About SELPA

In 1977, all school districts and county school offices in California were required to form geographical regions of sufficient size and scope to provide for all special education service needs of children residing within the region’s boundaries. Each region became known as a Special Education Local Plan Area – SELPA. Today, there are over 120 SELPAs in the State.  The SELPA governance structures vary in form, including models for Multi-District SELPAs, Multi-District/County Office SELPAs, Single District SELPAs, Multi-District/Multi-County SELPAs, County SELPAs with Joint Powers Agreements, and Charter only SELPAs.  Size and scope also varies across the state.  Each SELPA has a Local Plan describing how it provides special education services.  Specific components to be included in the Local Plan are delineated in the Education Code.

The SELPA and member local education agencies (LEAs) foster coordination between general and special education for prevention and early intervention of suspected disabilities.  The SELPA also ensures appropriate education services for individuals with disabilities by working cooperatively with other public and private agencies to support a full complement of special education services for students.  Each SELPA must have an Administrative Unit (also known as the Responsible Local Agency), which serves as the legal entity that receives funds.  In some instances, the Administrative Unit is a school district and in other instances it is the county office.

Costs for SELPA operations and the Administrative Unit are provided by funding from the state, which may be augmented by local, federal and state funds.  Each region determines the funds available for regionalized services and the responsibilities of the SELPA office.  The SELPA policy-making body is designated in the Local Plan to make policy decisions, approve the SELPA budget and Allocation Plan, and direct SELPA operations. Responsibilities of the SELPA include such things as:

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

In the early 1970’s, a simultaneous movement across the country resulted in the passage of important federal and state laws.  Historically, children with disabilities were identified only if their educational needs were obvious. Thousands of students with disabilities were excluded from attending public schools.  Those who were allowed to attend were typically placed in programs designed to serve children with similar disabilities in special education schools or locales.  Such categorical programs were usually effective in providing specialized services for the populations they served; but in many cases, expectations for learning were inappropriate in relation to the students’ actual potential.

The Rehabilitation Act of 1973, amended in 1992, includes Section 504, which affirms the right of any student or adult who has a mental or physical impairment which inhibits a major life activity including learning; has a history of such an impairment; or is considered by a team of knowledgeable individuals to have such an impairment, from being discriminated against in any program or activity receiving federal financial assistance.  This Act also requires that students be given a free appropriate public education in general  education classes, with necessary supplementary aids and services, if they are determined by a school team to be disabled under Section 504 or the Americans with Disabilities Act (A.D.A.).  Such eligibility may exist without concurrent eligibility for special education under the Individuals with Disabilities Education Act (I.D.E.A.).

The Rehabilitation Act was followed in 1975 by the passage of PL 94-142, the Education of Handicapped Act, which was changed in 1990 to the Individuals with Disabilities Education Act (I.D.E.A.). This legislation provides that all students who are eligible for special education must be provided with a free appropriate public education (FAPE) in the least restrictive environment (LRE).  I.D.E.A. was reauthorized in 1997 and again 2004.

The California Legislature implements the provisions of I.D.E.A. through the “California Master Plan for Special Education”. This plan provides the legal foundation for a comprehensive state-wide model for the provision of special education.  It requires districts to have sufficient size and scope to meet the needs of all students with disabilities from birth to 22 either individually or as a special education service region.  These regions are known as Special Education Local Plan Areas (SELPAs), the backbone to California’s special education organizational model.

Some of the major areas covered by state and federal laws are the following:

• Child Find:  Each public school system is responsible to find and serve all eligible children with disabilities in its area.
   
• Free Appropriate Public Education:  Each public school system is responsible for ensuring that each child with disabilities is served appropriately, at no cost to the parent.
   
• Least Restrictive Environment:  Each child is assured of his/her right of education with nondisabled peers to the maximum extent appropriate.
   
• Due Process:  The right of parent participation, and challenge, in all aspects of assessment, identification and placement is assured; this involves mediation, administrative hearing procedures or complaint procedures in case of disputes.
   
• Individualized Educational Program:  The right of a child to an educational program designed to meet his/her individual needs and based on adequate assessment is assured. At age 16, or younger if appropriate, the IEP includes transition requirements in the areas of education, training, employment, and independent living.

