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21000 Education Court, Ashburn, VA 20148
571-252-6540
Leanne Kidwell, Educator Pamala Spiering, Parent
Leanne.Kidwell@lcps.org Pamala.Spiering@lcps.org
Welcome! PRS is committed to positive relationships among parents, schools and communities to support the development of the whole child. The PRS assists families with questions and planning as well as provides resources and training.
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Click to register for emails from PRS about upcoming LCPS and community events.
Transition University
Link to Website:
https://www.lcps.org/cms/lib/VA01000195/Centricity/Domain/97/Transition University 2021.pdf
PRS Special Education Series
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Becoming An Effective Communication Partner for Students Learning Language Using Augmentative/Alternative Communication (AAC)
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Diploma Options
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Kindergarten Connection
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Mandt for Families, Part 1
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Mandt for Families, Part 2
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The Neurological Loop of Reading: The Why Behind Specialized Reading Practices
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Setting Expectations and Following Schedules
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Social Competence
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Tips for Transitioning Back to School for Families and Caregivers
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Understanding Dyslexia: A Helpful Guide for Parents
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What is Reinforcement?
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Where Can I Find Resources to Help My Child Learn Using Technology?
Mental Health and Wellness Parent Series
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Family Partnerships with Social-Emotional Learning
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Introduction to Naviance: How Parents Can Assist Their Students with College and Career Readiness
2021 Mental Health and Wellness Conference
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Welcome Remarks
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Keynote Panel
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Adapting to Change - Emotional Intelligence and Student Success, Tracy Wood and Cassandra Askehuano, LCPS
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Addressing Your Child’s Problem Behavior Through Conflict Resolution, Amanda Morrow Badar, Therapeutic Alliance
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Anxiety, Stress Management, and Resilience in Today's Challenging World, Leslie Roberts and Darcy Woessner, Project Horse
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Supporting Trauma-Impacted Children and Youth with Disabilities During the Pandemic, Dr. Kelly Henderson and Beth Spivak, Formed Families Forward
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What Parents Need to Know: Teen Substance Use During a Time of Policy Change, Chris Leibowitz, Insight Into Action
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When Life Hands You Teenagers: Engaging Resistant Teens in Getting Support, Rachael Reeder and Dawn Weiss Smith, Grafton School
SEAC Presentations
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February Meeting - Executive Functioning and Hidden Disabilities
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January Meeting - School Anxiety, Dr. John Dalton
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December Meeting - Secondary Transition, Marianne Moore and Carin Phipps
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November Meeting - Trauma and COVID-19, Dr. Kelly Henderson
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October Meeting - Supporting Your Special Needs Students During COVID-19, Hank Millward
Family Tips for How To Support Behavior for Learning at Home Series
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How to: Self Management
Rationale: Self-management strategies are shown to be effective ways to teach or grow the independence skills in monitoring and managing one's own behavior.
How to Documents
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How to: Setting Expectations
Rationale: Expectations are the behaviors we expect from another person. Oftentimes our expectations are not communicated clearly to those around us, which can lead to miscommunication and frustration. Setting expectations means that you have decided on the expectations and have communicated them clearly to the other person. Setting clear expectations, then teaching and reinforcing them, will increase the likelihood of better outcomes for your child while learning in the home environment.
How to Documents
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How to: Setting Up The Environment
Rationale: Teachers plan their classrooms to meet the needs of their students. Each child is taken into consideration when arranging the classroom environment to support student engagement. Most home environments are not set up like classrooms. By making a few adjustments, and using what you have available, you can set up a space at home that promotes engagement in learning.
How to Documents
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How to: Choosing Reinforcers
Rationale: Deciding on what to use for reinforcement can be very challenging. Some children have many likes, while others have very few. A child can like something but not be willing to complete a task in order to receive it. Choosing the right objects, activities, or social interactions will provide you with options for reinforcing desired behaviors.
How to Documents
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How to: Using Reinforcers
Rationale: Providing reinforcers immediately following the desired behavior will increase the likelihood that a desired behavior will occur again. Withholding a reinforcer while the child is engaging in an undesired behavior will decrease the likelihood that the behavior will occur again. When seeking behavior change it is important to consistently deliver reinforcers at the proper time.
How to Documents
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How to: Schedules And Routines
Rationale: A schedule is a laid-out structure or plan on how and when tasks and activities will be completed. A routine is established by repeatedly following a plan. Having a set schedule will offer you and your child consistency, allowing for the establishment of routines.
How to Documents
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How to: Creating A Token Board
Rationale: Token boards are a visual representation of expectations for the learner. Token boards come in various designs, from fancy laminated internet templates to glass pickle jars with coins. Token boards should be individualized and accessible for the child. Creating a token board can be simple and made with materials found in your home.
How to Documents
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How to: Implementing A Token Board
Rationale: Token economies are individualized systems that allow an adult to teach and maintain behavior by providing praise and tokens to reinforce expectations while an individual is working towards a goal. The learner earns a predetermined number of “tokens” and then exchanges them for something that is desired (social interaction, tangibles, or activities). It may be helpful to watch the “Creating a token board” module first.
How to Documents
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How to: Regulating Emotions
Rationale: Emotions impact attention, memory, creativity, performance, and learning. Emotional regulation strategies help to prevent, reduce, or maintain emotions in order to promote well-being and positive learning experiences.
How to Documents
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How to: Building A Growth Mindset
Rationale: Growth Mindset is believing that your abilities are cultivated through effort. With a growth mindset, students continually work to improve their skills and view mistakes as opportunities to learn. They are resilient learners, continuing to try, even when facing great challenges. Through the use of encouraging affirmations and positive quotations, negative thought patterns can evolve into positive ones.
How to Documents
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