IDEA04–IndividualswithDisabilitiesEducationAct Reauthorization of2004-Thisfederallawidentifiesthe elements ofspecialeducationandtherequirements/mandates ofthepubliceducationsystemtoimprove outcomesfor studentswithdisabilities.

IEP–IndividualizedEducationProgram–developedforeach specialeducationpupil,identifyingthechild’seligibility for specialeducation,presentlevelsofperformance, the educationalgoals(andobjectivesif appropriate),specialfactorstoconsider,andservicestobe provided.

LEA–LocalEducationAgency–anylocalschooldistrict, County OfficeofEducationorindependentcharterschoolwhich hasresponsibilitytoprovidespecialeducationservices to eligiblestudents.

LRE–LeastRestrictiveEnvironment–anappropriate educationalplacementwhichpermitsapupiltoparticipateasfullyas possible withnondisabledpeerswhilestilladdressing the servicesidentifiedintheIEP.

SELPA-SpecialEducationLocalPlanArea–oneormore districts forminggeographicregionsofsufficientsizeandscope approvedbytheCaliforniaDepartmentofEducationto providea comprehensiverangeofspecialeducationprograms andservicesforstudents.

FormoreinformationandeachSELPA’scontact information, pleasegoto

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California’s

Special Education LocalPlan Areas (SELPAs)

Increased AccountabilitytoParentsandPublic:The fundingstructureforspecialeducationcallsfor annual presentation andapprovalofbothaBudgetPlanforeachand everySELPA,aswellastheServicePlanfortheSELPA, assuringparents,boards,andthepublicthatallstudents with disabilitiesarebeingappropriatelyserved.

CoordinatedStaffDevelopmentPrograms:Throughtheuse of SELPAProgramSpecialistsandotherregionalstaff, abroader baseofspecializedtrainingandinstructionalsupport programs canbeprovidedtokeepteachersandother staffawareof improvementsandinstructionalstrategies andincreasecollaborationwithgeneral educationprograms.

TermsandAcronyms

A.D.A.– AmericanswithDisabilitiesAct

ADA–AverageDailyAttendanceisaperpupilaccountingof studentattendance. ThestateofCaliforniapaysdistrictsbased ontotalADAforallstudents.

CAC–CommunityAdvisoryCommitteeiscomposedof persons appointedtoadvisetheSELPAonvariousaspectsof theLocalPlan.

CASEMIS–CaliforniaSpecialEducationInformation Management SystemisutilizedtocollectandreportdataaboutstudentswithdisabilitiestotheCaliforniaDepartmentof EducationSpecialEducationDivision.

FAPE–FreeandAppropriatePublicEducation-legalright under IDEAforeacheligiblechildwithadisabilitytobeprovided withthespecialeducationandrelatedservicesasdescribed inan IEP andunderpublicsupervisionatno costtotheparent/guardian. 13

Thecomplexityoftherulesand responsibilities imbeddedwithinandsurroundingspecial education hascreatedtheneedforskilledandknowledgeable administratorswhomustunderstandthelaws andapplythem fairly.

FiscalAspects

Fundingforspecialeducationhashistoricallybeenlessthan the identifiedneeds.Thefiscalsupportforspecialeducation programsandservicesareprovidedthroughacombination of local,stateandfederalrevenuesources.Federal revenueshave remainedatlessthanhalfthefederal commitmentfor manyyears.Stateentitlementfunding hashadsignificantdeficits, leaving districtgeneralfunds tomakeupthedifference.The state’smethodofallocatingfundsforspecialeducationshifted fromaclassroom-based modeltoatypeofcategoricalpercapita funding, usingthetotalaveragedailyattendance(ADA)of a SELPAas thebasisforallocations.Severalfiscaland administrativebenefitshavebeenenhancedbythechangefrom LEAfundingtoSELPA-widefunding:

Improvements in FundingEquity:Comparingthe SELPA-wide calculatedaveragefundinglevelperpupil (ADA) withthestatewideaverage,movementtoward regional equityisbeingachieved.

