CAC NEWS

VENTURA COUNTY SELPA, MAY 2022

INFORMATION FOR FAMILIES AND CAREGIVERS OF STUDENTS WITH DISABILITIES

A collaborative partnership of

school districts, staff, students, parents/families, and community agencies

Supporting Equitable Learning, Programs and Access

for ALL students.

2022-2023 Budget and Annual Review

The Ventura County SELPA would like to encourage you to attend a review of the

VC Annual Update of the Local Plan Section D: Budget and E: Annual Services.


May 2, 2022

3-4pm


Join Zoom Webinar via Video Click on URL to join:


https://zoom.us/j/99034471208?pwd=VzlXQjJkQ0UzdlFiWHFiVXJyUlg4Zz09


This will begin the Ventura County SELPA’s 30-day CAC Review subject to (EC 56205 (b)(7)).


During this meeting, you will be able to learn about the Ventura County SELPA Annual Budget for the 2022 -2023 school year and Annual Services.


In addition to this meeting, the Local Plan will be available for review online for a 30 day time period between May 2, 2022 and June 1, 2022.


A public hearing will also be held for the VC SELPA Annual Budget and Annual Services on June 10, 2022 at 8:30 am.


Please call the Ventura County SELPA if you would like to participate in this meeting.


Ventura County SELPA
Located at the Ventura County Office of Education
5100 Adolfo Rd • Camarillo, CA 93012

Phone: 805-437-1560 • Fax: 805-437-1599

You Are Invited To The Next CAC Meeting:

Monday, May 2, 2022

4 - 6 PM


Members of the public are always welcome to attend CAC meetings and give pubic comments.


To receive Meeting Notices Click Here.

WHAT IS THE CAC?

The Ventura County SELPA has a Community Advisory Committee (CAC) that facilitates communication between districts and families, has regular meetings to discuss issues with SELPA leadership, and provides parent trainings on topics such as the IEP process, behavior strategies, life after high school and social skills. The CAC promotes services and resources for special education students and their families.


Who is in the CAC?


  • Parents/guardians of individuals with disabilities (the majority)
  • Representatives of agencies that serve people with disabilities
  • School staff

How can I participate?


Members of the public are always welcome to attend CAC meetings and give public comments. CAC Meetings are governed by the Brown Act and only items on the agenda will be discussed. Staff may follow-up as needed. If you prefer to speak with a CAC member privately or by phone, call the SELPA office at (805) 437-1560 for contact information, including the name of your school district representative.

The CAC Is Here to Support You!

2021-2022 CAC BOARD


Carole Shelton, Chair

Lee Ann Holland, Vice-Chair

Myra Medina, Membership Secretary

Amanda Alfred, Treasurer

Lynda Karl, Parliamentarian

Flavia Seawright, Public Information Officer

CAC 2021-2022 Annual Priorities

The CAC develops Annual Priorities that reflect current issues and are geared toward the support of the students, families, agencies, and districts within the Ventura County SELPA .



  • Creating Community
  • Legislative Action
  • Promote Inclusive Practices
  • Mental Health
  • Support Social Emotional Learning for Students and Families
  • Transition Across the Grade Spans

HIGHLIGHTS OF THE MONTH

Are You Concerned?

It's easy to know when your child has a fever. A child's mental health problem may be harder to identify, but you can learn to recognize the symptoms. Sudden changes in your child's behavior can tip you off to a problem.


SIGNS THAT YOUR YOUNGER CHILD MAY NEED HELP:


  • Changes in school performance
  • Poor grades despite strong efforts
  • Excessive worry or anxiety (i.e. refusing to go to bed or school)
  • Sadness that doesn't go away
  • Hyperactivity
  • Persistent nightmares
  • Persistent disobedience or aggression
  • Hurting or destroying things
  • Frequent temper tantrums

SIGNS THAT YOUR OLDER CHILD OR TEEN MAY NEED HELP:


  • Substance abuse
  • Inability to cope with problems and daily activities
  • Changes in sleeping and/or eating habits
  • Excessive complaints of physical ailments
  • Defiance of authority, truancy, theft, and/or vandalism
  • Intense fear of weight gain
  • Exercising too much
  • Prolonged negative mood, often accompanied by poor appetite or thoughts of death
  • Frequent outbursts of anger that seems to come from nowhere
  • Explosive behavior

Can symptoms be caused by stressful events?


