Special Education Parent Advisory Groups in New Jersey

Special Education Parent Advisory

Groups in New Jersey

A Guide to Developing and Conducting

an Effective Group

SPAN Parent

Advocacy Network

C O N T E N T S

Special Education Parent

Advisory Groups .................................................... 3

The Value of Parents as Advisors:

Learning, Listening, and Leading ......................... 7

Starting and Structuring a SEPAG ...................... 12

Collaboration and Partnership ............................ 18

Gathering Parental Input Through

Outreach ............................................................... 26

Turning Ideas into Action .................................... 29

Strategies for Running an

Effective Meeting ................................................. 33

Strategies for Strength and Growth ................... 37

Resources ............................................................. 40

Tools for Change ................................................. 42

Acknowledgements ............................................. 48

Contact SPAN ....................................................... 49

Statewide Parent Advocacy Network

INTRODUCTION

“If you want to go fast, go alone. If you want to go far, go together.

- African proverb

More than 40 years ago, Congress drafted the Individuals with Disabilities Education Act,

IDEA, then called the Education for All Handicapped Children Act. The measure opened the

door for every American child with disabilities to have a free, appropriate public education. At

the center of the act, Congress established a team approach – parents and educators working

together to review challenges, explore options, and make decisions for each child.

The very teamwork and collaboration that are at the core of IDEA are also at the core of the

Special Education Advisory Group process. Special Education Parent Advisory Groups –

SEPAGs – engage parents, community leaders, and school district staff in collaborative

teamwork to improve education, not only for those with disabilities, but for all children.

SEPAGs ensure that there is a forum for meaningful parental input to the local school district,

with the opportunity for system-level change.

The key to any successful partnership is meaningful collaboration and exchange of ideas. This

guide was developed with that in mind and is intended to offer a road map to help bring

stakeholders together, suggest strategies to help stakeholders engage in dialogue, and offer

best practices to help them work together to benefit the local community.

Just as no two children are identical, no two SEPAGs will be identical. In fact, the rules and

regulations around SEPAGs leave many choices up to each community. This presents both

challenges and opportunities.

The main challenges are for each school community to develop and run a SEPAG that is

aligned with the unique needs of the school district, bringing in diverse perspectives, and

setting the tone for productive discussion, collaboration, and change.

The opportunities to improve the district’s school community, climate, and education for all

students are unlimited.

Debra Jennings,

SPAN Executive Co-Director

Peggy McDonald, Acting Assistant

Commissioner, Division of Learning Supports

and Specialized Services, NJDOE

What is a Special Education

Parent Advisory Group (SEPAG)?

A Special Education Parent Advisory Group, or SEPAG (sea-pag) is a

state-mandated, district-level, parent-driven group charged with

providing input to the local school district on system-level challenges in

special education and related services.

The regulation allows parents and school district leaders to create and

run an advisory group that meets local needs. SEPAG requirements

open the door to collaboration that can make a difference.

A SEPAG should be structured to benefit all students with disabilities, not

just a single group of students, or a single issue. The more inclusive a

SEPAG is, the more opportunities there are to achieve positive outcomes.

SPECIAL EDUCATION

PARENT ADVISORY GROUPS

READERS WILL LEARN:

What a SEPAG is – and what it is not.

The purpose, function, and

importance of a SEPAG.

SEPAG membership.

SEPAG responsibilities.

Benefits of an effective SEPAG.

‘‘

Each district board of education shall ensure

that a special education parent advisory group is

in place in the district to provide input to the

district on issues concerning students with

disabilities (N.J.A.C. 6A:14-1.2(h))

Who can be a member of a SEPAG?

Parents are the core members of a SEPAG. This includes parents of children

with disabilities who have an Individualized Education Program (IEP) who are

educated in schools within or outside of the student’s home district. Parents

do not need special training or background knowledge to be a member of a

SEPAG.

Other members may include:

school leaders, including the District Supervisor of Special

Services and/or members of the Board of Education;

teachers, Child Study Team members, and other

school professionals;

students and former students;

other parents committed to improving education in their district; and

community leaders and other citizens.

SEPAGS should ensure that all families are represented, even if their children

are in different schools: “out-of-district does not mean “out of the community.”

Many SEPAGs ensure that each school in the district be represented. In addition,

it is vital that membership reflect the diversity of the local school community.

The size and makeup of a SEPAG are not defined by the state. These decisions

are up to each SEPAG. Leadership terms, membership terms, and other formal

aspects of SEPAG membership vary from district to district and are sometimes

spelled out in bylaws developed by the individual SEPAG.

SEPAG membership and procedures should be as inclusive as possible.

There is a role for anyone interested in becoming informed about special

education programs and services.

What is the purpose and

function of a SEPAG?

A SEPAG gives parents the opportunity to

provide direct input to their school district about

policies, programs, practices, and services that

have an impact on students with disabilities and

their families. An effective SEPAG can increase

the proactive involvement of families by inviting

input that can be used to shape local special

education policy.

An effective SEPAG that uses

parental input can:

help improve educational

outcomes and well-being for all

students, including those with

disabilities;

help identify unmet needs;

help shape the development of

programs, services, and

policies; and,

improve district culture and climate.

What are the benefits of an effective SEPAG?

Outreach – Outreach can engage families of students with disabilities

so that they are involved in helping to shape local special education

programs and policies.

Positive relationships – Effective SEPAGs engage parents and

school leaders to establish shared goals and priorities that benefit

students with disabilities. They connect with teachers, Child Study

Teams, and community resources as sources of support for helping

improve programs and services for students and their families.

Collaborative problem solving – SEPAGs thrive on team spirit and team

action. While members bring varied perspectives, everyone shares a

common mission: to improve outcomes for all students receiving special

education services and support.

System change based on input – A SEPAG can communicate the

needs of parents whose children receive special education and related

services, and can advise school leaders on unmet needs identified

through parental input.

A trusted source of information – SEPAGs can strengthen the bridge

between the school district and families. SEPAG members who educate

themselves about school policies and channels of communication can be

a source for parents who may need information, support, and resources

from their school, and can steer them in the appropriate direction.

Information sharing – SEPAGs can provide an opportunity for districts

to share information with all parents about instructional programs,

professional development opportunities, and other matters related to

special education.

Improved services and programs – Changes that come about as a result

of input from SEPAGs are responsive to the identified needs of the

school community.

Effective resource allocation - Parents can provide valuable input regarding

allocating resources and establishing priorities.

Coming Together for

Systems Change

Parents come together for many reasons –

support, friendship, event planning, advocacy,

information, and active response. While each

of these purposes is important, a SEPAG is

different.

A SEPAG is NOT:

an advocacy assistance group, which

focuses on upholding rights for children

and advocating for change from outside

the system;

a limited campaign dedicated to addressing

a single issue or immediate concern; or

a Special Education PTO or PTA, which

might plan carnivals, classroom activities,

dances, fundraisers, or other events.

A PARENT ASKS...

Why should I get involved in my local SEPAG?

Participation in a SEPAG offers the

opportunity to raise questions, voice

concerns, and provide direct input to district

and school leadership.

The great benefit of participating in a local

SEPAG is that the individual needs of a

child become part of “the big picture,” and

can reach a broader community of children.

CHAPTER

TAKEAWAYS

A SEPAG is part of the local school district, not

a private or independent group.

A SEPAG is an advisory group that addresses

system-level challenges affecting students

with disabilities and their families.

Every school district in New Jersey is required

to have a SEPAG.

A SEPAG is not a parent support group.

A SEPAG, by definition, is parent-driven, and

often parent-led.

Membership of the SEPAG is up to the group.

SEPAG membership should be as diverse

and inclusive as possible.

Learning, Listening, and Leading

Effective engagement of parent advisors can benefit both

parents and school districts. When parental input is valued and

there is a vehicle for meaningful communication, parents are

empowered to facilitate change that matters.

When school leaders are able to work with a cohesive, well-

organized parent community that provides useful, coordinated

input, they are able to move ideas into action. It is a win-win.

The key is mutual respect.

THE VALUE OF PARENTS

AS ADVISORS

READERS WILL LEARN:

The vital need for parent engagement

and input.

The difference between an individual

issue and a systemic issue.

Why should

school leaders

value parent input?

By definition, a SEPAG is a parent advisory group. Best practices call for a parent-

driven process that works closely with schools and the larger community. Parents can

offer input and strategic solutions that help schools overcome challenges, and make

decisions related to budgets and resource priorities, for special education programs

and services.

