Karen Ann Breslow, MA, SELPA Program Coordinator SAN MATEO COUNTY SELPA First Annual Regional Resource Parent Council-(CAC) Meeting Together, We Make a Difference! Karen Ann Breslow, MA, SELPA Program Coordinator

What is the purpose of the RPC-CAC? Who can belong to the RPC? What are the members’ responsibilities? What are the benefits of our RPC? What responsibilities does the SELPA hold for the RPC? What is the SELPA Local Plan for Special Education?

Purpose

Advisory Committees are critical for the Special Education System in California California Education Code §56194 Under legislative mandate, CACs provide the vehicle for active community involvement in: The development and review of the SELPA Local Plan for Special Education Parent education Bringing about positive changes in the educational system at both the local and state levels A vital component of effective special education programs and services in the SELPA.

Why Have a CAC? California Education Code §56190 Per the California Education Code, every SELPA is required to establish a Community Advisory Committee. San Mateo County SELPA refers to their group primarily as the Resource Parent Council. IDEA articulates the legislative intent to involve parents of students with disabilities in the planning, development, and implementation of their students’ special education programs. The RPC -CAC assists in advising the SELPA and the Governing Board about the SELPA Local Plan, annual priorities, parent education and other specified special education-related activities.

Legislative Mandate California Education Code §56190-56194 Designed in legislative spirit and intent to establish a local forum for active parent involvement. The California Education Code describes the role and responsibilities of the Committee. Mandated by state and federal laws and regulations that address parent involvement in special education. Representatives function in an advisory capacity to the Governing Board.

Membership

Membership Shall be Composed of: California Education Code §56192-56193 Parents of students with disabilities enrolled in public or private schools Parents of other students enrolled in school At least the majority shall be composed of parents of students enrolled in schools participating in the SELPA, & at least a majority of such parents shall be parents of students with disabilities

Membership May Also be Composed of: California Education Code §56192 Students with disabilities Adults with disabilities General education teachers Special education teachers & other school personnel Representatives of other public and private agencies Persons concerned with the needs of individuals with disabilities

Members Collaborative, Informed, Involved Designed to be a dynamic collaborative partnership of educators, parents, and community members. The mandated membership exemplifies the need for informed involvement among those who provide special education programs & services and those who receive special education programs & services Members should constitute a well-rounded membership that has a sound understanding of special education laws, issues, programs, and services. This understanding serves as the foundation upon which to share information and advice with the SELPA, as well as with the greater community

Members Represent the Entire Special Education Community Members are initially selected by their peers. Candidates are then approved by their local Governing Board. General education should be represented. (California Education Code §56191) Members should represent not only parents concerned with the quality of special education; but, the entire special education community. Members must act responsibly to ensure fair representation and a thorough evaluation of the issues and interests handled in the attainment of the goals for the SELPA.

Who May Attend a Meeting? Meetings are open meetings; anyone who is interested may attend the meetings. Meetings provide parents and community members with… Up-to-date information on issues that impact students with disabilities The chance to connect with other parents and community members who are interested in quality educational programs and services for students with disabilities

Responsibilities

Specific & Important Responsibilities California Education Code §56194 Advising the SELPA and Governing Board regarding the development, amendment and review of the SELPA Local Plan Recommending annual priorities to be addressed by the SELPA Assisting in parent education & recruiting parents & other volunteers who may contribute to the implementation of the Plan Encouraging community and parent involvement in the development, review and implementation of the Local Plan Supporting activities on behalf of individuals with disabilities Assisting in parent awareness of the importance of regular school attendance

Benefits

Benefits Parents, Educators & the Community Serves as a resource for information and ideas related to special education for families and community members. Provides community support to administrators, the Governing Board and the California Legislature. Networking promotes parent participation in the special education process and collaboration between the Special Education Department, parent organizations, community agencies and advocacy groups.

Additional Benefits Parents, Educators & the Community Provides a common understanding of information and data regarding special education and general education programs, services and resources. Meetings provide members with opportunities for: - Training and skill building - Input into decision-making of the SELPA and Special Education Departments of LEAs - Learning how the special and general education systems work - Sharing innovative ideas for the benefit of all students with disabilities - Making a difference for students and parents in the SELPA

Further Benefits Parents, Educators & the Community Enhances collaboration among parents, educators and the greater community Provides a forum to raise questions, express concerns and share common interests Assists parents in reducing feelings of isolation, finding support, and feeling connected to the special education community Supports parents, educators and community members in working together effectively Provides members opportunities for personal and professional growth and leadership development

Responsibilities of the SELPA

Responsibilities of the SELPA Ensuring program & services availability for all students with disabilities Curriculum development and support Establishing and maintaining the Community Advisory Committee Monitoring and reporting to the state Assistance with understanding compliance requirements Regionalized services and program specialists Staff development Transition planning for students Interagency coordination and development of Interagency Agreements Program coordination and program evaluation Fiscal management and submission of fiscal reports to the CDE Budget planning and review Community awareness of programs for students with disabilities

The San Mateo County SELPA Fosters coordination between general and special education for prevention and early intervention for students suspected of having disabilities Ensures appropriate education programs and services for individuals with disabilities by working cooperatively with public and private agencies to support a full complement of special education services for students to allow each student to achieve at a level commensurate with ability Encourages involvement by parents of each child with a disability in the IEP process Ensures that an effective Management Information System (MIS) is accurately implemented and maintained to monitor student data related to special education. Implements cost-effective procedures & management systems to maximize the quantity and quality of services and programs for the benefit of students with disabilities

The SELPA Local Plan

The SELPA Local Plan for Special Education California Education Codes §56001(f) & §56205-56208 In California, special education programs are provided under a SELPA Local Plan for Special Education that sets forth the elements of the SELPA’s special education programs. The Local Plan is submitted to the CDE and is approved by the California Board of Education. The Local Plan is the central document by which the Committee and special education programs exist and function. The Local Plan describes policies, procedures and programs that are consistent with state laws and regulations.

Sources 4th Edition of the “CAC Guidelines,” 2011 Contributors to the 4th Edition of the “CAC Guidelines” included representatives from the following groups: State SELPA Administrators California Association of Family Empowerment Centers Community Advisory Committees Family Empowerment Centers Parent Training Information Centers and Parents  

SAN MATEO COUNTY SELPA Appropriate Dispute Resolution Program Karen Ann Breslow, MA, SELPA Program Coordinator

The Big Picture; CADRE Trends in Dispute Resolution under IDEA Updated by CADRE October 2016

The CADRE Continuum offers a searchable database of dispute resolution practices in special education. Users are able to move from broad process descriptions to specific practice details and can learn information related to program design and oversight, professional standards, public awareness and outreach, and evaluation. http://www.cadreworks.org/

So, how do IEP Team members get from here… to here?

Who should parents be calling for the fastest resolution to their concerns?

PREVENTION Need resources for parents? Check out our website! www.smcoe.org Learning and Leadership tab Select SELPA from the sidebar Resource Parent Council

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