Yes, events like a death in the family, illness in a parent, the stress of family financial problems or divorce can affect every member of a family, even the youngest child. It's normal for stress to cause a child to be upset. Remember this if you see mental, emotional, or behavioral symptoms in your child. Take note if he or she gets better with time. If more than a month goes by, professional help may be needed.

Intellectual and Developmental Disability (I/DD) and Mental Illness

  • 30-40% of all persons with I/DD have a psychiatric disorder.
  • 10-20% have challenging behavior (self-injury, aggression, destructive behavior) severe enough to impair daily life.

  • Yet, they are under-diagnosed, not treated, or inappropriately diagnosed.

  • Symptoms of mental illness often present differently in individuals with intellectual disabilities.

  • Determining accurate psychiatric diagnosis becomes especially difficult as the level of intellectual functioning declines

I/DD and Co-Occurring Mental Health Challenges

Support needs of people with I/DD and and their families.

Warning Signs and Symptoms

Trying to tell the difference between what expected behaviors are and what might be the signs of a mental health condition isn't always easy, but identifying a problem early can help lead to the best outcome.

10 Common Warning Signs Of A Mental Health Condition
Mental Health Conditions

NAMI recognizes that other organizations have drawn distinctions between what diagnoses are considered “mental health conditions” as opposed to “mental illnesses.”

Mental Health By The Numbers

Millions of people in the U.S. are affected by mental illness each year. These numbers are also powerful tools for raising public awareness, stigma-busting and advocating for better health care.

NAMI Support and Education

Many NAMI Affiliates offer an array of outstanding peer-led programs that provide free education, skills training and support. Discover which education program is right for you.

Awareness Raising and Stigma Busting!

Mental Health Awareness Month

Each year millions of Americans face the reality of living with a mental illness. During May, NAMI joins the national movement to raise awareness about mental health. Each year we fight stigma, provide support, educate the public and advocate for policies that support people with mental illness and their families.


Together For Mental Health


For 2022’s Mental Health Awareness Month, NAMI will amplify the message of “Together for Mental Health.” We will use this time to bring our voices together to advocate for mental health and access to care through NAMI’s blog, personal stories, videos, digital toolkits, social media engagements and national events.


Together, we can realize our shared vision of a nation where anyone affected by mental illness can get the appropriate support and quality of care to live healthy, fulfilling lives.


Help us spread the word through awareness, support and advocacy activities.


Share awareness information, images and graphics for #MHAM throughout May.

StigmaFree Pledge

Together, we can encourage acceptance and understanding. Together, we can advocate for a better world. Together, we can turn StigmaFree Me into StigmaFree We. Together we can end stigma and create hope for those affected by mental illness.

Take The StigmaFree Quiz Today!

Stigma is when someone views a person in a negative way just because they have a mental health condition. It harms the 1 in 5 Americans affected by mental health conditions. It shames them into silence and prevents them from seeking help.

Mental Health Awareness Month Partner Guide

This guide is intended to help our partners and supporters coordinate their public awareness efforts with NAMI’s for greater impact.

Speech, language, or hearing problems can lead to trouble making friends and doing well in school. Give your child success—get help early.


Find your child's age below and learn about her speech, language, and hearing development.



Children develop at their own rate. These charts tell you when most children who speak only one language will reach each milestone. Your child should master the skills listed by the time he reaches the top of the age range. Missing one skill in the age range does not mean he has a problem. You may want to seek help if you answer "no" to most of the skills.Here are some of the key benefits of early treatment:


Maximizes a child’s success. Treatment at any age is worthwhile, but earlier is usually most effective. Early treatment can reduce the need for school-based services later.


Saves time and money. It can take less time to treat a communication delay or disorder when families act on the early warning signs. Fewer treatment sessions can also mean fewer out-of-pocket expenses. Many early intervention programs offer free or low-cost services to children ages birth to 3 years and their families. They also can link you to other community supports.