When parents are trusted and valued as advisors, they are empowered to advocate

for changes that can result in positive outcomes for all stakeholders, and are less likely

to feel like isolated outsiders trying to ‘fight the system.’ Parents and school leaders,

by establishing sustained, positive relationships, can work together in the best interest

of students.

How does the school district work

to bring a spirit of collaboration to

the table?

How do members show respect

for the perspectives and opinions

of others?

All SEPAG members

can ask:

How can the school district

establish and demonstrate mutual

respect for the roles of parent

leadership and school leadership?

How does the structure and process

of the SEPAG allow all stakeholders,

especially parents, to both obtain

and share information with school

district leaders?

How might I look beyond the

experiences of my own child and

family?

Do I see that by working to help

other children with disabilities, I

can help my own child?

Can I see that my participation,

large or small, can contribute to a

larger vision and shared goals?

Parents

can ask:

How can I help parents look beyond

their own families’ experiences to

see the “bigger picture?”

How does our district demonstrate

that it values parents’ perspectives?

How can I encourage and

support input from families, even

those who are frustrated, angry,

or disgruntled?

How does the district create a

culture in which parents feel

supported and comfortable enough

to speak freely?

School leaders

can ask:

What is the difference between an

“individual issue” and a “systemic issue”?

Often, parents bring a perspective to an issue that is based

on personal experiences with their own child. Taking action

on behalf of a single child is “individual advocacy*.” While this

is vital, the goal of the SEPAG is to look at systemic issues –

that is, challenges and opportunities that affect more than one

student or family.

An effective SEPAG invites, collects, and coordinates individual

stories and perspectives from parents. It then looks at this input

to see patterns or trends that can be addressed through

policies, programs, and services that have the potential to

affect many students with disabilities. That is how SEPAGs

move from an individual issue to systemic change.

Both parents and school

professionals involved with a

SEPAG need to drop their egos,

fears, and agendas that don’t go

anywhere. It’s not easy to do,

and it takes time and patience

on both sides. But when parent

advisors bring well-organized

insight and suggestions to me,

we can work together as a team

to set priorities and get results.

– School District Leader

*Parents should raise concerns or questions about an individual student with the child’s case

manager or the school principal.

From Individual Perspective to Systemic Action

There are three important

elements of this story that

resulted in successful

resolution:

1 The individual issue – one child

bullying at lunch – was reframed

and validated as a systemic issue.

The problem was larger than a

single disruptive child – it reflected

an unmet need for many.

2 A collaborative meeting

environment encouraged parents,

school leaders, and community

members to speak freely, but with

an eye toward serving the advisory

function.

3 Parent advisors and school leaders

used well-structured collaboration.

Parents offered vital input and

ideas. When the first solution was

not viable, participants continued

the conversation until the group

found a solution – in this case, one

that was “budget neutral.”

A topic-focused meeting,

facilitated by a community

speaker, made it easy to reframe

and validate these individual

issues as systemic. The issue

was not “a disruptive bully,” but

an unmet need for social skills

support in the lunchroom. The

SEPAG identified the issue as a

systemic one, clearly affecting

multiple children.

The group did some

brainstorming and one parent

suggested inviting local college

students majoring in Special

Education to serve as interns

during lunch to facilitate social

learning. District leaders were

immediately responsive. The

group was able to take input

from parents, identify a systemic

challenge, propose a range of

solutions, and agree on an

approach. The District

Supervisor reached out to the

local university and now interns

are holding social skills groups

with children at district schools

during lunch hour.

A SEPAG outreach meeting

brought together parents, the

district supervisor of special

education, and school personnel

for a meeting at which a

community professional spoke

about social skills. During the

Q&A, a parent voiced concerns

that her child was getting into

fights, both at home and in the

classroom. Others shared similar

concerns.

Since the meeting was structured

around the topic of social skills,

participants already had a

framework for identifying the

problem. Discussion led to a

number of possible solutions,

including offering social skills

group sessions for children

during school lunch hour.

However, school leadership

indicated that staffing wouldn’t be

available within the short term

when it was needed.

Our SEPAG lets parents voice concerns and connect with the school and

community to learn and communicate in friendly settings – and it goes beyond

that. Our core group meets regularly with our District Supervisor to discuss

bigger-picture issues that parents share, and suggest solutions that make

the most of school and community resources.

– Parent member of a SEPAG

CHAPTER

TAKEAWAYS

SEPAGs should be parent-driven and parent-led.

SEPAGs need – and should value – parent input.

The goal of the SEPAG is to look at “system

issues” – that is, challenges and opportunities

that affect larger groups of students.

Conversations and brainstorming can help the

SEPAG find a creative solution that can benefit

children, parents, schools, and community.

Effective SEPAGs require mutual respect

between and among participants.

Some solutions do not have an impact on the

school district budget or require additional

district resources.

There are more than 600 school districts in New Jersey. Just

as each one is unique, each SEPAG is unique. Some districts

have a long and successful track record of seeking and using

parental input to improve special education. Other districts are

utilizing parental input for the first time. Whatever its history, a

well-structured SEPAG can lay the foundation for taking

advantage of the positive influence of parental input, and can

be a vehicle for effective communication and change.

It takes time, effort, and patience to build an effective,

sustainable SEPAG. The best SEPAGs are those that move

beyond compliance – that is, simply having a SEPAG and

holding meetings – to true collaboration around the needs of

students with disabilities and the school community.

STARTING AND

STRUCTURING A SEPAG

READERS WILL LEARN:

A process for starting a SEPAG.

Resources for assistance and

guidance.

Structures of SEPAGs that can best

align with the needs of the district and

community.

Strategies to build parental

engagement.

Tips for best practice.

Parents can reach out to school district leaders – typically the Superintendent,

Board President, or Director of Special Services – to ask if the district has a

SEPAG.

If YES, make plans to attend the next meeting. Parents who are interested in a

leadership role with the SEPAG, should find out how to become a member.

If NO, work with district leaders to help get one started. Some districts have an

active group that may include parents of students with disabilities, or a support

group that performs some SEPAG functions, so there may be a need to assess

the situation, and engage that group.

Districts starting a SEPAG can begin by reaching out to parent leaders, Parent

Teacher Organizations (PTO), Parent Teacher Associations (PTA), and other

parent-led organizations. Often, hosting a well-promoted introductory

workshop or meeting – inviting all parents – can get the ball rolling.

Best Practice: Visit the NJDOE OSEP website and the

SPAN START Project website for information and resources.

1 Develop an initial roster of potential SEPAG members. Seek

representation from parents within the district who have children

with different special needs, of different ages, in different

schools, and in different types of programs, including public and

private out-of-district programs.

Best Practice: It is important to be mindful of the various

languages that may be used by the parents of the district and to

be certain to consider religious, racial, cultural, and economic

diversity to be sure the SEPAG reflects it.

SEPAG

“Quick Start Guide”

FOR PARENTS

SEPAG

“Quick Start Guide”

FOR DISTRICTS

- continues

SEPAG

“Quick Start Guide”

FOR DISTRICTS

- continued

2 Develop a short mission statement to guide the SEPAG’s work.

Tools for Change: Sample mission statements from other SEPAG groups

can be found in the Resources section of this guide.

Best Practice: Encourage parental input from the start by engaging parents

in writing the mission statement.

3 Set annual goals and objectives so that the SEPAG can prioritize its work.

Tip: Remember, a SEPAG is a parent advisory group, focused on systems

issues, not individual advocacy.

4 Plan different types of meetings. These may include “parent-led” group meetings;

informational meetings regarding a special topic, with a speaker; “listening

meetings” or parent forums held specifically to gather input; as well as meetings

with school leaders (see Chapter 7, page 33 for more on this topic).

5 Develop a meeting schedule for the year. A suggested framework might be:

monthly “parent-led” meetings; 4-5 informational outreach meetings with topic

and speaker that bring together families and schools; and quarterly meetings

with key district leaders to present input and suggestions.

Tip: Hold meetings at a convenient time and a location that is accessible for

people with disabilities. While it may be tempting to use a regular meeting

date – for example, the first Tuesday of the month at 12 noon – some groups

have found that it is better to hold meetings at different times and on different

days so more parents can attend.

6 Establish basic ground rules for membership and activities.

- continues

SEPAG

“Quick Start Guide”

FOR DISTRICTS

- continued

EFFECTIVE SEPAGS:

Request opportunities to learn about the district, special services, and other school

committees and groups.

