Click here for all the latest updates
Hi all,
I'm wondering if any schools have guidance or recent research on decision-making around grade acceleration (skipping a grade). I know many schools have gifted/talented and/or talent development programs and a real focus on providing appropriate levels of challenge for students and would love to hear what data informs your decision making and what criteria you use.
Thanks!
We have had a request from a parent of an HS student with ADHD and a significant auditory processing delay to use AI transcription in class for note-taking support.
I'm wondering if any of you allow students or teachers to use AI transcription of lessons as an accommodation, and if you do, what kinds of practices or guidelines you have in place around it. If you don't do it yet, but are thinking about it, I'd also appreciate hearing more about the considerations in your setting.
Right now we're investigating it from the tech standpoint (integration with our existing systems, data privacy and security, etc), the privacy and consent perspective (who has access, for what purposes, who needs to consent, etc), and broader applications. For example, we find that many parents bring their own translation apps to parent engagement sessions which provide a written transcript of the session and we also…
Hi there,
I am working at a school where student support services are provided as part of tuition.
We are looking at the possibility of introducing an individual needs assistant in a parent-funded model.
Does anyone have experience with this? If so, would you be able to share:
how this is described in your student support handbook
sample contract between parents and school, and what the timeline of this might look like?
Hi everyone - For those of you who contract with outside providers for services like speech therapy or educational psychological assessments (primarily paid by families), I'm curious about the process for purchasing testing materials. Specifically, how do you handle the purchase of testing kits and record forms? Does anyone have a contract or agreement that they're willing to share? We offer these services on-campus, but they're funded by families, not through school hired staff positions which makes it a bit complicated as each provider has their own approach. I'd like to have some consistency and agreements in place moving forward.
Hi Hannah,
I originally came on here to ask my own question but saw yours and thought I would offer my experience! I established something similar for my school a few years ago.
We have an "External Providers" Handbook, which outlines the payment structure, space reservation, and overall expectations for collaboration and communication. I meet consistently with these providers and their communication with families includes my team members. They are also expected to come with their own testing and teaching resources.
Happy to share any documentation with you, if it would be helpful! I think just having clear expectations is the most important aspect!
Hi Megan,
I have worked in two schools where this role is called "one-to-one assistant" and is parent-paid. Parents pay the one-to-one directly. I support the families by helping them find a qualified person, providing training, supervision and a sample contract. It is tricky because while the person is paid directly by the parent, they benefit from being supervised by the school.. I have a sample contract attached. While there certainly are concerns with this model, I must say, in my experiences it has resulted in students being successfully included into school and getting the support they need. Without it, the school might not have accepted the student or been able to meet their needs.