These concepts have been reinforced and interpreted by a number of court cases since the passage of the law.  These laws and regulations promote changes and procedures leading to such things as the following:

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

Gradually, the community and public agencies have become aware that children with disabilities can be educated with their non-disabled peers, guaranteeing equal opportunities for all children, including children with disabilities.  Today, parents, students and staff work together to make certain that the appropriate services are provided on an individualized basis for every child with a disability. The services are provided through the Special Education Local Plan Areas – SELPAs. A Local Plan is developed and maintained in each community by the people who live there as the basis of these improvements and the foundation of all services.

Even though there are many organizational structures for a SELPA, all SELPAs have the same basic purpose: work to ensure the delivery of high quality special education programs and services to students with disabilities in the most effective manner practicable. The Marin County SELPA believes that all students can learn and that students with special needs must be provided an equal opportunity to become contributing members of society. To support students with special needs and their families, the SELPA office facilitates the development and operation of high quality educational programs and services for students with special needs and training for parents and educators. Additionally, the SELPA office collaborates with county agencies and LEAs to develop and maintain healthy and enriching environments in which students with special needs can succeed.

The Marin County SELPA provides direct and indirect support to Local Education Agencies in fiscal, legal and compliance issues. The SELPA operates through an Operational Steering Committee (OSC), comprised of representative school district superintendents. The OSC is supported by an Advisory Steering Committee, comprised of Special Education Directors, a Business Advisory Committee, comprised of district business officials and a Special Education Advisory Committee, comprised of parents, staff and other interested parties.

It is the Marin County SELPA’s responsibility to assure program availability for all students with disabilities in the school-age population regardless of the disability. It is incumbent upon the SELPA to see that a continuum of programs and services are available to meet the unique needs of each student with a disability, to assist in Intra-SELPA and Inter-SELPA placements, and to provide technical assistance and administrative support for the requirements of Federal and State laws.

The SELPA is responsible for assuring the following:

• All general education resources are considered and, where appropriate, utilized on a local or regional basis to meet the needs of students with disabilities;
• A system exists at the regional level for identification, assessment, and placement of students with special needs and the implementation of programs to support them; and
• An annual compliance monitoring system is implemented, that continues to assure non-compliant items are identified continue to be rectified.

SELPA Administrators play a critical role in both SELPA and LEA special education operations. Their responsibilities include the following:

• Providing support to local educational agencies through case management services;
• Providing or participating in staff development, program development, and innovation of special methods and approaches designed for students with special needs; and
• Facilitating meetings to assure pupils have full educational opportunities.

The SELPA responsibility is met through a network of cooperative agreements among LEAs and agencies. The SELPA Office coordinates this network and provides a focal point for the school district, student and/or family seeking information related to the provision of special education services.

While the staff members listed below are available to provide support in the areas indicated, please contact any staff member for assistance.

Rebecca Minnich, Director:

• California Department of Education Local Agency Monitoring Liaison
• Low Incidence Equipment/Materials/Services
• NPS Staff Development
• Special Education Student Data Management/Reporting
• State Reporting
• Facilitated IEP Meetings
• Special Education Advisory Committee
• Fiscal Allocation/Monitoring

 Christine Shields, Assistant Program Manager:

• NPS Case-Management
• District Administrative Support Liaison
• Positive Behavioral Programming
• CAPTAIN Cadre
• Facilitated IEP Meetings

Chloe Mach, Interim Program Manager:

• NPS Case-Management
• District Administrative Support Liaison
• Facilitated IEP Meetings
• LCI/Foster Youth Case-Management 
• Coordinator, Alternative Dispute Resolution

Additional Areas of SELPA Support:

• Parent Education/Support
• Policy Development
• Professional Development
• Interagency Agreements
• NPS/NPA Contracts
• Compliance Monitoring/Reporting

April Port, Interim Program Manager:

• NPS Case-Management
• District Administrative Support Liaison

All public school districts in Marin County provide interventions to support students that are demonstrating delays in academic and/or behavioral skills.  These interventions often referred to as “pre-referral” interventions are designed to enhance student growth and support positive student outcomes.  The pre-referral intervention process works to ensure that general education resources have been utilized to the maximum extent possible to address presenting needs prior to initiating a referral for a special education evaluation.  Below is a Q&A concerning the pre-referral intervention process in Marin County public schools:

Question:       

What school-wide strategies are in place in school districts within Marin County to identify students that are demonstrating deficits in academic and/or behavioral skills?