Get training in special education rights and policies with a focus on learning how to work in

partnership with schools.

Gain a basic understanding of school budgets, funding streams, federal and state laws and

rules, local district policy and practices, and other system-level areas.

Build relationships with PTA/PTO committees, special education teachers, and Child Study

Teams.

Connect with community resources, such as social services organizations, libraries, colleges and

universities, recreational programs, and other organizations that can provide expertise and

resources.

7 Determine roles and responsibilities for SEPAG members. Tasks include

taking minutes, preparing agendas, managing membership and contact

information, and managing logistics (see Chapter 4, page 18, for more on this topic).

8 Consider the communication strategies the SEPAG will use to reach and

engage parents from other groups, such as PTO, PTA, other SEPAGs, etc. (see

Chapter 5, page 26, for more on this topic).

Tip: Create a simple print flyer to promote the SEPAG. Having a flyer or

brochure can help to establish the SEPAG’s legitimacy and build

awareness.

Tip: Some SEPAGs have developed descriptions of roles and

responsibilities for members.

Strategies to Build Parental Engagement

Even with the best of intentions, it may be challenging to get and keep a core group of

parents engaged in the SEPAG. Smaller districts, urban districts, rural districts, and very

diverse districts in which there are language and cultural differences may all face unique

challenges. Here are some tips for consideration when addressing those challenges:

1 Ask parents what they need.

2 Ensure that communication about the SEPAG is provided in layman’s terms,

and is translated into languages used by families in the district.

3 Offer childcare, snacks, and/or assistance with transportation for parents

attending SEPAG events and meetings.

4 Hold meetings at times when families would be at the school, for example,

before or after a sporting event or school performance.

5 Use digital conferencing tools and social media so parents can participate

from a remote location.

6 Encourage a multi-generational approach to SEPAG membership – invite

parents, grandparents, aunts, and uncles to attend together.

7 Reach out to community organizations and ask them to provide support

to families who may want to participate.

8 Develop a one-to-one mentor/buddy approach to help build confidence

and support for parents who may be new to the process.

9 Identify cultural and linguistic liaisons at school who are people with whom

parents can relate.

10 Ask parents to recruit other parents.

11 Use social media, texting, and automated phone services to reach families.

12 Hold meetings at various times – daytime, evening, and weekends,

to accommodate a range of work schedules.

13 Invest in person-to-person parent outreach.

14 Provide simultaneous translation services during meetings.

 Review information on the NJDOE website

and SPAN’s START Project website.

 Reach out to parents representing different

schools, students with different needs and

different ages, and various programs,

including out-of-district programs.

 Work to ensure that the SEPAG reflects

the ethnic and cultural diversity of the

district.

 Develop a short mission statement based

on input from parents.

 Develop annual goals and objectives.

 Schedule meetings, being sure to include a

variety of meeting types throughout the year.

 Plan for quarterly meetings with key district

leaders to provide input and suggestions.

 Establish meeting protocols and basic

ground rules in collaborative settings and

in meetings.

 Determine roles and responsibilities for

SEPAG members.

 Identify multiple members who will take

minutes, prepare agendas, manage

membership and contact information,

and manage logistics.

 Develop and utilize tools to reach

and engage parents.

Quick Start Checklist for

SEPAGs:

‘‘

Our group started with two parents and a supportive District

Supervisor. What’s important is to get up and running and see

where it takes you.

– Parent member of a SEPAG

CHAPTER

TAKEAWAYS

A mission statement will help SEPAG members

to stay focused.

Varied meeting formats can be used to

engage families in different ways.

The START Project is a valued resource for

local SEPAGs.

The most effective SEPAGs have members who

truly collaborate.

A plan for outreach and communication

is important.

A range of strategies and tactics may be needed

to engage families.

Diversity is vital to a successful SEPAG.

It is important to understand and honor roles and

responsibilities.

Best practices indicate that when parents are involved as

SEPAG leaders, it establishes trust, open communication,

and group effectiveness.

At the same time, school district leadership and personnel play

an important role in developing, growing, and sustaining a

SEPAG. Best practices suggest that school leadership should

support and partner with SEPAGs, rather than lead them.

A strong parent-directed/parent-led SEPAG can provide informed

input that is useful to the district and is actionable. Honest

discussion and creative problem-solving can generate solutions

that improve services to students – in many cases, with little or

no impact on school budgets and resources.

COLLABORATIONS AND

PARTNERSHIPS

READERS WILL LEARN:

Examples of successful

partnerships.

Essentials to strong partnerships

between schools and parents.

Considerations around resource

allocation.

Tips for strong collaboration and

partnerships.

Strategies for conflict resolution.

Roles and responsibilities of

parents and school leaders.

Parent-Initiated Partnership:

Several parents within a district wanted to participate in a SEPAG and,

after investigating, found that there wasn’t an active one in place.

They reached out to school leaders, in this case, the Director of Special

Services, who was receptive. She and her staff joined them for the SEPAG

training that parents had arranged.

The Director of Special Services, teachers, and other district staff attended

outreach meetings and joined parents and community members to promote an

environment in which everyone shared perspectives and respected opinions.

Parent members of the SEPAG sometimes held “parent-led” meetings that

were encouraged and supported by the Director of Special Services.

The school provided and covered the cost of childcare for meetings. This

support was critical to successful outreach for this district.

The SEPAG and Director of Special Services maintained a growing list of shared

community connections. These were posted to the district website as a resource

for all; Child Study Team members used the resource list, along with parents.

The SEPAG had quarterly meetings with the Director of Special Services to

share their work and findings. Parents asked, “How can we help you?” as often

as they asked, “How can you help us?” when probing an issue or solution. They

engaged in collaborative discussions to generate solutions.

The SEPAG shared its work annually with the Board of Education.

District-Initiated Partnership:

The district Supervisor of Special Services wanted to

facilitate a SEPAG, so, as a first step, he reached out

to parents who were already actively involved in

special education.

The district Supervisor of Special Education set up

a steering committee with parent co-chairs so

parents could learn about SEPAGs and how to run

effective advisory groups. The steering committee

was a parent-directed SEPAG that organized its

own activities, meetings, and outreach to expand

the group.

As part of their partnership, the district supervisor

encouraged the SEPAG to be a “connections

channel” so that parents felt more comfortable

meeting with him and other school personnel.

The SEPAG and district supervisor met as partners

every quarter. Because of the strong foundation, the

SEPAG knew how to present issues so that they

included suggested solutions and resources.

Partnerships...

Effective SEPAGs begin in the spirit of partnership. Here are two examples that show how partnerships were formed.

Both approaches built capacity and resulted in sustainable SEPAGs that continued to work in partnership with

the district. In both cases, the SEPAG was parent-directed, and district leadership supported parent leaders.

5 TIPS FOR STRONG COLLABORATION

Develop and use ground rules that can help all partners in a collaboration

know what to expect and develop trust. Some areas to consider are:

Confidentiality – Parents need to be able to share

concerns with the confidence that their input will not

include personally identifiable information.

Use of SEPAG name – Individuals who are members

should be reminded not to publish information,

articles, announcements, newspaper editorials, letters,

or public testimonials under the SEPAG name without

group consensus.

Meeting participation – Commit to attend, set cell

phones on vibrate, engage and collaborate.

Boundaries – SEPAG members should commit to

helping other parents follow the appropriate chain of

command.

Agree to listen carefully and without judgment.

Parents and district leaders must listen to each other

with full attention and avoid interrupting.

Whether engaged in problem solving or attending a

meeting, members should avoid the temptation to

generate or share a response before someone else is

finished talking.

Members should not present information without

welcoming questions and further examination. Instead,

members might say, “My understanding of this issue is....

Can you share your perspective?”

Members should avoid emotional responses. Instead, they

should be encouraged to take a breath in order to get more

information and context. Instead of saying “No!” or making

an accusation, members should be curious and ask, “Why is

this important to the person sharing it?” Members should try to

understand and make sense of other perspectives. When

trying to make sense of input, members should identify

different perspectives: “Could this problem be part of a larger

issue? Let’s break it down together.”

Members must be cognizant of the tone of voice, facial

expressions, and body language—this is important in a

group setting.

- continues

5 TIPS FOR STRONG COLLABORATION

continued

Work to establish mutual trust and accountability.

Collaboration is a group effort – multiple voices must

come together for the sake of action. Regular

attendance should be valued and depended upon. Keep

commitments or call ahead of time when attendance is

not possible.

