom
    • Playroom
    • Craft Supplies
    • Garage
    • Outdoors
  • Representational/Pictorial
  • Representational Example
    Representational
  • Virtual Manipulatives
  • Abstract
    • 2 + 3 = 5
    • 15 = 1 ten and 5 ones
    • 9 - 7 = 2
    • + x ÷ -
  • Abstract Example
    • Abstract
    • 45
  • Story-Based Lessons/Read-Alouds
  • Early Numeracy Activities
  • Resources
  • Questions?
     

Description

Members of the FCPS Sibshops team will share information about what the Sibshops Program is and provide psychoeducation and resources to support these children at home.

Presented by

FCPS School Social Work Services

Print Version of Slides

PDF icon2025 Family Summit: Supporting Children who have a Sibling with a Disability

Text-Only Version of Slides

  • Providing supports to children who have a sibling with a Disability
    Offered by Sibshop Facilitators
    (FCPS School Social Workers)
  • * Welcome * 
    Breakout sessions are provided by presenters who have volunteered to share their knowledge and experience with us today at the 2025 Family Summit.
    Please remember that the information and experiences shared are understandings and perspectives of the presenters.
  • What Is Sibshops?
    A program for typically developing children who have a sibling with a disability to share their experiences and develop community.
    • Participate in recreation and art activities to build social relationships
    • Engage in peer support conversations about their experiences having a sibling with a disability.
  • Sibshop Video
  • Sibshops in FCPS
    • 7 years of Sibshops in FCPS
    • 2 years of SibTeen in FCPS
    • 4-6 Sibshops Sessions per year
    • 1-3 SibTeen Sessions per year
    • 77 Sibshops participants during the 2023-2024
    • 20 repeating participants during the 23-24 school year
  • Discussion
    What strengths do your typically developing children possess having siblings with unique support needs?
  • Strengths of typically developing siblings
    • Self-concept/ (self-identity)
    • Maturity
    • Tolerance and Patience
    • Advocacy
    • Pride
    • Insight
    • Humor
    • Vocation
    • Inspiration
    • Appreciation
    • Social Competence
    • Loyalty
  • Discussion
    What unique challenges do your typically developing children possess having siblings with disabilities?
  • Unique Challenges of Typically Developing Siblings
    • Anger and Frustration
    • Resentment
    • Fear
    • Isolation
    • Loss and Grief
    • Embarrassment
    • Confusion
    • Jealousy
    • Need for Information
    • Over-identification
    • Isolation
    • Increased Caregiving
    • Resentment
    • Guilt
    • Pressure to achieve
    • Future Concerns
  • Dear Aunt Blabby (For Parents!)
    In Person Activity. Example of an activity used at Sibshops sessions
    • Dear Aunt Blabby,
      I have a problem. My brother Michael has a disability. I hate to admit it, but sometimes he embarrasses me. Don’t get me wrong – in a lot of ways Mike is a great guy. He can really do a lot for himself, even with all of his special needs. My problem is that I get embarrassed when he acts up in church or has a temper tantrum at the shopping mall. What can I do?
      Signed, Embarrassed
    • Dear Aunt Blabby,
      Maybe you can help me. I really like my sister.  She has a lot of special needs, but I love her a lot. My problem is that I get bored just going for walks and watching TV with her. What is an activity that will be fun for both of us? 
      Signed, Curious
  • Ideas for Sibling Support
    What are ways that you have found to support your typically developing child’s unique challenges?
  • Tips for Support
    • Acknowledge siblings concerns and share age-appropriate information
    • Encourage good communication with typically developing children.
    • Right to a safe environment
    • Teach your sib the skills they may need to support their sibling and ones they can teach them to empower them (include coping strategies, but also things like sign language/using AAC device, conflict-resolution skills)
  • Protective Needs
    • Try not to parentify the non-disabled sibling
    • Set equal yet equitable expectations (of behavior and household contributions)
  • Social Needs
    • Have family interests/activities and celebrations/milestones that don’t revolve SOLELY around the other child’s disability
    • Make time for the siblings to connect with you (use open communication and active listening) and peers
      • Set aside special time with sibs.
      • Opportunities to meet other siblings
  • Care Needs
    • Be a model of resilience (children learn what they see!)
      • Signs of anxiety
    • Future care/concern for the sibling with a disability
      • Future planning by parents
  • Reflective Steps
    • Learn more about life as a typically-developing sibling
    • Remember, parent interpretation of their child’s disability directly impacts sibling’s interpretation of the same disability
  • Further Ideas for Support
  • Self-care for Caregivers
    • Self-care for caregivers supports the entire well-being of the family.
    • Support from other caregivers, support groups, private therapy.
    • Take breaks, find ways to prioritize your own needs.
  • Discussion Opportunity
    One strategy that you use to promote positive family dynamics?
  • Local Resources for supporting siblings
  • Additional Resources:
  • Additional Resources (cont.)
  • Books/Publications To Consider
    • For sibs:
      • Rules by Cynthia Lord
      • Billy’s Sister: Life when your sibling has a disability by Jessica Leving
    • For adults:
      • Thicker Than Water: Essays by Adult Siblings of People with Disabilities by Don Meyer
      • How to Be a Sister: A Love Story with a Twist of Autism by Eileen Garvin
    • Other recommendations: https://siblingsupport.org/publications/
  • Q&A
  • THANK YOU!