Answer:         

School districts identify students in a variety of ways.  Some strategies in place may include the following:

• Conduct assessments of ALL students several times a year to determine progress towards expected benchmarks;
• Collect data from informal and formal assessments to review on a scheduled basis by grade level, multi-disciplinary, department, or Student Study/Success Teams;
• Formally review student information/academic history including but not limited to attendance data; office referrals/discipline data; performance on statewide assessment information; and/or
• Communicate with the previous school district (i.e., middle school to high school) as appropriate to further examine/discuss patterns in behavior.

Question:       

What strategies/interventions are school districts in Marin County utilizing to address a student’s identified needs?

Answer:         

School districts support students that require specific general education interventions to address presenting needs in a variety of ways.  Some strategies in place include the following:

• Notify parents of identified concerns;
• Provide differentiated instructional strategies in the general education classroom to match area(s) of concern including targeted instruction and supplemental materials;
• Use evidence-based academic and behavioral interventions; and/or
• Provide additional academic, social, and behavioral supports based upon presenting needs and team input.

Question:       

How does a school district know if the strategies/interventions are working?

Answer:         

School districts monitor student progress and present levels of educational performance.  Through data collection the school district will establish a “baseline” or a starting point prior to the implementation of the intervention(s). Following the implementation of the intervention(s), the school district will collect and record student progress at different intervals.  The student’s response to the intervention will be monitored, analyzed, and discussed with the student’s team in order to determine appropriate next steps related to intervention delivery and educational programming.

Question:       

What does a school district do when the strategies/interventions are working?

Answer:         

School districts strive to have all students performing within expected benchmarks both academically and behaviorally.  When students reach the expected benchmark following the provision of an intervention, the school district may do the following:

• Provide the intervention until the student has demonstrated the ability to reach the expected benchmark over multiple trials;
• Systematically fade the frequency of the application of the intervention while collecting data to ensure continued performance within expected benchmarks; and
• Monitor student performance and provide the necessary level of support based upon data to support the student toward their obtainment of expected benchmarks

What does a school district do when the strategies/interventions are NOT working?

Answer:

As noted above, school districts strive to have all students performing within expected benchmarks both academically and behaviorally.  When targeted interventions have been applied and monitored and the student does not respond the school district may do the following:

• Review intervention(s) and student response to examine patterns and future intervention needs;
• Consider alternative strategies, including but not limited to increasing the frequency, intensity, and duration of the intervention(s);
• Hold follow-up meeting(s) with parent(s) to discuss the student’s response to intervention(s) and appropriate next steps – such as a Student Success
• Team/Student Study Team [1] (SST) meeting;
• Consider Section 504 Plan; and/or
• Consider a referral for a special education assessment.

Question:       

Where can I find more information about specific school districts in Marin County?

Answer:         

More information about the public schools in Marin County can be found by using the links below:

• Bolinas-Stinson
• Miller Creek
• Kentfield
• Laguna
• Lagunitas
• Larkspur-Corte Madera
• Mill Valley
• Nicasio
• Novato Unified
• Reed Union
• Ross
• Ross Valley
• San Rafael City Schools
• Sausalito Marin City
• Shoreline
• Tamalpais

[1] Student Success/Study Team meetings provide a forum for school staff, family members, community agencies, and other important people to collectively discuss concerns about an individual student.  Through discussion and study the team plans a positive course of action, assign responsibilities, and monitors results.

Continuum of School Age Special Education Programs/Services

Consistent with California Education Code 56361, the continuum of special education program options for students within Marin County includes, but not necessarily be limited to, all of the following or any combination of the following:

(a) Regular Education Programs

Collaborative Teaching

Specialized academic instruction delivered in the general education setting that is designed to permit access to the classroom curriculum through the use of accommodations, adaptions, and/or modifications.

All Local Educational Agencies (LEA)s[1] within the Marin County SELPA.

(b) Resource Specialist Program

Learning Center

Specialized academic instruction delivered on a subject by subject basis in a separate classroom with and without general education students.