Flexible FundingAllocationsWithinSELPA:Allocationof fundstotheSELPA’sgovernancestructureallowslocaldecision makingregardingsupportforspecifictypesofdistrict and regional programs,theprovisionofgreaterequity accordingtolocalneeds suchaslowincidenceservices, areasofscarcitywithinaSELPA, and/orreducingdistrict relianceonnonpublicschoolsand agencies.

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California’s Special Education LocalPlan Areas (SELPAs)

TableofContents

Introduction 2

LegalBackground / 2
Whatisa SELPA? / 6
TheGoalsoftheSELPAs / 8
ForSpecialEducationStudents / 8
ForSpecialEducationServices / 9
ForStaff / 9
SELPA-wide / 9
SpecialEducationPrograms / 10
FiscalAspects / 12
TermsandAcronyms / 13

1

Introduction

TheSpecialEducationLocalPlanArea(SELPA) Administrators ofCaliforniaisanassociationofprofessional educatorsorganizedtopresent,review,andevaluate major specialeducationissues.Thisdocumentwas preparedin responsetoquestionsregardingtheunique organizationaland programstructureforspecialeducation inCalifornia.It is intendedtoidentifythewhat,why andhowofspecialeducation servicesinCalifornia.The informationcontainedhereincanbe usedwithlegislators,parents,agencies,andothereducatorsasit providesbroaddescriptionsofSELPAs.Formoredetail, contact yourlocalSELPAlistedinthefinalsection.

Significantchangeshaveoccurredinservicesandprograms providedforchildrenwithdisabilitiesinthepublicschoolsof California.Thesechangeshavestemmedfromnew lawsand regulationsatboththestateandnationallevels. New interpretationsofexistinglawsbythecourtshave furthermodified andexpandedtheservicesrequiredfor studentswithdisabilities. SELPAsworkasanextensionof theCaliforniaDepartmentof EducationSpecialEducation Division(CDE/SED)toensurethat therightsofstudents withdisabilitiesaremaintainedatthelocal education agency(LEA)andschoolsitelevels.Thespirit offairnessandequitythatcharacterizesthepublicschool system inAmericahasalsohelpedtoenhancetheinclusion ofstudentswithdisabilitiesintoourdailyoperations.

Legal Background

Intheearly1970’s,asimultaneousmovementacrossthe country resultedinthepassageofimportantfederalandstate laws.Historically,childrenwithdisabilitieswereidentified only if theireducationalneedswereobvious. 2

  • Allgeneraleducationresourcesareconsideredand, whereappropriate,utilizedonalocalor regionalbasistomeettheneedsofstudentswith disabilities.
  • Asystemexistsattheregionallevelfor identification, assessment,andplacementof studentswithdisabilitiesandtheimplementationof programs tosupportthem.
  • Aviablesystemforpubliceducationisfunctioningin the community,withbroadparticipationand interactioninvolvingparentsandotheragencies serving childrenandyoungadults.
  • Anannualcompliancemonitoringsystemis implemented, thatcontinuestoassure noncompliantitemsthathavebeenidentifiedhaveand continuetoberectified.

ProgramSpecialistshaveacriticalroleinbothSELPAandLEA specialeducationoperations.Theirresponsibilitiesinclude:

  • Observing,consultingwithandassistingspecial educationstaff;
  • Planningprograms,coordinatingcurricular resources, andevaluatingeffectivenessof programsforstudentswithdisabilities;
  • Providingorparticipatinginstaffdevelopment, program development,andinnovationofspecial methodsandapproaches;and
  • Facilitatingmeetingstoassurepupilshavefull educationalopportunities.