Prepares a child for kindergarten. What happens between birth and age 3 lays the foundation for kindergarten readiness. Strong speech, language, cognitive, and social skills are necessary for reading, writing, and academic success—as well as all the other demands of school.


Sets a child on a course to school, social, and life success. All families want what’s best for their children. Acting early can have positive, long-lasting effects on your child’s communication, social relationships, learning, and daily life activities well into adulthood.


Hearing Loss:



Learn more about the benefits of early identification and treatment at:

www.IdentifytheSigns.org.

Definitions and Descriptions of Childhood Apraxia of Speech (CAS)

During Apraxia Awareness Month, Apraxia Kids hopes to make an impact and Be the Voice for children with apraxia of speech!


WHAT IS CHILDHOOD APRAXIA OF SPEECH (CAS)?

Childhood apraxia of speech (CAS) is a motor speech disorder that makes it hard for children to speak. Children with the diagnosis of apraxia of speech generally have a good understanding of language and know what they want to say. However, they have difficulty learning or carrying out the complex movements that underlie speech.


WHAT IS THE DIFFERENCE BETWEEN CAS AND A SPEECH DELAY?

A true developmental delay of speech is when a child is following a “typical” path of speech development, although at a rate slower than normal. A child with apraxia of speech is on a “different” path, and has difficulty planning the movement sequences required for speech. This may result in inconsistent errors and difficultly with smooth transitions from sound to sound or syllable to syllable to form words, phrases, and sentences.

Ventura County SELPA Resources

Ventura County Hearing and Audiology Services

Supports Ventura County schools and community in the provision of comprehensive hearing screening, in-depth hearing evaluation, and collaborative special education supports to minimize the educational impact of hearing loss.

Hunter Syndrome (MPS II)

Hunter Syndrome (MPS II) is a mucopolysaccharide disease known as Hunter syndrome. MPS II has a wide range of symptoms that vary in severity and can be managed and treated with enzyme replacement therapies. There is no cure for MPS II.


MPS II patients are missing the enzyme iduronate sulfatase, which is essential to breaking down the mucopolysaccharides dermatan and heparan sulphate. These materials remain stored in the body’s cells, causing progressive damage. Babies may show little sign of the disease, but as cells sustain damage, symptoms start to appear.

What is Hunter syndrome? (MPS II)

Prader-Willi Syndrome

The symptoms of PWS change over time in individuals with PWS, and a detailed understanding of the nutritional stages of PWS has been published.


In addition to obesity, a variety of other symptoms can be associated with Prader-Willi syndrome. Individuals usually exhibit cognitive challenges, with measured IQs ranging from low normal to moderate intellectual disability. Those with normal IQs usually exhibit learning disabilities. Other issues may include growth hormone deficiency/short stature, small hands and feet, scoliosis, sleep disturbances with excessive daytime sleepiness, high pain threshold, speech apraxia/dyspraxia, and infertility. Behavioral difficulties may include obsessive-compulsive symptoms, skin picking, and difficulty controlling emotions. Adults with PWS are at increased risk for mental illness. PWS is a spectrum disorder and symptoms vary in severity and occurrence among individuals.

PWS Diagnosis? Hear our message of HOPE.

Williams Syndrome (WS)

Williams Syndrome (WS) is a rare genetic condition that is present at birth and can affect anyone. WS affects 1 in 10,000 people worldwide – an estimated 20,000 to 30,000 people in the United States. It is known to occur equally in both males and females and in every culture.


It is characterized by medical problems, including cardiovascular disease, developmental delays, and learning challenges. These often occur side by side with striking verbal abilities, highly social personalities, and an affinity for music. WS occurs equally in males and females and in all cultures worldwide.


There are many features common to those with Williams syndrome.

Williams Syndrome, Causes, Signs and Symptoms, Diagnosis and Treatment.

