Special Education DAC 2012-13
The charge of the Special Education Care District Advisory Committee shall be to:
- Advise the Board of Education about attitudes, opinions, and issues significant to the Special Education community.
a. Hold monthly meetings open to the public, and provide Spanish translation when needed.
b. Act as a conduit for flow of information between the Special Education community at large and the Board of Education.
c. Provide a forum for District staff and other speakers to share information relevant to the Special Education community.
d. To enhance district-wide outreach to Special Education staff and parents, continue the practice of rotating meeting locations to include school sites.
e. To intensively address specific concerns, retain the practice of utilizing subcommittees, either Ad Hoc and/or Standing Committees, as defined by the Brown Act.
- Advise the Board of Education of relevant and unrealized goals of The Working Group Report on Special Education (March, 2009), An Independent Evaluation of Special Education Program by Lou Barber (March, 2008), and Special Education Strategic Plan (June, 2004).
- Produce revisions to the Special Education Parent Handbook (2009) based on changes in relevant law, District updates and feedback from community members.
a. For publication as an updated Handbook hardcopy, create new sections in the following areas:
i. Preschool Program
ii. Post-Secondary Transition Program
iii. Preschool/Elementary/Middle School/High School/Post-Secondary transition process including IEP Individual Transition Plans (ITPs).
b. For updates to the website Handbook publication, collaborate quarterly with District staff to identify changes in law and other relevant information.
- To advise the Board of Education on the Special Education budget, collaborate with District’s Chief Financial Officer (CFO) and Financial
Oversight Committee (FOC) utilizing the newly created Special Education specific reporting format.
a. To refine the internal system such that the financial reporting system relates back to the instructional needs of Special Educations students.
b. Internal financing reporting instrument that serves as a management tool to ensure cost effective education of each and every Special Education student.
- To advise the Board of Education in the District’s Special Education instructional technology needs, working in collaboration with the District, CFO, Director of Purchasing, Warehouse from Business and Fiscal Services, and Department of Special Education, including analysis of educational, financial and equity impact.
- Review, analyze, and report to Board of Education upon the needs of Special Education instructional programs in Reading and Mathematics, and analyze strategies appropriate to the effective education of students with autism.
Agendas will also be posted at the District Office 72 hours before the meeting.
PTA Council Special Education Committee -- Transitioning into Adulthood
December 14, 2011, 7:00pm
District Office -- more info...
Dr. Sara Woolverton
||* The CFO together with SEDAC and FOC developed this new format over the last 2 years, which extracts information specific to Special Education from larger overall State-prescribed District financial statements. These statements utilize a computer software system known as State Account Code Structure (SACS) and are submitted to LA County Office of Education (LACOE), with a reporting cycle that consists of a Budget Report, Interim Reports and Unaudited Actuals. The larger District statements contain information regarding Special Education, but the information is distributed throughout each statement and is not in a single place. This makes it difficult to analyze Special Education holistically or with any specificity. The new document formats Special Education data from SACS into a single report, and the CFO generates the report with the same reporting cycle as the rest of the District’s financial statements.