TheSELPAresponsibilityismetthroughanetworkof cooperative agreementsamongLEAsandagencies.The SELPAOfficecoordinatesthisnetworkandprovidesa focalpointforthestudentand/orfamilyseekinginformationand services.Thisfunctionisoneofthemostcomplex,buttruly beneficial,processesoftheentirespecialeducation delivery system. 11

  • Assuringthataneffectivemanagementinformation system isavailableto monitorstudentdata.
  • Implementingcost-effectiveproceduresand management systemstomaximizethequantityand qualityofservicesandprogramsforthebenefitof studentswithdisabilities.
  • Maintaininglinesofcommunicationwithparents,staff andCommunityAdvisoryCommittee members.
  • Maintaininglineofcommunicationwithallpublicly supportedagencies providingservicestostudents withdisabilities.
  • Maintaininglinesofcommunicationwiththecommunity regardingspecialeducationprograms andservices.
  • Maintainingqualityregionalizedservicestosupport participatingdistricts.

Special Education Programs

Undercomprehensivespecialeducationprogramming,several beneficialgoalshavebeenachieved.It istheSELPA’s responsibilitytoassureprogramavailabilityforallstudents with disabilitiesintheschool-agepopulationregardless ofthe disability.It isincumbentuponthe SELPAtoseethatacontinuumofprogramsandservicesare availabletomeettheuniqueneedsofeachstudentwith a disability,toassistinintra-SELPAandinter-SELPAplacements,andtoprovidetechnicalassistanceandadministrative support fortherequirementsofFederaland Statelaws.

TheSELPAAdministratorisresponsibleforassuringthat:

  • Allindividualswithdisabilitiesreceiveafreeappropriatepubliceducationintheleastrestrictive environment. 10

Thousandsofstudentswithdisabilitieswereexcludedfrom attending publicschools.Thosewhowereallowedtoattend were typicallyplacedinprogramsdesignedtoservechildrenwithsimilardisabilitiesinspecial education schoolsorlocales.Suchcategoricalprogramswereusually effectiveinprovidingspecializedservicesforthepopulationstheyserved;butinmanycases,expectationsfor learningwere inappropriateinrelationtothestudents’actual potential.

TheRehabilitationActof1973,amendedin1992,includes Section 504,whichaffirmstherightofanystudentoradultwho hasamentalorphysicalimpairmentwhichinhibitsamajor life activityincludinglearning;hasahistoryofsuchan impairment;or isconsideredbyateamofknowledgeable individualstohave suchanimpairment,from beingdiscriminatedagainstinany programoractivityreceiving federalfinancialassistance.This Actalsorequires thatstudentsbegivenafreeappropriatepublic education ingeneraleducationclasses,withnecessary supplementaryaidsandservices,if theyaredeterminedbya schoolteamtobedisabledunderSection504ortheAmericans withDisabilitiesAct(A.D.A.).Sucheligibilitymay existwithout concurrenteligibilityforspecialeducationunder theIndividuals withDisabilitiesEducationAct(I.D.E.A.).

TheRehabilitationActwasfollowedin 1975bythepassage ofPL94-142,theEducationofHandicappedAct,which was changedin1990totheIndividualswithDisabilitiesEducationAct (I.D.E.A.). Thislegislationprovides thatallstudentswhoare eligibleforspecialeducation mustbeprovidedwithafree appropriatepubliceducation (FAPE)intheleastrestrictive environment(LRE). I.D.E.A.wasreauthorizedin1997andagain 2004.

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TheCaliforniaLegislatureimplementstheprovisionsof I.D.E.A. throughthe“CaliforniaMasterPlanforSpecial Education”.Thisplanprovidesthelegalfoundationfora comprehensive state-widemodelfortheprovisionofspecial education.It requiresdistrictstohavesufficientsize andscope tomeettheneedsofallstudentswithdisabilities frombirthto22 eitherindividuallyorasaspecial educationserviceregion. Theseregionsareknown asSpecialEducationLocalPlan Areas(SELPAs),thebackbonetoCalifornia’sspecialeducation organizational model.