Remember that building trust takes time and the

continued work of the SEPAG establishes a track record

for good input, dependability, and accountability.

Respect and appreciation of members is important,

along with valuing people for their expertise and

perspective.

Stay true to the spirit of collaboration, working together

as peers with diverse strengths and skills. Courtesy and

friendliness in that working relationship is essential.

Try to see things from diverse perspectives.

Parent advisors can make a good start by committing to

helping other parents and students with disabilities by

working together with the district on behalf of all students

and families.

The best solutions are the result of viewing things from

different angles. Parents can ask “How can we help

here?” and present input that’s packaged to help facilitate

a solution. Doing so is empowering and reassures

schools that active SEPAG parents want to work

cooperatively.

Try phrases like, “That’s a good point,” “I appreciate that

input,” and “What you say is interesting—where can we

take this?”

Remember that appreciating SEPAG members and

partners is essential and that “thank you” is vital.

Collaborate and create a climate of mutual respect.

Learn from mistakes. Avoid holding grudges. Record and

celebrate success.

Keep working together to improve outcomes for children

with disabilities.

This success story illustrates the

benefits of rich partnership and

collaboration – empowered parent

advisors can bridge gaps between

families and the district when they’re

focused on addressing unmet needs at

the program and policy level. Open

discussion that seeks to share

perspectives can build understanding

and reduce conflict while saving money

and time. Rather than advocating for

their individual child and potentially tying

up funds with litigation, parents can help

the district create change for many

children and can be of service to their

schools. That is the potential that

SEPAG-school partnerships can deliver.

Tip: SEPAGs can submit reports

annually, or more often to the local

Board of Education and in

accordance with local practice

might invite a member of the local

Board of Education to attend

SEPAG meetings, events, and

trainings. That way, school leaders

can better understand and respond

to needs.

Ideas Into Action: Reaching “

Yes!”

with District Leaders

Parent advisors can be a resource when district leaders

face challenges in obtaining buy-in with district

leadership:

Members of a SEPAG and school district leaders met with a group of

parents who were seeking changes in the high school program for

students in self-contained classrooms. They wanted their sons and

daughters to either remain in, or return to, the local district for the

transition years, but they felt the in-district program was lacking. It

was housed in a single room with no windows or lockers, and most

other students and teachers were unaware that the students were in

the building. Working with the district, parents advocated change.

Today, thanks to a collaborative effort between the SEPAG and district

leaders, students are visible in the school building. They read the daily

announcements in the morning and are connecting with their school

community in clubs and extra-curricular activities. They run a café

where they sell coffee and baked items, and they walk the halls and

receive high fives from classmates. The program now has a vocational

room; students change classes for core subjects; a ‘Circle of Friends’

mentoring program has been put into place, and speech therapy

services are provided at community-based worksites to help students

generalize skills. Parents also worked with the district to help find

worksites for students to job sample.

Here are some strategies to resolve

conflict in a positive way:

Strategies for

Conflict Resolution

Conflict is a natural part of all

partnerships, and should be expected

in a SEPAG. Conflict is not a sign that

things are not going well; in fact,

conflict can increase understanding,

build group cohesion, and expand

viewpoints. However, poorly managed

conflict – or conflict that goes

unresolved – can harm the partnership

and erode trust. It is important that

conflict be recognized and resolved in

a positive manner, so that it can

ultimately strengthen, not damage

relationships.

Make building relationships the top priority. Understanding

the various points of view, not “winning” the argument,

should be the goal.

Don’t get personal about the disagreement. Focus on

the issue, not the person.

Listen carefully to different ideas and ask questions. Try

to understand not only what a person is saying, but also

why it matters to them.

Try to agree on some facts. Conflict can move toward

consensus as SEPAG members add to the facts that

all can agree on.

Focus on NOW. Avoid the temptation to bring other

issues and problems into the discussion.

Explore options together, without judgment.

Know when to “let go”. Sometimes, it is best to “agree to

disagree” and come back to a conversation at another time.

Keep the interests of the children at the center of

the discussion.

All members should:

Understand the function of a SEPAG.

Develop and maintain knowledge of regulations

pertaining to the special education process.

Attend and participate in SEPAG meetings.

Parent members should:

Participate in outreach that extends to the

larger community.

Record and distribute meeting minutes (see Tools

for Change at the back of this guide)

Distribute information to families via a wide range

of channels (see Chapter 8, page 39).

Establish connections with school committees such

as PTA/PTO and community resources.

Attend and offer oversight/participation for activities and

events.

Explore meetings and events held in other districts.

Seek representation from other schools in the district and

connect with other parent leaders.

‘‘

I always have special education

codes and chains of command

handy, in print or on my phone.

That way I can provide

information to parents and

steer them to the right

resources, while I am

staying within bounds

of my role as an

advisor.

– Parent member of a SEPAG

Roles and Responsibilities

SCHOOL DISTRICT LEADERS SHOULD:

Take care of meeting logistics, including an accessible location.

Arrange services and supports for parents, grandparents and foster parents to ensure diverse participation

(childcare, accessibility of meetings, translation services, etc.).

Direct parents to appropriate personnel when individual concerns arise.

Communicate information in accessible, varied formats to all parents and guardians to increase accessibility.

Identify areas of concern to which SEPAG members can provide input.

CHAPTER

TAKEAWAYS

Effective SEPAGs depend on a real partnership.

District leaders can support parent leaders.

SEPAGs can offer input regarding resource

allocation.

Ground rules are important to collaboration.

Well-managed conflict can strengthen

collaboration.

Parents and district leaders have different

roles and responsibilities.

Mutual respect is a keystone of the SEPAG

process and essential to its success.

If a good structure can be viewed as the engine of a SEPAG,

input can be viewed as the “fuel” for change. A SEPAG’s work

comes from input collected from parents, educators, and other

sources. A SEPAG can use this input to identify systemic

issues and solutions.

What is parental input?

Input is simply information, and it comes from many sources and in many

forms: letters, proposals, comments, concerns, and even complaints.

Other forms of input might include data about the school district. An

effective SEPAG will invite input of as many forms as possible. Listen to

parents and use input to advise the district on positive change.

What are some strategies a SEPAG can use to

reach parents, engage them, and invite input?

SEPAGs can tap into diverse sources and channels to gather

information about issues affecting students with disabilities. Input can

be obtained from a wide range of sources. It is vital that parents be

aware of the SEPAG and its function, and invited to provide input.

SEPAGs do this through the development of effective, varied outreach

and communication strategies (see sample on page 27).

GATHERING PARENTAL

INPUT THROUGH OUTREACH

READERS WILL LEARN:

The meaning and importance of

parental input.

Outreach and communication

strategies to invite and maximize

parental input.

Ways to solicit diverse input.

COMMUNICATION STRATEGIES FOR SEPAGS

1 District leadership can distribute information

through various means of communication

(e.g., email, flyers/brochures, text messages,

phone calls) through multiple venues and

platforms (e.g., Back-to-School Night,

Parent-Teacher Conferences, and other

events that draw parents).

2 Establish a web presence and provide clear

ways for parents to contact SEPAG members

and provide input. This might be a page on the

district’s website, or a stand-alone website

linked from the district’s website. Some

SEPAGs post information on PTO/PTA

websites, and on community pages operated by

the YMCA or other community groups. The

website can also be a repository for information

on basic rights, podcasts on special topics,

archived webinars, taped teleconferences, and

links to advocacy resources.

3 Take advantage of social networking to reach

parents. Post minutes, information about

meetings, links to the SEPAG website, and

other resources.

4 Use texts, email, social media groups, private

forums and other forms of electronic outreach.

5 Start a blog or forum on the SEPAG website to share

ideas, articles, and best practices.

6 Ask SEPAG members to attend school and community

events to increase parental awareness of the SEPAG

and the opportunity to provide input.

7 Host a “listening night” for parents to talk to SEPAG

members about their concerns, experiences, and

ideas.

8 Establish a dedicated SEPAG email account that

parents can use to send input.

9 Use surveys that can be posted to sites, shared

through social media, emailed, or printed for

distribution.

10 Jot down ideas and input from parents during chance

encounters – e.g., at the soccer game, in the parking

lot, or at a school event. Keep a notebook handy or

send yourself a text message.

11 Invite experts to present workshops and lectures on

topics of interest to parents in the district.