Description

Families are at the heart of every child’s learning journey. In this session, we’ll explore how celebrating neurodiversity helps create welcoming schools where all children thrive. You’ll discover how your voice and partnership are essential to building inclusive environments—places where differences are seen as strengths and every child feels valued. We’ll share practical strategies you can use right away, including how to:

  • Work with your child’s school team to find the right supports that promote both independence and connection
  • Use natural supports like peers, familiar routines, and visual tools to help your child feel included and capable
  • Recognize behavior as communication and collaborate on compassionate, proactive plans that focus on understanding and connection

Presented by

Julie Causton and Kristi Pretti-Frontczak, Inclusive Schooling

Presentation Slides

Resources for this presentation are available at https://www.inclusiveschooling.com/2025-family-summit/.  

Print Version of Slides

PDF icon2025 Family Summit: Supporting your Neurodiverse Teen in High School

Text-Only Version of Slides

  • Supporting Your Neurodiverse Teen in High School
    ADHD, Autism and Executive function difficulties
    Sharita Crawford and Ellen Glaser
  • *   Welcome   *
    Breakout sessions are provided by presenters who have volunteered to share their knowledge and experience with us today at the 2025 Family Summit.
    Please remember that the information and experiences shared are understandings and perspectives of the presenters.
  • Today’s Agenda
    • Content
    • Kahoot: Truth and Myths
    • Understanding Your Teen’s Needs
    • Preparing for the Transition to HS
    • Self-Advocacy Skills
    • Organization
    • Building Relationships
    • Academics
  • Kahoot: Truths and Myths about Neurodiversity
    https://create.kahoot.it/my-library/kahoots/all
  • Understanding your Teens’ Needs (1 of 3)
    • What is Neurodiversity
    • Challenges and Strengths of Neurodiverse Teens
    • Parental Support and Collaboration
    • [Infographic: Neurodiversity]
  • Understanding Your Teens’ Needs (2 of 3)
  • Understanding Your Teens’ Needs (3 of 3)
    • [Infographic: Executive Dysfunction Inner Dialogue]
    • [Infographic: Executive Functioning Skills]
    • www.neuroclastic.com
  • Preparing for High School
    • Sign up for appropriate classes.
    • Have a transition IEP and involve your student.
    • Have appropriate accommodations and know how to access them. If something additional is needed advocate for it.
    • Have trusted adults in the building.
    • Open communication with your teen about what happens in class daily.
    • Familiarize yourself with the school.
    • Assist your teen with communicating with teachers.
    • Be prepared to get involved socially.
  • Self Advocacy Skills
    • Why Self-Advocacy?
    • Teaching your teen
    • Practice, practice, practice
  • Organization
    • Calendar/planner- deadlines
    • Prioritize tasks- eat the frog (https://www.youtube.com/watch?v=_LCRUiC9lU0) - do the hardest task first
    • Stay after school
    • Use to-do lists, check lists
    • Ask for help
    • Have a routine
    • Maintain materials in backpack and in a study space at home
  • Building Relationships
    • Acknowledge social challenges
    • Emphasize the Importance of Social Connections
    • Extracurricular Activities and Clubs
    • Encourage Independence
  • Academics
    • Know your challenges and your strengths. Review assessments if needed.
    • Talk to your teachers in person or in email.
    • Stay after school for help.
    • Do your work, don’t let missing assignments pile up.
    • Study for the test. Don’t “plan” on retakes because you get busy and it gets stressful to go back.
    • Don’t avoid school
    • Practice your resilience
  • Social and Emotional
    • Acknowledge the unique social-emotional needs of neurodiverse teens
    • Emphasize the importance of social-emotional well-being
    • Promote strategies for supporting social-emotional health
    • Discuss the role of extracurricular activities and peer interactions
    • Address the potential need for professional support
  • Social and Emotional-How You Can Help
    • Autism
      • Recharging Log
      • Reduce Burnout/Meltdowns
      • Physical Toolbox
      • Planned
      • Coping
    • ADHD
      • Create a Supportive Environment
      • Encourage Mindfulness Practices
      • Encourage
      • Movement
      • Prompt to Eat
  • Advice from a neurodiverse FCPS graduate
    • Don’t be embarrassed about taking tests in a different room or having accommodations because it’s what you need and sometimes people won’t understand.
    • Surround yourself with people who are supportive of you and don’t judge.
    • Making lists and having reminders on my phone helps.
    • Having different folders for every class in helpful.
    • Be consistent.
    • I would give myself incentives for studying or getting good grades.
  • Recharging Log
    • Date and Time
    • Emotional Check-In (Before)
    • Recharging Activity
    • Emotional Check-In (After)
  • Autism: The Perspective of a Teen Artist with Neurodivergence | Arianna Marin
  • References and Resources
  • Thank You!