Someofthemajorareascoveredby stateandfederallawsare thefollowing:

  • Child Find-Eachpublicschoolsystemis responsibletofindandservealleligiblechildrenwith disabilitiesinitsarea.
  • Free AppropriatePublicEducation-Eachpublic school systemisresponsibleforensuringthateachchild withdisabilities is servedappropriately,atnocost tothe parent.
  • Least RestrictiveEnvironment- Eachchildis assured ofhis/herrightofeducationwith nondisabledpeerstothemaximumextent appropriate.
  • Due Process-Therightofparentparticipation,and challenge,inallaspectsofassessment,identificationandplacementisassured;thisinvolves mediation, administrativehearingproceduresorcomplaint proceduresincaseofdisputes.

Individualized EducationalProgram-Therightofa childtoaneducationalprogramdesignedtomeet

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  • Maintainingprogramsandserviceswithinthe
  • SELPAwhichwillalloweachindividualwithdisabilities to achieveatalevelcommensuratewithhis orherability.
  • Assuringthateachindividualwithdisabilitiesis integrated withinandhasaccesstothedistrictcore curriculumandextracurricularactivitiesas appropriate.
  • Assuringtheavailabilityofdueprocessrightsfor students andtheirparentsservedineachSELPA.

ForSpecial Education Services

  • Eliminatingduplicationofserviceswithinand between SELPAs.
  • Improvingthequalityofprogramsthroughtheuseof on-goingevaluations.
  • Encouraginginvolvementbyparentsofeachchildwith adisabilityintheIEP process.

ForStaff

  • Increasingawarenessofparentsofindividualswith disabilities throughacomprehensiveprogramofparent education.
  • Assuringthatallcertificatedandclassifiedstaff members achieveprofessionalgrowththrougha comprehensiveregionalprogramofstaffdevelopment.
  • Maintainingopportunitiesforsharingtechnical resources andinformationamongSELPAs.

SELPA-wide

  • Fosteringpublicsupportforspecialeducation through themaintenanceofastrongpositionofchild advocacy.

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TheGoalsoftheSELPAs

Eventhoughtherearemanyorganizationalstructuresfora SELPA, allSELPAshavethesamebasicgoal:todeliverhigh qualityspecialeducationprogramsandservicestostudents with disabilitiesinthemosteffectivemannerpracticable. SELPAs believethatallstudentscanlearn andthatstudentswithspecialneedsmustbeguaranteedequal opportunitytobecomecontributingmembersofsociety. SELPAs facilitatehighqualityeducationalprograms andservicesfor studentswithspecialneedsandtraining forparentsand educators.SELPAscollaborate withcountyagenciesandLEAstodevelopandmaintain healthyandenrichingenvironmentsinwhichstudentswith specialneeds cansucceed.

Strategiesemployedto achievetheseandthefollowing goals include:

  • Respondingtospecificareasoflocal,stateand publicconcerns;
  • Emphasizingtheneedforeffectivespecialeducation servicestoimproveeducationalandlife outcomesforstudentswithdisabilities;
  • OrganizingSELPAAdministratorsforsupportof common educationgoals;and
  • DefiningSELPAgovernanceandorganization with flexibility atthelocallevel.

ForSpecial Education Students

  • Assuringthatappropriateprogramsandservicesare providedtomeettheneedsofeachchildwith disabilities throughoutthestate.
  • Assuringthatafullcontinuumofprogramsisavailable toeachindividualwithdisabilitiesserved byeachSELPA. 8

his/herindividualneedsandbasedonadequate assessmentisassured.At age16,oryoungerif appropriate,theIEP includestransitionrequirements intheareasofeducation,training,employment, and independentliving.