UPCOMING SELPA EVENTS

Equipping Parents to Navigate the IEP Process Series

A collaboration and partnership with VC SELPA & Rainbow Connection Family Resource Center


Presented by:


VC SELPA Administration Team and

Norma Perez-Sandford, District K-12 Counselor, Fillmore Unified School District


  • Have questions about the IEP process?
  • Questions about transitioning students and transition process?
  • Would you like to be more familiar and comfortable with process(es)?


This series is for you! Come learn about about different aspects of the IEP and get your questions answered!


Transition To Preschool (English)


May 3, 2022

5:00 to 6:30 PM


Transition to Preschool (Spanish)


May 4, 2022

5:00 to 6:30 PM


There is no cost for the sessions, however, online registration is required. You will receive the Zoom link once your registration is confirmed and we have a current email addresss.


Click here to register.

Big picture

NEWS/LEGISLATION

SB 1113 Special Education

SB 1113 Special Education: Inclusive Education: Universal Design for Learning (UDL)

EVENTS

This conference is for all General Education and Special Education Professionals, Parents, and Caregivers of all Student(s); Family Support Agencies, and Community Members.

Zooming Out and Zooming In On Inclusive Practices

Join us on our collective journey as educational partners in systematic change for inclusion and students with disabilities

SAVE THE DATE!

There is no cost for this conference but does require registration. For Spanish translation, please request seven (7) days in advance.


Register: https://vcoe.k12oms.org/1630-215871


September 20, 2022


3:00pm - 5:00pm


Katie Novak Ed.D, Consultant

Internationally renowned education consultant


Shelley Moore, Educator

Internationally recognized teacher, researcher, consultant and storyteller

Supporting Inclusive Practices

MISSION: POSSIBLE Inclusion Conference

Mission: Possible Inclusion Conference

MISSION: POSSIBLE Inclusion Conference



The Supporting Inclusive Practices (SIP) Project is hosting its first annual conference.


Our theme? MISSION: POSSIBLE


We are excited to hear from a diverse selection of speakers on inclusion related topics including culture, policy, practice, and shared leadership. Inclusion is a choice and far from impossible,


Do you accept the mission?


May 4, 2022 9:00am-2:00pm

May 5, 2022 9:00am-12:00pm


MISSION: POSSIBLE Inclusion Conference is FREE. It requires registration.


Click here to register.

MISSION: POSSIBLE Key Note Speakers

Supporting Inclusive Practices (SIP)

Why Inclusion? Because Special Education is a Service, Not a Place...

The SIP Logic Model and Blueprint are derived from best practices as defined in research and literature in the fields of inclusion, education, and change management.


The goal is to provide our grantees with a solid framework upon which to base their work in improving inclusion within their organizations.

RESOURCES

VC SELPA RESOURCES

Community Resource Directory

Programs and Services For Families of Students Enrolled in Special Education

What is Alternative Dispute Resolution (ADR)?

Ventura County SELPA is committed to supporting families and districts as they work towards early resolution options. Alternative Dispute Resolution (ADR) provides a neutral environment and a variety of choices and utilizes consultation, collaboration, and communication to resolve disagreements, preserve relationships and maintain focus on the needs of our students. ADR allows the decision-making process to stay in the hands of the family and district.
Distance Learning & Emergency Conditions from SELPA

On July 1, 2020 legislation went into effect that amended the California Education Code 56345(a)(9), adding a new Emergency Distance Learning component to IEPs.

What You Need To Know About AB 130 (Independent Study)

Why Can't My Child Continue to Participate in Distance Learning for 2021-2022?

Celebrate Inclusive Schools Throughout Your Schools & Communities in 2022!

Inclusive Schools Week Resource Guide

Curated by the Ventura County SELPA

Create A World Without Bullying All Year Long!

Bullying Prevention Resource Guide

Resources created by Pacer, Curated by the CAC

COMMUNITY RESOURCES

Rainbow Connection Family Resource Center

For more information and to register or for ongoing Support Groups, Training & Activities go to:

www.rainbowconnectionfrc.weebly.com

Call: 805-485-9643 or 800-332-3679

Email: rainbow@tri-counties.org

Tri-Counties Regional Center

Tri-Counties Regional Center is one of twenty-one non-profit regional centers in California providing lifelong services and supports for people with developmental disabilities residing in San Luis Obispo, Santa Barbara and Ventura Counties.


