Special Education
I believe in a brighter educational future where every student feels that they truly belong.
For students with disabilities, the right to a Free Appropriate Public Education (FAPE) is an important guarantee enshrined in Federal and State law.
As part of my vision for a District where every student feels that they truly belong, I see specific opportunities for change within PUSD as it pertains to improving our Special Education programs and, as a PUSD Board Member, what I can do to bring about that change.
Priority One:
Every student should be celebrated for who they are, their unique cultures, identities, and abilities so that they have the right support they need to succeed.
Desired Outcome #1
Increased number of students educated on comprehensive campuses within the Least Restrictive Environment.āā
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What I Will Doā
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āLeverage my service design expertise to advise the Superintendent on best practices for redesigning approaches, models and playbooks for standardizing excellent service delivery
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Work with Board of Education colleagues to develop SPED success targets for the Superintendent.
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Advocate for proper implementation and training of the new IEP template per the CCEE as it’s implemented at PUSD.
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Support expansion of Community Schools Framework to develop robust inclusion models for our students with disabilities so that PUSD can serve the greatest number of students in the Least Restrictive Environment whenever possible.
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Desired Outcome #2
More specialized supports.
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Prioritize budget to ensure that a coordinator monitors special education as it intersects with English Learners so that those students don't slip through the cracks.
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Promote program evaluation to determine which secondary students would be successful in a General Education Classroom with support of Resource Specialist Teachers partnering with SPED teachers in a team teaching model utilizing Universal Design for Learning methodsā.āā
Priority Two:
Every family should feel properly engaged so that they can support their students in whatever pathway or program they choose.
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Desired Outcome #1
Improved family engagement programs and services.
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What I Will Do
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Use my years in PTA leadership as a way to prescribe and encourage education programs for families and caregivers so that they can effectively collaborate.
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Advocate for each of the parent groups to include a parent of an IEP student on their governance team (and that includes PTA).
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Desired Outcome #2
Increased Transparency.
What I Will Do
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Offer my communications expertise to the superintendent to encourage more precise communications systems and best-practices to increase program transparency so that families understand where they fit into that process, what's coming and how they can engage most effectively.
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Guide the superintendent to develop a SPED change implementation roadmap that is easily accessible and understandable by familiesā.
Priority Three:
All PUSD teachers and staff should feel valued and supported so that students experience a positive learning environment.
Desired Outcome
Better training and role support.
What I Will Do
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Support a Culture of Success: Celebrating SPED teachers and staff that rise to the occasion in delivering excellence to our students with disabilities, wherever they are.
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Advocate for targeted training in IEP development, and training for GenEd and SPED teachers working together in the LRE utilizing Universal Design for Learning.
Priority Four:
Pasadena's diverse community should come together to design a greater educational future that works for every student.
Desired Outcome #1
More advocacy for Local and State Funding
What I Will Do
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Lobby the state representatives to study alternatives to SELPA block grant funding, such as inclusion of special ed in the Local Control Funding Formula where it can be more equitably allocated per-pupil based on established focus groups and the program implementation can be more integrated in the LCAP.
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Desired Outcome #2
Increased Inclusion through Community Partnerships
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What I Will Do
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Support expansion of Community Schools Framework to include the community in shared decision making and development of services, programs and activities that include students with disabilities
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Host quarterly public education forums to discuss issues and develop community led solutions for change (with at least one forum per year dedicated to special education)ā