12 Make sure that all information and outreach is provided

in a family-friendly manner and, if possible, translated

to reach as many as possible.

What can the SEPAG do to support diverse parent participation?

A SEPAG can work to ensure that parents are able to fully participate in meetings and provide input effectively. Knowing what

to do typically requires the SEPAG to ask parents, “What supports do you need in order to participate and attend meetings?”

Some SEPAG groups have found that parents can

better participate when they have childcare, translation

services (including foreign languages, sign language,

braille, etc.), transportation assistance, and other

supports at meetings.

Offer meetings at various times, and consider ways to

invite input, such as a hosting an online meeting or

conference call.

Printed materials (agendas, flyers, brochures), a SEPAG

website, and social media can be translated into other

languages used in the community.

TOOLS FOR CHANGE:

Sample agenda, flyers, and brochures

can be found in the back of this guide.

CHAPTER

TAKEAWAYS

Input is simply information about programs,

policies, and systemic issues.

Parents might need childcare, translation services

(including foreign languages, sign language, braille,

etc.), transportation assistance, and other supports

in order to participate.

Most SEPAGs hold several types of meetings at

different times and locations.

SEPAGs need to use a variety of communication

and outreach strategies to reach and engage

parents, and to solicit input.

The success of a SEPAG hinges on its ability to shape the input

it collects from parents into concrete issues and solutions, and

to communicate it to district leaders in ways that lead to positive

changes in services, policies, or programs.

Not all input will require action. It is important that a SEPAG

have a structured process that can help members review

each issue and decide whether SEPAG action is needed.

TURNING IDEAS

INTO ACTION

READERS WILL LEARN:

Strategies for transforming input into

action.

Strategies for communicating input.

Possible areas for input.

Assessing the impact of the SEPAG’s

work.

TOOLS FOR CHANGE:

A problem-solving worksheet

can be found in the back of

this guide.

“

I can do more on the school side if parents come to me

with a clear agenda that identifies needs and priorities and

lays out potential solutions. If the SEPAG can help

identify the resources required and what they can provide

and what they need to ask for, that’s great. It also helps

when parent advisors are informed about funding streams

– they know what solutions are outside my constraints and

can explore where and how they can help.

– School Leader

District vision and future goals

District policies and procedures

Funding issues and resource allocation

Staffing

Professional development

Accessibility and location of programs

Inclusive education

Out-of-district programs and services

Transition from school to adult life

IEPs, rights and responsibilities

Section 504

Related services

Extended school year services

Scholarship opportunities

Unified athletics

Transportation

Driver education

After-school sports

Before care and after care

‘

We don’t address issues

that are

best resolved at the

IEP level, but we found that

parents were struggling with

the transition process from

504 to IEP. That’s an issue

impacting many families

[that] we could bring to the

District Supervisor. And our

SEPAG is involved in the

solution – we’ve invited a

Child Study Team leader to

talk with parents at our

next meeting so they

better understand the

forms and processes.

That’s a positive

outcome.

– Parent member of a SEPAG

What are some topics for input?

Topics for input will likely come from the community organically, as parents

share ideas, concerns, and experiences. Sometimes a SEPAG can prompt

input around certain topics by hosting an information forum. SEPAGs in New

Jersey have addressed such areas as the following:

‘‘

1 When an advisory meeting closes, minutes should indicate

who raised what issue within the meeting, who is responsible

for actions, and a timeline for activities and deliverables. If an

action remains outstanding, carry it onto the agenda for the

next meeting, and in the interim, explore any obstacles to

action and ways to resolve them.

2 Define what evidence will show that input has been considered

and whether it has had an impact. Indicators of success might

include high attendance at a topic-focused speaker meeting,

encouraging input from surveys, and positive feedback from

parents and stakeholders about changes to new or existing

services.

3 Publish meeting minutes that protect anonymity and focus on

positive movement forward. Keep in mind that some of the

issues and ideas a SEPAG presents may not receive

immediate support. Making change happen takes time and is a

learning process. Celebrate victories – large and small – with

parents and community.

4 Evaluate areas that are problematic and compare them with

successful outcomes. What approaches to change seem to

work best for the district and schools? How can the SEPAG

better adjust its process and focus?

How can a SEPAG make

its case for change?

SEPAGs use different strategies to make

the case for system change based on the

issue. These include:

Providing copies of minutes to

school leaders to keep them

apprised of developments.

Sending letters or reports to school

leaders summarizing issues and

concerns.

Sending letters of thanks and

praise when services and

supports are working well.

Providing information to the

local Board of Education.

Offering to speak or present to

the local Board of Education.

How can a SEPAG assess the impact of its work?

A critical best practice is to follow up on the input and solutions a

SEPAG shares during meetings with school leaders. Here are a

few tips:

We continue to struggle with staffing issues and professional

support. But we also had a surprise achievement with Unified

Athletics, and we’re focused now on identifying needs in a new

after-care program – we’re still growing our SEPAG,

and we’re happy that we’ve had successes.

– Parent member of a SEPAG

“

CHAPTER

TAKEAWAYS

Not all parent input requires SEPAG action.

SEPAGs should seek input on a wide range of issues

and topics.

SEPAGs need a structure to review input and

then transform it into action.

The first solution is not the only solution.

Follow-up is vital for success.

Incremental change is good change. Celebrate

every achievement, large or small.

SEPAGs should use a variety of strategies to

communicate with school leaders about the changes

they are seeking.

What formats should be used for SEPAG

meetings?

Many SEPAGs find it best to use different meeting formats, based on

the type of gathering and the goals. Some meetings may be “parent-

led” meetings, while others might be parent and district meetings.

How can a SEPAG organize effective meetings?

Parent advisors have great empathy for each other’s challenges and busy

schedules. It’s helpful to create a standardized approach to organizing

meetings that can accommodate changing availability and needs.

Bring together several parents to create generic checklists of “to-dos” for

different meeting formats. The items on the checklist should reflect the

SEPAG’s unique needs and be organized so that parent leaders can

work efficiently.

Some SEPAGs find that a single meeting organizer works, while others

divide the task among several parents. Checklists can help an organizer

carry out or delegate tasks if necessary. A SEPAG can also assign one

parent to start meetings with a welcome and introductions and to move

the agenda along. It is critical that parent advisors have clear roles and

sustainable tools for making efficient meetings happen. It is important to

start and close meetings on time, and to stop discussion when it is time

to move on to another item on the agenda.

STRATEGIES FOR RUNNING

AN EFFECTIVE MEETING

READERS WILL LEARN:

Suggestions for meeting formats.

A systemic approach to organizing

meetings.

Effective development and use of an

agenda.

Writing and utilizing meeting

minutes.

Strategies for helping new parents feel

welcome.

Examples of group processes for

reaching agreement.

Ground rules for good meetings.

How should minutes be written and used?

As an advisory group, a SEPAG should record the minutes of its

meetings. Some SEPAGs have set up templates for capturing

minutes at a meeting and for publishing minutes via email and online.

It is a good idea to establish a role for taking minutes. Some SEPAGs

appoint a secretary to take all meeting minutes, while other SEPAGs

rotate the task so that one person isn’t responsible for all types of

meetings.

Minutes can be a great source for reviewing input or potential

resources, so aim to capture details. Record names of individuals and

the input, concerns, or questions they provided to the meeting, and

follow up with them to provide or obtain more information if possible.

Publish minutes from meetings that are transparent, reinforce

the purpose and goals, and emphasize positive results.

Good minutes will:

Present summaries that inform readers about topics so that

they are knowledgeable and want to learn more and

participate.

Focus on successful outcomes, note whether an issue needs

more work, offer a call to action, and include a way to contact

the SEPAG.

Include information about upcoming meetings and topics.

Does every meeting need

an agenda?

Yes. The agenda should reflect

ongoing work as well as new efforts. It

should be made available in advance

of every meeting. The agenda should

allow adequate time for parental input.

Keep a list of topics that are off the

agenda so they can be addressed at

a later time, either at the end of the

meeting or at a subsequent meeting.

TOOLS FOR CHANGE:

Agenda templates can be found

in the back of this guide.

How can a SEPAG reach agreement on action

steps?

SEPAGs need processes for reaching agreement on action

steps. Best practices suggest keeping these processes simple

and straightforward.

In many cases, decision-making is an ongoing process, and is

likely to stretch over the course of several meetings. As the

SEPAG decides to take action over time, it will need to keep

careful records of completed and outstanding items.