TCRC provides person and family-centered supports for individuals with developmental disabilities to maximize opportunities and choices for living, working, learning, and recreating in the community.


Tri-Counties Regional Center Offices

All TCRC offices have re-opened to the public.

On-Call Managers
Simi Valley Office: (805) 456-8020 sv@tri-counties.org
Oxnard Office: (805) 456-8021 ox@tri-counties.org

Early Start Program – Newborn to Age 3, No Referral Needed

Are you concerned about your child's development? Does any aspect of their speech, physical abilities, behavior, or any other area seem delayed? We want you to know that the Tri-Counties Regional Center Early Start program is here to identify and treat developmental delays in children 0-3 years of age. These services are free; there is no cost to you. Our clinical and intake teams are fully operational. Please share the word that anyone may refer to our Early Start program. If you are concerned about your child’s development, visit our Connect with an Intake Coordinator web page. Learn more about our Early Start program here.


Register Here For Regional Email Alerts

State Council on Developmental Disabilities (SCDD)

Welcome to SCDD!

The State Council on Developmental Disabilities (SCDD)is established by state and federal law as an independent state agency to ensure that people with developmental disabilities and their families receive the services and supports they need.

Consumers know best what supports and services they need to live independently and to actively participate in their communities. Through advocacy, capacity building and systemic change, SCDD works to achieve a consumer and family-based system of individualized services, supports, and other assistance.

Vision:

Californians with developmental disabilities are guaranteed the same full and equal opportunities for life, liberty, and the pursuit of happiness as all Americans.

Mission:

The Council advocates, promotes and implements policies and practices that achieve self-determination, independence, productivity and inclusion in all aspects of community life for Californians with developmental disabilities and their families

Email Sign-Up!


The Ventura County SELPA is dedicated to providing information and support to families and caregivers of students with disabilities so that they can be informed partners in the educational process of their children. There are numerous activities and resources that are provided to fulfill that mission.


Sign up to receive announcements of informational items for families directly to your email.

Ventura County SELPA is on FACEBOOK!

We are excited to share that our VC SELPA Facebook page has gone live! We know that Facebook can be a great way to communicate with our families and are looking forward to using this new tool. We hope you will "Like" and visit our page and that it becomes a place that you can find information and resources in support of our students throughout the SELPA.


Find the link at: https://www.facebook.com/vcselpa

SELPA COMMENDATIONS

To nominate someone (Teacher, Student, Parent, Specialist) for "going above and beyond" in serving special education students and/or families, go to the SELPA website, click on "Information for Families" and look under CAC for an application.

SELPA LEADERSHIP AND STAFF

The Ventura County SELPA office is responsible for the implementation of the Ventura County Special Education Local Plan, and for ensuring a free appropriate public education to all students with identified disabilities according to the Individuals with Disabilities Education Act.



Emily Mostovoy-Luna - Associate Superintendent

Sarah Fontenot- Administrative Assistant III

Local Plan Implementation

Interagency Coordination, Policies & Procedures

SELPA Office Operations

Related Staff: Adapted PE Teachers, Assistive Technology Assessment Center,

Orientation & Mobility Specialists, Residential Placement Consultants


Regina Reed - Director of Personnel Development Barbara Rush - Administrative Assistant II Program & Personnel Development

ERSES Program & COEDS

Behavior

Early Start

Related Services Staff: Social/Emotional Services Specialists, DHH Teachers


Joanna Della Gatta - Director of Technical Support and Transition Mariella Cazares-Flores - Administrative Assistant II

SIRAS Support, Forms & Instructions

Private Schools

Pattern of Strengths & Weaknesses Model

WorkAbility Program

Transition

Related Services Staff: Occupational Therapists, Physical Therapists, WorkAbility Specialists


Kim DeAnda - Program Specialist


Jeanine Murphy-Coordinator: Family, Student, School Collaboration

Alternative Dispute Resolution (ADR) Services