Bolinas-Stinson – 1 Center (TK - 8)

Kentfield – 2 Centers (K - 4, 5 - 8)

Larkspur-Corte Madera – 5 Centers (K - 5 = 3, 6 - 8 = 3 (subject specific))

Mill Valley – 4 Centers (TK - 3, 4 - 5 at two sites, 6 - 8)

Nicasio – 1 Center (K - 8)

Novato – 5 Centers (TK - 5 = 4, 6 - 8 = 1)

Reed – 1 Center (6 - 8 = 1)

Ross – 2 Centers (K - 5 = 1 - 6 - 8 = 1)

San Rafael City Elementary – 1 Center (TK-5)

Sausalito Marin City – 2 Centers (1 Elementary Learning Center, 1 Middle School Learning Center)

Shoreline Unified - 1 Center (K-4)

Total: 25 Centers

Resource Specialist Program

Specialized academic instruction delivered on a subject by subject basis for less than the majority of the school day in a separate classroom without general education students.

Bolinas-Stinson – 1 Program (TK-8 = 1)

Lagunitas -- 1 Program (TK-8 = 1) 

Marin County Office of Education (MCOE) – 1 Program (Alternative Education)

Mill Valley – 5 Programs (2 elementary, 1 at each grade 6-8)

Miller Creek – 6 Programs (3 elementary, 1 at each grade 6-8)

Novato – 20 Programs (Early Intervention =1.5, TK-5=7.6, 6-8=4.2, 9-12=7.5)

Nicasio – 1 Program (K-8)

Ross Valley –7 Programs (TK-5 = 4, 6-8 = 3)

San Rafael City Elementary – 12 Programs (TK-8=12)

San Rafael City High – 8 Programs (9-12)

Shoreline – 3 Programs (K-8 = 2, 9-12)

Tamalpais – 22 Programs (9-12)

Total: 87 Programs

(c) Designated Instruction and Services

Related Services

Designated instruction and services or “related services” means developmental, corrective, and other supportive services that are required to assist a child with a disability to benefit from special education.  Related services may include any of the following:

Speech-Language Pathology;

Audiology Services;

Interpreting Services;

Psychological Services;

Physical and Occupational Therapy;

Recreation, including Therapeutic Recreation;

Counseling Services, including Rehabilitation Counseling;

Orientation and Mobility Services;

School Health and/or Nursing Services;

Social Work Services;

Parent Counseling and Training;

Medical Services for Diagnostic or Evaluation Purposes; and/or

Transportation

(d) Special Classes

Special Day Classroom:  Mild to Moderate Disabilities

Specialized academic instruction delivered for the majority of the school day in a small group setting within a separate classroom for students with mild to moderate educational needs.

Kentfield – 2 Classrooms (2 - 4 = 1, 5-8 = 1)

Mill Valley – 2 Classroom (Early Intervention, 6 - 8)

Miller Creek – 3 Classrooms (K-2 = 1, 3-5 = 1, 1 middle school)

Novato – 10.5 Classrooms (Early Intervention = 2, TK-1 = 1, TK-2 = 1, 2-3 = 1, 3-4 = 1, 6-8 = 2, 9-12 = 2.5)

Reed – 1 Classroom (3-5)

Ross Valley - 3 Classrooms (TK-5 = 2, 6-8 = 1)

San Rafael City Elementary – 1 Classroom (6-8)

San Rafael City High – 4 Classrooms (9-12)

Shoreline – 2 Classrooms (2-8 = 1, 9-12 = 1)

Tamalpais – 6 Classrooms (9-12)

Total: 34.5 Classrooms

Special Day Classroom:  Skills Development Academy

Specialized academic instruction delivered for the majority of the school day in a small group setting within a separate classroom for students with mild/moderate/severe educational needs that are utilizing both a functional life skills curriculum and a standards based curriculum.

MCOE – 3 Classrooms (K-5 = 2, 6-8 = 1)

Total: 3 Classrooms

Special Day Classroom:  Moderate to Severe Disabilities

Specialized academic instruction delivered for the majority of the school day in a small group setting within a separate classroom for students with moderate to severe educational needs.

MCOE – 18 Classrooms (PK-1 = 5, K-5 = 3; 6-8 = 2, 9-12 = 4, 12+ = 4)

San Rafael City Elementary – 8 Classrooms (Early Intervention = 4, TK-8 = 4)

San Rafael City High – 1 Classroom (9-12)

Total: 27 Classrooms

Special Day Classroom: Autism Strand

Specialized academic instruction delivered for the majority of the school day in a small group setting within a separate classroom for students with moderate to severe communication, behavioral needs, and sensory needs.