Groups may want to explore different options and processes for

reaching consensus and agreement. Two popular formats are:

1 Voting – The most formal, and perhaps, the most familiar

process is to vote. “Robert’s Rules of Order” offers guidelines

for meeting formats and “rules” of conduct, including group

decision-making. “Robert’s Rules” follows government

models, where decisions are generally finalized by a majority

vote.

2 Consensus Decision-Making – A creative and dynamic way of

coming to an acceptable agreement that everyone can support is

through consensus. Less formal than voting, it requires that

discussion continue until all members of the group can agree.

3 See the Resources Section for more information on these

meeting formats.

How can a SEPAG help

new parents feel welcome?

An effective SEPAG continuously seeks to engage

new parents, so it is quite possible that there will

be a newcomer at every meeting. Some groups

have a welcome team comprising a few parents

who have agreed to greet and welcome new

parents. It is also helpful to review or provide in

writing the “etiquette rules” at all meetings so

attendees – existing and new – have a positive

experience and feel welcome. Some SEPAGs

have created a new member orientation process.

In our district, we have the

special

education administrators join

our meetings. Sometimes we resolve

issues immediately, other times, they

leave the room if parents want to

discuss something in confidence. We

invite the special service staff as

well as the Board of Education to our

meeting, and open our meeting to

other SEPAGs as well. Also, a SEPAG

member serves on a special

education subcommittee of our local

Board of Education. Communication

flows from the SEPAG to the Board

and vice-versa.

– Parent SEPAG member

‘‘

CHAPTER

TAKEAWAYS

 Effective SEPAGs use a variety of meeting formats.

 Logistical checklists can help a SEPAG stay organized.

 All SEPAGs need a meeting leader or facilitator.

 It is important to have an agenda for every meeting.

 Minutes are a vital part of the work of a SEPAG. All

SEPAG communications should respect privacy.

 A SEPAG should consider how it plans to welcome parents

who are new to the process.

 Etiquette rules or ground rules can help ensure that every

meeting is productive.

 SEPAGs need a structure for decision-making: consensus

and majority rule are two popular methods.

 SEPAGs need to use and expand outreach lists.

What are some good ground rules for meetings?

It’s a good practice to document meeting ground rules and, depending on context, read

essential ones aloud as a meeting starts or include them at the top of meeting agendas.

Ask for full participation: cell phones set to vibrate, avoid cross talk, and listen without

interrupting. Start and end meetings on time and pace agendas so that there is time for all

agenda items.

Be clear that protecting personally identifiable information is essential, that contact

information gathered from parents is not shared with schools or the community, and that

information published in minutes or announcements will be presented from a group

perspective (e.g., “the issue was raised,” not “Jane Doe said”).

Be clear that the SEPAG is not a parent support group. Stress that SEPAGs can help steer

parents with individual concerns to the right resources following the appropriate chain of

command. Sometimes, though, an individual concern can help to identify a systemic issue.

How can a SEPAG

build an outreach list for

meetings and events?

SEPAGs can use outreach

meetings to build a private list of

email and phone contacts.

SEPAGs are not required to

share member and participant

lists with the community. It’s

important to reassure parents that

contact lists are private and

uphold that commitment.

Using best practices can help ensure that a SEPAG starts strong

and remains effective, with sustained growth and engagement.

But even the most effective groups hit “speed bumps.” Here are

some ideas from other SEPAGs to help a group grow in size,

strength, and capacity.

Establish annual priorities, goals, and

meetings.

Work with district leaders to set priorities for new or improved

programs and services, based on input.

READERS WILL LEARN:

Successful operations of SEPAGs .

Tip: College and high school

students may be a free or low-

cost resource for childcare.

STRATEGIES FOR

STRENGTH AND GROWTH

Plan to write an annual report to the local Board of Education.

Establish resources within the school and community to support

engagement and participation. School and community can provide

help with logistics such as:

Securing meeting spaces

Childcare during meetings

Transportation

Interpreters

Refreshments

- continues

Compile and store materials created

for the SEPAG.

Use a website and other digital tools to create a

centralized knowledge base for standard documents and

communications, including:

Membership rosters

Descriptions of roles and responsibilities

Bylaws (if applicable)

Templates for quarterly and annual reports

Templates for meeting formats, agendas, minutes,

contact info, invitations, etc.

SEPAG guidelines concerning meeting etiquette

SEPAG new member orientation information

Lists of school and community resources

Special education regulations and laws

Surveys used to gather input

Print and online formats for a SEPAG flyer/brochure

Link to the New Jersey Department of Education

and other useful links

Tip: Protect information with appropriate

access rights.

Use a variety of meeting formats

geared to different goals.

Regular SEPAG members-only meetings: These meetings

focus the agenda on organizing input, defining systemic

issues, and collaborative problem solving.

Include time to discuss outreach efforts, communications,

and connections with schools and community.

SEPAG meetings with a specific topic and guest speaker:

These meetings can attract parents who want to learn more

about a particular topic, and are a great way to build awareness

of the SEPAG and its purpose. SEPAGs have invited speakers

from outside the district to present on topics such as delayed

readers, executive functioning, social skills, transition, and the

IEP process, to name a few. It is a good idea to share the names

of possible guest speakers with district leaders before extending

an invitation.

SEPAG meetings with district leadership: Best practices

call for a regular meeting in which parent advisors and school

leadership explore systemic issues, suggestions, and solutions.

Use partnership and efficiency skills to frame the meeting

as a structured conversation, grounded in a clear agenda

that reflects insightful work with systemic input.

Recognize that relationships between parent advisors

and district leaders are always unique. Meeting formats

will differ, but a common thread is a feasible agenda and

agreement on what the SEPAG hopes to achieve within

a quarterly meeting.

Record progress on issues: who raised an issue, what

solutions and resources are available, who is responsible

for actions, and whether an item is outstanding.

- continues

Develop relationships at all levels.

A local SEPAG can help foster partnership and

collaboration with families, schools, and the community

both locally and across districts.

Encourage parents to sign up as representatives to

other groups in the school community.

Embrace a diverse cross-section of parents, schools,

and a range of disabilities. Be proactive – for example, if

the SEPAG lacks representation from high schools,

make “improving transition” part of the annual agenda.

Establish relationships with public service organizations:

libraries, intramural sports, police, transportation, faith-

based groups, and others. SEPAGs that reach out to such

groups find resources for programs and services and

volunteer speakers for topic meetings.

Encourage school staff and Child Study Teams to

attend outreach meetings as a part of the group.

Successful SEPAGs have found that administrators,

teachers, paraprofessionals, and other educational

professionals want to connect with parents in a

neutral, collaborative setting. They can also serve as

guest speakers on a number of topics.

Assign a group member to serve as a SEPAG representative

at local Board of Education public meetings.

Ask the District Supervisor and school staff to join a SEPAG

representative at a SPAN Parent/School Roundtable. These

roundtables are facilitated by the SPAN START Project to

network and support parent leaders by sharing strategies

and tools for running SEPAGs collaboratively and

effectively. Check START Upcoming Events for a

roundtable in the county.

CHAPTER

TAKEAWAYS

Establish and follow priorities.

Stay organized and save time through the use of

templates and checklists.

Use a variety of meeting formats.

Network and communicate.

Develop and nurture relationships.

Learn from other SEPAGs about what has worked for them

and apply strategies that are a good fit for the district.

Forge a network of communications

channels.

Set up social media accounts for the SEPAG.

Request space on the district website, sites for local schools,

and PTA/PTO sites.

Set up a SEPAG email address that directs parents to

SEPAG leaders.

Create private distribution lists for parents of children of

disabilities; remember that not all parents have email, but almost

all will have phones, so text messaging can be a very useful tool.

Ask the PTA/PTO to send out email blasts – they have generic

lists for all parents.

Give printed materials to Child Study Teams and

special education staff for distribution.

RESOURCES

New Jersey Department of Education

Division of Learning Supports and Specialized Services

 Office of Special Education Policy & Procedure

The office has a responsibility, under federal statutes and regulations, to

operate a system of general supervision that monitors the implementation of

the Individuals with Disabilities Education Act of 2004 (IDEA) by local

education agencies (LEAs). The system is accountable for enforcing the

requirements and for ensuring continuous improvement. The office supports

the mission of the Department and the vision of the Division by providing

leadership in establishing standards that promote improved outcomes for

students with disabilities as well as consistency in the procedures public

agencies implement for maintaining compliance with state and federal

regulations. To accomplish the mission above, the OSEP oversees the

following functions: monitoring, dispute resolution, complaint investigations,

state and federal IDEA Part B grant applications and oversight, approvals of

Approved Private Schools for Students with Disabilities, clinics, agencies and

community transition programs, development policy, guidance, administrative

code, and SEMI. The office also develops the State Performance Plan/

Annual Performance Report in collaboration with NJOTSSS.