Theseconceptshavebeenreinforcedandinterpretedbya number ofcourtcasessincethepassageofthelaw. Theselawsandregulationspromotechangesand procedures leadingtosuchthingsasthefollowing:

∗Coordination of
Resources Among
School Districts by
Regions / ∗Full Service to All
Students with
Disabilities
∗Less Restrictive
Placements / ∗Guaranteed Equality
of Access
∗Increased Parent
Participation / ∗Individualized
Educational
Programs
∗Social Acceptance
of Children with
Disabilities / ∗Improved Self-
Esteem for Children
with Disabilities
∗Annual Reviews of
Progress / ∗Career Training
∗Local Governance
Systems / ∗Due Process Rights
∗Compliance and
Quality Assurance / ∗Program
Reviews/Evaluation
∗Staff Development
Programs / ∗Community
Involvement and
Support

Gradually,thecommunityandpublicagencieshavebecome awarethatchildrenwithdisabilitiescanbeeducated withtheir non-disabledpeers,guaranteeingequalopportunitiesfor allchildren,includingchildren withdisabilities. 5

Today,parents,studentsandstaffworktogether tomakecertainthattheappropriateservicesareprovided onan individualizedbasisforeverychildwithadisability. Theservices areprovidedthroughtheSpecialEducation LocalPlanAreas– SELPAs.ALocalPlanisdeveloped andmaintainedineach communitybythepeople wholivethereasthebasisofthese improvementsand thefoundationofallservices.

WhatisaSELPA?

In1977,allschooldistrictsandcountyschoolofficesin California wererequiredtoformgeographicalregionsof sufficient sizeandscopetoprovideforallspecialeducation serviceneedsofchildrenresidingwithintheregion’s boundaries.EachregionbecameknownasaSpecial EducationLocalPlanArea–SELPA.

Today,thereareover120SELPAsintheState.TheSELPA governancestructuresvaryinform,includingmodels for Multi-DistrictSELPAs,Multi-District/CountyOffice SELPAs,Single DistrictSELPAs,Multi-District/Multi-County SELPAs, CountySELPAswithJointPowersAgreements, andCharteronly SELPAs.Sizeandscopealso variesacrossthestate.EachSELPAhasaLocal Plandescribinghowit providesspecialeducationservices. Specific componentstobeincludedintheLocalPlanare delineated intheEducationCode.

TheSELPAandmemberlocaleducationagencies(LEAs)foster coordinationbetweengeneralandspecialeducationfor preventionandearlyinterventionofsuspecteddisabilities.The SELPAalsoensuresappropriateeducation servicesfor individualswithdisabilitiesbyworking cooperativelywithother publicandprivateagencies tosupportafullcomplementof specialeducationservices forstudents.EachSELPAmusthave

6

anAdministrativeUnit(alsoknownastheResponsibleLocal Agency), whichservesas thelegalentitythatreceivesfunds. In someinstances,theAdministrativeUnitisaschool districtandin otherinstancesit isthecountyoffice.

CostsforSELPAoperationsandtheAdministrativeUnitare providedbyfundingfromthestate,whichmaybeaugmented by local,federalandstatefunds.Eachregiondetermines thefunds availableforregionalizedservicesand theresponsibilities oftheSELPAoffice.TheSELPApolicy-making bodyis designatedintheLocalPlantomake policydecisions,approve theSELPAbudgetandAllocation Plan,anddirectSELPA operations.SELPA responsibilities includesuchthingsas:

∗Ensuring Program
Availability for all
Children with
Disabilities / ∗Curriculum
Development and
Support
∗Governance
committees,
including
Community Advisory
Committee (CAC) / ∗Management
Information System
(CASEMIS)
Reporting to the
State
∗Assistance with
understanding
compliance
requirements / ∗Regionalized
Services and
Program Specialists
∗Transition Planning / ∗Interagency
Coordination
∗Program
Coordination / ∗Program Evaluation
∗Fiscal Management / ∗Budget Planning and
Review
∗Staff Development / ∗Community
Awareness

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