MCOE – 10 Classrooms (PK-1 = 3, K-5 = 5, 6-8 = 1, 9-12 = 1)

Novato – 5 Classrooms (TK = 1, TK-2 = 1, 3-5 = 1, 6-8 = 1, 9-12 = 1)

Ross Valley – 1 Classroom (K - 2 = 1)

Total: 16 Classrooms

Special Day Classroom:  Counseling Enriched

Specialized academic instruction delivered for the majority of the school day in a small group setting within a separate classroom for students with social/emotional/behavioral needs.

MCOE – 3 Classrooms (K-5 = 1; 6-8 = 1; 9-12 = 1)

Novato – 5 Classrooms (3-5 = 1; 6-8 = 1; 9-12 = 3)

San Rafael City High – 1 Classroom (9-12)

Tamalpais – 5 Classrooms (9-12)

Total: 14 Classrooms   

(e) Nonpublic, Nonsectarian School Services

Non-Public School

Specialized academic instruction delivered in a California Department of Education certified private non-sectarian school for students with IEPs that are typically located outside of a comprehensive public school setting/campus.

Active non-public, nonsectarian schools within the Marin County SELPA – 5

Taken from The California Department of Education Website - NPS/A Certification Applications Page

Non-Public Agency

A private nonsectarian establishment or individual certified by the California Department of Education that provides related services necessary for a student to benefit educationally from their IEP.

Active non-public, nonsectarian agencies within the Marin County SELPA – 14

Taken from The California Department of Education Website - NPS/A Certification Applications Page  

(f) State Special Schools

California School for the Blind

Provides intensive, disability specific educational services for pupils who are blind, visually impaired or deafblind, ages 3-22.  The California School for the Blind is a statewide resource offering expertise in the low prevalence disabilities of visual impairment and deaf/blindness through innovative model programs, assessment, consultation and technical assistance, professional development, research and publications, advocacy, and outreach.

Fremont, CA – 1 School

Total:  1 School

California School for the Deaf          

Provides comprehensive educational programs to deaf and hard of hearing pupils, ages 3-22.  The school provides a comprehensive residential and non-residential educational program composed of academic, non-academic, and extracurricular activities.

Fremont, CA – 1 School

Total: 1 School

(g) Instruction in Settings Other Than Classrooms Where Specially Designed Instruction May Occur.

Community Based Instruction

Regular and systematic instruction in meaningful, functional, and age-appropriate skills in integrated community settings, using naturally occurring materials and situations.  Community Based Instruction is designed to help students with moderate/severe educational needs acquire and generalize life skills that enhance opportunities for meaningful experiences and relationships within the general community.

MCOE – 4 Classrooms (12+ = 4)

Total:  4 Classrooms

(h) Itinerant Instruction in Classrooms, Resource Rooms, and Settings Other Than Classrooms Where Specially Designed Instruction May Occur

Teacher of the Visually Impaired (VI)

Provides specialized academic instruction and consultation in a variety of educational settings for students with neurological visual impairments who are functionally blind or who have low vision, even with the best correction that adversely impacts educational performance.

Teacher of the Deaf and Hard of Hearing (DHH)                 

Provides specialized academic instruction and consultation in a variety of educational settings for students with a hearing impairment that is so severe, the processing of linguistic information through hearing, with or without amplification, adversely impacts educational performance.

(i) Instruction Using Telecommunication, and Instruction in the Home, in Hospitals, and in Other Institutions

Teacher of Adaptive Physical Education (APE)

Home and Hospital Instruction

Specialized academic instruction delivered in the home or hospital setting due to the presence of a temporary disability which makes attendance in regular classes or another education program impossible or inadvisable.  A temporary disability is a physical, mental, or emotional disability incurred while a student is enrolled in classes or a program outside of the home/hospital setting and after which the student can reasonably be expected to return to the original classes/program without the need for special interventions.  Educational services may be provided via telecommunication or other means by any LEA within the Marin County SELPA.

All Local Educational Agencies (LEA)s within the Marin County SELPA.

[1] A local educational agency means a public school district that serves students in any grades P-12.