Vendor Hall

The Vendor Hall included resources and details on community events and services. View the vendor list below.

For more information on the vendors listed below please visit our Community Resources for Families of Students with Disabilities page. 

Fairfax County Public Schools Offices and Programs

  • Advisory Committee for Students with Disabilities (ACSD)
  • Career and Technical Education (CTE)
  • College Success Program
  • Educate Fairfax
  • Family and School Partnerships
  • Family Resource Center (FRC)
  • Language Services
  • Minority Student Achievement Oversight Committee (MSAOC)
  • Office of the Ombuds
  • School Counseling Services
  • School Psychology Services
  • School Social Work Services
  • Twice Exceptional (2e) Learners

Federal, State or Local Government Agency

  • Fairfax County Public Library
  • Fairfax-Falls Church Community Services Board (CSB)
  • Neighborhood and Community Services
  • Reston Community Center

Community Partners

  • Anthem HealthKeepers Plus
  • Be SMART
  • Brain Injury Services
  • Center for Adoption Support and Education
  • DMV Unplugged
  • ENDependence Center of Northern Virginia
  • English Empowerment Center
  • FACETS
  • Fairfax Alliance of Black School Educators (FABSE)
  • Fairfax County Council Parent Teacher Association (FCCPTA)
  • Formed Families Forward
  • Inclusive Pathways to Success
  • INOVA Partnership for Healthier Communities
  • Northern Virginia Family Services (NVFS) - Center for Workforce Development
  • Northern Virginia Family Services (NVFS) - Youth Initiatives
  • Our Minds Matter
  • Pozez Jewish Community Center (JCC)
  • Parent Educational Advocacy Training Center (PEATC)
  • Parents of Autistic Children of Northern Virginia (POAC-NoVA)

About the 2025 Summit

An extension of the Special Education Conference, the theme for 2025 was Beyond Labels: Nurturing a Culture of Belonging. The keynote speakers were Julie Causton and Kristie Pretti-Frontczak, best-selling authors, inspirational speakers, and inclusion advocates who shared work they have done around inclusive schooling as well as practical tools and evidence-based strategies to empower and assist all families, with a special emphasis on parents of students with Individual Education Programs (IEPs) and 504 Plans. There were also more than a dozen breakout sessions for attendees to choose from. Helping students feel safe, supported, included, and empowered is Goal 2 of the 2023-30 Strategic Plan. 

Contact

For general conference information, questions, or to access the conference materials or presentations, please email [email protected].