 Office of Special Education

Professional Development

The New Jersey Department of Education (NJDOE), Office of Special Education

Professional Development provides professional development, technical

assistance, resources, and instructional materials to teachers, administrators,

staff, and parents across the State. In addition, the Office provides support to

districts seeking to implement the New Jersey Tiered System of Supports

(NJTSS) or to enhance multi-tiered systems of support (MTSS) that are already in

place through the reinforcement of the frameworks’ essential components,

including but not limited to building capacity in Universal Design for Learning

(UDL) and Positive Behavior Supports (PBS). In representing the needs of

students receiving special education services, the Office plans and

implements professional development activities in areas related to providing

the Least Restrictive Environment (LRE), planning the transition of students

with disabilities from school to adulthood, implementing high quality services

for preschool and school-age children with disabilities, developing

Individualized Education Programs (IEPs), and accessing individual rights

and entitlements.

The Office also funds four Learning Resource Centers (LRCs), strategically

located across the state, that provide families of students with disabilities and

the educational professionals who serve them with information, materials

circulation, technical assistance, consultation, and production services.

(http://www.state.nj.us/education/specialed/)

The Statewide Parent Advocacy Network

The Statewide Parent Advocacy Network (SPAN) is committed to

empowering families as advocates and partners in improving education,

health, and mental health outcomes for infants, toddlers, children, and

youth. SPAN offers families, professionals, policy makers, and our parent

center colleagues information, resources, support, and advocacy

assistance that addresses effective parent involvement, child care, general

and special education, dropout and bullying prevention, child welfare,

health care, mental health, youth leadership, transition to adult life,

incarcerated youth, military family support, violence prevention, and more.

(http:/www.spanadvocacy.org/)

SPAN Statewide Technical Assistance & Resource Team

The SPAN Statewide Technical Assistance & Resource Team (START)

Project offers programs and services that support the engagement of

families to improve outcomes for students. Assistance is available for

developing and implementing parent groups in the school and

community. START Project can facilitate a meeting with schools and

parents that starts a conversation in a neutral setting.

RESOURCES

continued

can also conduct onsite trainings and workshops tailored to the needs of

each group. Districts can request technical assistance, resources, and

information from SPAN and the SPAN START Project at any time.

The SPAN START Project holds regular Parent Leadership

Roundtables that invite parent advisors, teachers, and district leaders to

share feedback and educate each other about best practices for

programs, services, and policies.

START Project Email: START@spannj.org

START Project website

For more strategies for running effective groups, check out

these resources:

Serving on Groups (Sponsored by WI Parent Organizations and WI

DOE)

Partners in Education: A Dual Capacity Framework for Building

Parent-School Relationships (PDF)

National PTA Standards for Family-School Partnerships

NJ PTA Official Website

NJ Department of Education

NJ Department of Education, Offices of Special

Education

NJ Tiered System of Supports (NJTSS)

A framework of supports and interventions to improve student

achievement

The World Café

The World Café is a structured conversational process intended

to facilitate open and intimate discussion, and link ideas within a

larger group to access “collective intelligence” or collective

insight.

Parent Café

A number of states are using Community and Parent Café small

group discussions to bring parents together. The goal is to directly

engage parents in building the protective factors needed to promote

healthy outcomes for their children.

Robert’s Rules of Order

Since 1876, Robert’s Rules of Order has served as a foundational

guide for conducting meetings and making decisions as a group. The

guide has been adapted for use across many types of organizations

and groups, and multiple channels.

TOOLS FOR CHANGE

Sample Mission Statements

Our mission is to facilitate communication among students, parents, community members, administrators, and

the Board of Education, for the purpose of improving the quality of district-wide special education policies,

programs, and practices.

SEPAGs are required for all school districts in New Jersey. N.J.A.C. 6A:14-1.2(h) states that: “Each board of

education shall ensure that a special education parent advisory group is in place in the district to provide input

to the district on issues concerning students with disabilities.”

The (district name) SEPAG offers the opportunity to raise questions, to voice your concerns, and to provide direct

input to administrators regarding Special Services. SEPAGs also provide parents and families opportunities to

learn about district programs, services and resources.

The mission of the (district name) SEPAG is to facilitate collaboration among students, parents, staff, the Board

of Education, and the community in order to promote inclusion and understanding of, respect for, and support of

all children with special needs in our community.

The (district name) Special Education Parent Advisory Group (SEPAG) is a state-mandated, district-wide volunteer

organization. We offer advice, provide information, and make available resources to parents of children with special

educational needs. We work closely with the (district name) Child Study Team to identify areas of need from preschool

through grade 12. We are parents of children with learning differences, we are willing to share our experience and

information with you. The (district name) SEPAG is a supportive, informative, and encouraging forum for you and your

child. It is our goal to empower you, the parent, to become an effective advocate for your child.

The mission of the (district name) Special Education Parental Advisory Group (SEPAG) is to encourage honest

and effective communication, understanding, and mutual respect in a supportive partnership inclusive of all

students, parents, educators, and the community at large in an effort to ensure the delivery of appropriate

services to students with disabilities.

TOOLS FOR CHANGE

Sample Copy for a Flyer

SEPAG’s role:

To provide direct input on the policies, programs,

and practices that affect services and supports for

students with disabilities.

To increase the involvement of families of children

with special needs in school activities.

To advise on issues that affect the education, health,

and safety of students with special needs.

Who should attend a SEPAG meeting?

Parents and guardians in the district with a student

or students with disabilities.

Parents and guardians in the district with a student

or students eligible for or receiving services under

an IEP or 504 plan.

What happens at a SEPAG meeting?

Concerns related to a group of students are shared

and discussed.

District representatives provide updates related to

special services in the school district and at the

state and national levels.

Parents have adequate time to discuss issues

among themselves and plan the agenda for the

next meeting.

Speakers, other district leaders, and individual staff

members may be invited, based upon requests

from the SEPAG.

What else can a member of the SEPAG do to

advance the mission?

Volunteer to be a parent representative regarding

issues and concerns raised at your individual

school.

Remember that SEPAG meetings are not the

forum for a discussion about individual students or

a child’s IEP. Topics are limited to those with

impact on all students or a group of students.

SEPAG meetings may prove to be for parents only.

There may be times when having children at the

meeting would be inappropriate. This is a decision

that the SEPAG members can make ahead of time

based on the topics that are to be discussed.

TOOLS FOR CHANGE

Sample SEPAG Bylaws

The SEPAG will provide input and make recommendations on special education policy, programs,

and practices to the district.

SEPAG members will act as liaisons to share comments and concerns with school leaders.

A secretary will be appointed to coordinate activities, attend meetings, and take minutes at

SEPAG meetings. Meeting minutes and an agenda will be distributed prior to all meetings.

Meetings will be held at a variety of times and locations and will be announced on the SEPAG

website. Notices will be available in every school and will be distributed to parents, including those

in out-of-district placements, via print and e-mail.

Principals, PTO presidents, and Child Study Teams will assist in identifying parents who may

want to be part of the SEPAG.

“Robert’s Rules of Order”, Newly Revised shall govern all meetings in all cases in which

they are applicable, and in which they are not in conflict with these bylaws.

The SEPAG will work to ensure that membership reflects the ethnic, linguistic, and cultural diversity

of the school community and includes members from each preschool, elementary school, middle

school, and high school, as well as at least one parent of a student receiving services in another

school district.

TOOLS FOR CHANGE

Sample Action Sheet – Agenda and Minutes

Members Present: ______________________________________________________________________ Today’s Date: __________________________

Recorder: ________________________________________________________ Date/Time/Place of Next Meeting: __________________________

Agenda Item

Person

Initiating

Summary of Discussion/Task List

Action Decision

Person to

Follow Up

Target Date

Completion

Parent Input-

Access to

Library- Elem

school

SEPAG

Students in third grade are unable to use

the library. There are stairs and one child

is in a wheelchair so the entire class does

not go to library.

Build a ramp so all students have

access to the library.

TD will contact/access

TD will contact the

principal and set

a deadline for

completion

Principal by Dec 1.

