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COMMUNITY ADVISORY COMMITTEE FOR SPECIAL EDUCATION

COMMUNITY ADVISORY COMMITTEE FOR SPECIAL EDUCATION. GENERAL MEMBERSHIP MEETING SEPTEMBER 12, 2013 Presented by: Joe Fulcher & Sonia Picos. Welcome Parents!.

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COMMUNITY ADVISORY COMMITTEE FOR SPECIAL EDUCATION

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  1. COMMUNITY ADVISORY COMMITTEE FOR SPECIAL EDUCATION GENERAL MEMBERSHIP MEETINGSEPTEMBER 12, 2013 Presented by: Joe Fulcher & Sonia Picos

  2. Welcome Parents! In partnership with all stakeholders, Special Education supports students with disabilities by providing targeted services that supplement general education, thereby creating equal access and opportunities to facilitate a seamless transition to a successful community, career and/or college experience.

  3. SCHOOL SITE PROGRAM MANAGERS Area 1 & 3 Vacancy (currently being supported by Jody BonDurant-Strong Area 2 & 4 Cathie Whitley Area 5 & 6 Jim Wood Each School is supported by a Project Resource Teacher and the Program Manager. They work directly with site administration on all areas of special education, such as, compliance, IEPimplementation, Staffing and more. Roles of these PM’s vs. a PRT

  4. Charter Schools, Transportation, Parent Services, Transition, ESY, SEEC Jody Bondurant-Strong Supporting a variety of programs within the special education division including Program Manager, charter schools Transportation of special education students Parent support includes our parent hotline, SIB-shops (non-disable peers that get together and do fun activities), Alternative Dispute Resolution (ADR; “Support in Conflict”) Parent Support Groups and parent workshops. Contact for parent questions and concerns. Transition as the process of a child moving throughout their entire educational career into adulthood, additionally, working with the high schools as transitional plans are developed. ESY management of the ESY program SEEC Program Manager Presently Supporting Areas 1 & 3

  5. Related & Specialized Services Program Manager: Carrie Rea Related Services means transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education, and may include: Speech or language services Occupational therapy Physical therapy Adapted Physical Ed. Audiology services Interpreting services Orientation and Mobility

  6. Low Incidence Disability EC 56026.5 “Low incidence disability means a severe disabling condition with an expected incident rate of less than one percent of the total statewide enrollment K-12” Hearing Impairments Vision Impairments Severe Orthopedic Impairments Any combination of the above Services may include itinerant special education teacher services or other related services required to benefit from special education and /or general education.

  7. BEHAVIOR SUPPORT RESOURCES (BSR) Mission Statement: To build capacity throughout the district by providing support to all schools to meet the social, emotional and behavioral needs of all students through Positive Behavior Interventions and Supports (PBIS). Our Approach: Consultation, Collaboration with Site Staff, Specific Student-Based Training, Outreach and Professional Development • BSR Staff collaborate with school site staff to determine how to best meet site needs. Who Are We? • Certificated Staff: Credentialed staff with expertise and experience in the fields of Autism, Emotional Disturbance, Applied Behavior Analysis, Mental Health Supports, Mild, Moderate and Significant Disabilities • Behavior Support Specialists (BSS): Para-educator staff providing classroom based consultation and training • Special Education Behavior Technicians (SEBT): Para-educator staff providing classroom based support and short-term outreach support in the form of model, shadow and fade

  8. SPECIAL EDUCATION EARLY CHILHOOD (SEEC) Administrator: Lori Lillo Special Education services for identified students, age birth to 5 years old Early Start Infant/Toddler education program for identified students, age birth to 2 years old Assessment and identification for IEP services for children, age 3 to 5 years old. School-based education classrooms for 3-5 year olds ♥ Blended General Education classrooms ♥ Separate Special Education classrooms ♥ Low incidence classrooms Transition to Kindergarten Intake Telephone #s: 858-272-9641 for Birth-2 years; 858-490-8521 for 3-5 years

  9. SPECIALIZED SETTINGS Program Manager: Janice Von Arx What is a specialized setting and how do I know if my child is eligible for this type of setting? Specialized Settings is an alternative placement that a student may need if a student is not demonstrating educational benefit at a comprehensive site. The need for specialized setting is determined by the IEP team and facilitated through a request for consultation services. Most specialized settings do not provide opportunities to be included with general education peers and are considered more restrictive.

  10. RILEY, NEW DAWN, MARCY SETTINGS PRINCIPAL: Danielle Clark Riley School is a program for students who require a more restrictive environment. Riley School is a special education center for K-8 students with serious emotional and behavior needs. New Dawn, Unified and Marcy schools, provide a day treatment program for students who have emotional and behavioral needs. The small school provides close monitoring, opportunities for academic success, career and vocational counseling and a therapeutic program interwoven throughout the school day.

  11. TRACE PROGRAM Administrator: Amy Perez Transition Resources for Adult Community Education (TRACE) is an educational support network to assist young adult students transition from high school to adult life Students are encouraged to be as independent as possible in their community through the development of transition services and goals as outlined in their Individualized Education Program (IEP)

  12. DUE PROCESS & MEDIATION • Administrator: Jennifer Parks-Orozco • The law establishes procedural safeguards for parents in the Individualized Education Program (IEP) process. Included in the procedural safeguards is the opportunity to participate in mediation or a due process hearing to resolve disagreements between the parents and the district. • Either the parents or the district may initiate the due process hearing procedures.

  13. PARENT OPPORTUNITIES The Special Education Department is committed not only to it’s students but it’s parent and family community as well. We offer a vast array of learning opportunities for our parent community topics vary and may include: • Behavior Building Independence • Autism IEP Implementation • Advocating for your Child Turning 18 what every parent should know • And many moreFostering Social Communication Other workshop topics can be made available – please forward suggestions for desired topics to Jody BonDurant-Strong at jbondurantstrong@sandi.net.

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