Deadline for

completion

Dec 20.

Parent Input –

Social skills

instruction needed

SEPAG

Parents concerned that lack of social

skills instruction impacts education,

students are bullied and having difficulty

participating in group projects. DSS had

no funding for social skills.

DSS and SEPAG leaders will

reach out to local universities to

find students interested in running

social skills programs as interns.

DSS & TD SEPAG

Co-Leader

Dec 12

SEPAG Input

SEPAG

SEPAG would like visible location on

district website and on each school

web- site, ability to share contact and

meeting information.

SEPAG information will be posted

on district and school websites.

Parent reps of schools will check

to make sure information is

updated on school websites.

DSS will contact

webmaster to add

SEPAG to website

under Student

Services

At last one

week before

next meeting

District Input-

New Transition

Coordinator

DSS

The district Transition Coordinator will

be looking at improving programs and

transition services.

Parents would like a meeting with

Transition Coordinator to share

concerns, discuss programs and

how parents can help with com-

munity job coaching locations.

DSS TD

Hire date Dec

Meeting date

in Jan

District Input

Professional

Development

DSS

113 district paraprofessionals will be

attending a training on Positive

Behavior Supports.

This training may reduce the

use of restraint by teaching

staff de-escalation techniques

and to help students self-

regulate their behaviors.

Training is on PD

Half day Nov 30

Possible Agenda Items for Next Meeting:

Odds and Ends List Next Meeting Date:

1 .

2 .

3 .

4 .

5 .

1 .

2 .

3 .

4 .

5 .

TOOLS FOR CHANGE

SEPAG Workshop Reflection

List possible topics for discussion at a

SEPAG meeting.

Is this topic...

What are some ways that this issue can be

addressed/resolved?

Individual?

Systemic?

(address through

IEP)

(affects most/ all

students)

1 .

2 .

3 .

4 .

- continues

TOOLS FOR CHANGE

SEPAG Workshop Reflection

(continued)

What information do you still need?

With whom will you share the information you learned today?

Whom do you need to speak with to move forward with your local SEPAG?

What are your next steps?

4 7

PART III: RESOURCES

Considerations

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

1. SEPAC members have full and common

understanding of the functions, roles, and

responsibilities of the SEAC.

2. The SEPAC has clear and easy to understand by-laws.

3. The SEPAC has clear priorities based on objective

assessment of needs.

4. The SEPAC has established procedures for reporting

needs for the education of children with disabilities

and making recommendations to the school board.

5. The SEPAC seeks diverse input in developing

recommendations to the school board.

6. The SEPAC eectively outreaches to special education

constituencies.

Sample SEPAC Self-Assessment

The following form can be used by SEPAC members and the director of special education to get an impression of how well the SEPAC is doing. Each member and director of

special education should complete the form about four weeks before the meeting at which the results will be reviewed. Ideally, a subcommittee of the SEPAC will receive

the completed forms, collate the results, and write a report indicating the number of respondents who rated the SEPAC for each of the 12 considerations.

TOOLS FOR CHANGE

- continues

From ‘A Guide for Local Special

Education Advisory Committees

permission from the Center for Family

Involvement at the Partnership for

People with Disabilities at the Virginia

Commonwealth University. 804-828-

http://www.doe.virginia.gov/boe/

committees_advisory/special_ed/

local_sped_advisory_committees/

index.shtml

This page is excerpted from Advocacy

in Action: A Guide to Local Special

Education Parent Advisory Councils,

produced under U.S. Department of

Education, Oice of Special Education

Programs No. H328R130014 by

Center for Parent Information and

Resources. Permission to reprint this

material is not necessary, however, the

citation should be: Center for Parent

Information and Resources (retrieval

date). Advocacy in Action: A Guide to

Local Special Education Parent Advisory

Councils, Newark, NJ, Center for Parent

Information & Resources, 2019.

PART III: RESOURCES

Considerations

Strongly

Agree

Neutral

Disagree

Strongly

Disagree

7. SEPAC meetings facilitate focus and progress on

important issues and matters.

8. The SEPAC receives regular reports on budgets,

program performance, and other important matters.

9. The SEPAC regularly monitors and evaluates progress

on priority issues.

10. All necessary skills and stakeholders are represented

on the SEPAC.

11. The SEPAC conducts ongoing training for its

members.

12. School board and division personnel are responsive

to the work of the SEPAC.

Sample SEPAC Self-Assessment (continued)

The following form can be used by SEPAC members and the director of special education to get an impression of how well the SEPAC is doing. Each member and director of

special education should complete the form about four weeks before the meeting at which the results will be reviewed. Ideally, a subcommittee of the SEPAC will receive

the completed forms, collate the results, and write a report indicating the number of respondents who rated the SEPAC for each of the 12 considerations.

TOOLS FOR CHANGE

From ‘A Guide for Local Special

Education Advisory Committees

permission from the Center for Family

Involvement at the Partnership for

People with Disabilities at the Virginia

Commonwealth University. 804-828-

http://www.doe.virginia.gov/boe/

committees_advisory/special_ed/

local_sped_advisory_committees/

index.shtml

This page is excerpted from Advocacy

in Action: A Guide to Local Special

Education Parent Advisory Councils,

produced under U.S. Department of

Education, Oice of Special Education

Programs No. H328R130014 by

Center for Parent Information and

Resources. Permission to reprint this

material is not necessary, however, the

citation should be: Center for Parent

Information and Resources (retrieval

date). Advocacy in Action: A Guide to

Local Special Education Parent Advisory

Councils, Newark, NJ, Center for Parent

Information & Resources, 2019.

A C K N O W L E D G E M E N T S

SPAN would like to acknowledge and thank the hundreds of parents, community leaders, and district staff whose input, guidance, and feedback are

reflected in this guide. Gathered through public forums, online surveys, and direct interviews, their collective wisdom informed us as we worked to

present best practices in the development and on-going coordination of Special Education Parent Advisory Groups in New Jersey.

Debra Jennings, SPAN Executive Co-Director Dianne Malley, former START Project Director

Karen Antone, START Project Director START Parent Group Specialists

This manual was developed as part of the START Project in partnership with New Jersey Department of Education (NJDOE), Office of

Special Education Professional Development and Office of Special Education Policy and Procedure and the Statewide Parent Advocacy

Network, Inc. (SPAN). This project was funded 100% by New Jersey’s federal Special Education – Grants to States (IDEA-B) funds in the

amount of $9,000.00 from Award Number: H027A160100, CFDA 84.027A.

Kimberley Harrington

Commissioner of Education

Peggy McDonald

Acting Assistant Commissioner/Chief

Division of Learning Supports and Specialized Services

John Worthington

Director

Office of Special Education Policy and Procedure

Lorelei Drew-Nevola

Director

Office of Special Education Professional Development

Saskia Brown

Project Manager

Division of Learning Supports and Specialized Services

New Jersey State Board of Education

Arcelio Aponte

President

Andrew Mulvihill

Vice President

Mary Beth Berry

Ronald K . Butcher

Jack Fornaro

Edithe Fulton

Kathy Goldenberg

Ernest P . Lepore

Sylvia Sylvia

Kimberley Harrington

Commissioner of Education

Secretary, State Board of Education

New Jersey Department

of Education

P. O. Box 500

Trenton, NJ 08625-0500

(609) 292-5935

CONTACTS

Statewide Parent Advocacy Network

35 Halsey Street, 4th Floor

Newark, NJ 07102

Toll Free: 800-654-SPAN (7726)

973-642-8100

Online: http://spanadvocacy.org

Facebook: https:// www.facebook.com/parentadvocacynetwork

Twitter: https://twitter.com/@spanvoice

LinkedIn: https://linkedin.com/company/statewide-parent-advocacy-network-span

New Jersey Department of Education

Offices of Special Education

(609) 292-0147

www.state.nj.us/education/speced

REACHING ALL FAMILIES

Partnerships

Family Engagement

Collaboration

For Schools and Districts

Contact the START-EPSD Project for assistance and for training on any of these topics.

E-mail: start@spanadvocacy.org or call SPAN: (973) 642-8100.

35 Halsey St, 4th Floor Newark, NJ 07102 (973) 642-8100/-8080 fax spanadvocacy.org

Engaging Parents of Students with Disabilies is a partnership between the New Jersey Department of Educaon Oce of Special Educaon Programs (NJOSEP) and SPAN Parent Advocacy Network.